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Using Twitter to create an interactive information literacy lecture - Suzanne Tatham, University of Sussex

Presentation given at Umbrella 2013
by Sussex Library on 6 September 2013

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Transcript of Using Twitter to create an interactive information literacy lecture - Suzanne Tatham, University of Sussex

Using Twitter to create
an interactive information literacy lecture
Suzanne Tatham
Learning & Teaching Support Librarian
University of Sussex
Setting up the lecture
Preparation:
interactive lecture so bring laptops/mobile devices
using Twitter for several lectures/workshops, so set up Twitter account
agreed hash-tag and Tweetdeck used for live feed
tweet to answer questions and to comment/reflect
First exercise
Reflective comments
Students gained in confidence with their tweets
Encouraged by seeing classmates' tweets on screen?
Second wave of tweets - from the less confident?
Tweeted contributions woven into the lecture
Posed questions such as "What is an academic source?"
Discussed the value of academic journals and why they need to engage with academic literature
Beneficial for students to hear directly from tutors about the importance of using academic sources and about using the library
Using tweets to inform discussion
Assessing ability and understanding
Locate full-text of a journal article
Tweet number of clicks it takes you
Selecting keywords
Analysing search results
Easy/difficult?
Too many/too few results?
Relevant/irrelevant?
Given choice of essay titles from their "Questioning the Media" module
Asked to analyse key concepts and list keywords
Search strategy and searching tips - tweeted by tutors to reinforce learning
Storify used to record tweets
What would I do differently next time?
Not everyone tweeted, so have a very easy/quick/fun question at the start

Be realistic about how much you can get through - students needed more time to complete exercises and tweet their reflections/answers
Survey results
"Upon seeing other tweets being instantly published, it helped me to generate more ideas and aided in my thought process in constructing an answer on my own."

"Words i didnt understand the lecturers would tweet them. Helping me understand the lecture more and making it run smoother."

"Felt smart for a moment but also quite scared because students are gonna judge for what I tweeted."
"I think now that we are moving more digitally i think all lectures would be useful to use twitter. It makes it good to go back and look at!"

"Any lecture where student feedback is required, it is less time consuming and better organised for everybody to post their input on Twitter for their colleagues to read, rather than individuals speaking out one by one."

"A lot of time is wasted because students get all noisy before, during and after twittering the answers. "

"It would help students to raise any questions or things that they don't understand without having to speak out or compete with the more vocal students."
Purpose of using Twitter
Enable students to respond to questions and make comments that were visible to all on the screen
Benefit any international students struggling with language confidence issues
Encourage the more shy or introverted students to communicate
Use students’ tweets to guide, inform and develop discussion
Gauge understanding and comprehension using tweeted answers to questions
Encourage students to analyse and critically reflect upon their observations
A question for you
Tweet your responses
Have you used Twitter in a teaching context?
If so, was it successful?
If not, is it something you would consider?
Can you describe an instance when you reflected critically via a tweet?
Can you think of any other lecture where using Twitter would be an advantage?
What would you ask students to tweet about?
Tweet your ideas
#digienvub
See the full transcript