fostering visual literacy through project-based learning ... · fostering visual literacy through...
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ACRL ARTS Sec*on's Annual Discussion Forum in San Francisco American Library Associa*on’s 2015 ALA Annual Conference Saturday, June 27, 2015
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ARH2000 course: • Fully online course • Part of the university core curriculum • Meets global learning requirement Set goals for course: • Student engagement: Student as a curator chosen art & content creators when they post • Integrate visual & informa*on literacy into the assignment • Have a conversa*on about using social media and using images ethically
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Art Movement Paper: Basic research paper with presenta*on New assignment: • Themes not *ed to *me periods or place • Global learning component Outline of the assignment • Find three artworks to post about that speak to a theme (list) • Cite the image correctly in the social media post using the class hashtag • Students create Storify story • Post to blackboard course discussion board • Give feedback in their peers posts • Research paper submiWed
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Student engagement goals & learning outcomes • Backwards curriculum design • Peer to peer feedback: Discussion & dialogue • Social media integra*on • Visual and informa*on literacy skills • Global learning outcomes (global awareness, perspec*ve, & engagement) We had the FIU Online Instruc*onal Designer with us to select educa*onal technology tools • Manage our expecta*ons • Find appropriate tools within the blackboard course Included in the assignment would be • Link to LibGuide for instruc*on on this assignment • Literacy learning objects in the LibGuide • Discussion board
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Some of the knowledge prac*ces & disposi*ons of the ACRL framework: Crea%on as process: Students as curators & students as creators • Look at the way informa*on/images are shared • Learn emerging trends for informa*on crea*on vs. the more tradi*onal ways images
could be found • What was the process for creators/poster to disseminate images • Choosing the suitable forum to post their chosen images • Matching informa*on need to appropriate product & product variety • Dynamics of their individual projects will help to develop a beWer understanding of the
process of informa*on crea*on, purpose, and propaga*on. Info has value: Free vs. copyright • The several dimensions of informa*on • As a commodity, means of educa*on, influence, or to develop a an understanding of the
world • As creators of informa*on develop a beWer sense of intellectual property “ownership” • Ci*ng images correctly & making a deliberate choice to comply with copyright • Make beWer choices regarding their online ac*vity • Value the produc*on of knowledge& respect original ideas of others • “see themselves as contributors to the informa*on market place rather than only
consumers of it”
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In addi*on to the global learning outcomes & ACRL informa*on literacy framework, we also chose competencies from ACRL’s visual literacy standards. Focusing on: • Finding images (where to look?) • Create visual media (social media posts, storify project) • Using images ethically (cite artworks) • Analyzing the images (research paper)
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Social media tools for pos*ng/publishing • TwiWer • Instagram • Facebook • Flickr • YouTube • GeWy images • & more Storify will allow you to • Choose images with hashtags • Aggregate posts from different tools • Create a visual board that serves as a product of the project
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Future steps • Become a TA in her course and the embedded librarian for the class • Set up the storify class project board • Have 2 virtual informa*on sessions using adobe connect • Virtual office hours • Help manage the storify board to add posts • Create an assessment piece
• Pretest/ post test on their visual & info lit skills Future Future Goals • Sustained content in storify • Example for future classes • Public tools for finding images on the web
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