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Multimedia Information and Evaluation Session

An session from a larger information literacy course as an undergraduate GER

Edward Benoit III

on 5 August 2010

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Transcript of Multimedia Information and Evaluation Session

Multimedia Information and Evaluation Session Information Literacy Teaching and Learning Perspective Course/Session Audience and Enviroment IL Standards and Assessment Course/Session Design Rationale Technology Rationale Definition Problems Every field provides a different definition of IL
Varying terms and concepts
Mishmash situation Gibson, 2008, pg. 11 Perhaps there is no greater definitional conundrum in the current higher education environment than the swirling, diverging, and converging debates and discussions about a cluster of terms centered on information, technology, critical thinking, lifelong learning, resource-based learning, and skills needed in the 21st century. Add to this a welter of terms such variations as digital literacy, e-literacy, information fluency, and a related set of pedagogies focused on evidence-based learning, problem-based learning, inquiry-based learning, and discovery learning, and we step out of a riddling state into a genuine definitional quagmire. IL for this course is: the ability to identify need, locate, access
evaluate and apply information within
a legal, ethical and moral framework. IL as GER Course IL education provides tools for a successful education
Needs standardization and curriculum control across campus ensuring similar techniques, concepts and skills
SUNY began exploring the idea in the 1990s (Sellen, 2002 and Mackey & Jacobson, 2007)
This session/course design assumes IL is a GER
Apprenticeship Perspective (Pratt, 2002) Follows the skill trades training models, i.e. on-the-job training from master craftsmen to new apprentices
Method pre-dates the industrial revolution providing time-tested and fundamentally sound training
Application to IL Instruction Procedural in nature
Prof. introduce key concepts, skills or methods through demonstration
Students practice their application while overseen by the instructor
Finally, students utilize the new knowledge on their own, upon mastery of the subject Pratt states: "as learners become mature and become more competent, the instructor's role changes...instructors offer less direction and give more responsibility to the learner as learners move from dependent to independent worker" (pg. 6) Constructive vs. Instructive Apprenticeship perspective creates a combination
Students begin the course as an instructive learner
As the course progresses, the enviroment adapts to a constructive one
Framework allows different techniques (mini-lectures, case studies, etc.) meeting the differing learning styles of students Audience Session is part of a robust syllabus
Target audience is 1st and 2nd year undergraduate students
GER course for all majors
Traditional students (18-22)
Course may alter due to week 1 information and technology student survey Enviroment Course instruction occuring within a single academic enviroment (preferably a LIS one)
On-site within a computer facilitated classroom
Class size between 20-30 students Standards Session/Course follows the ACRL standards
ACRL designed for U/G thereby meeting the needs of a GER course
Course does not adhere to the standards in a linear fashion, rather focusing on a core set of skills
This core lays the foundation for the remaining standards
The session occurs toward the end of the inital core knowledge, expanding the 3rd ACRL standard Path of Standards Core knowledge begins with information evaluation (standard 3) and continues with exploring information need and access (standards 1 & 2)
This combination enables students' independent infomation seek and evaluation needs
Students then move toward implementation/application of information toward a personal goal (standard 4)
Current issues of information use and access, including legal and ethical issues requires disucssion throughout the course (standard 5)
For example. the multimedia session highlights the biased nature of information and the need for content analysis of socio-political themes.
Additionally the session discusses the issues of copyright and fair use Assessment Multiple versions of assessment tools
All follow a three-level approach
1st layer (knowledge) : Does the student understand the concepts, skills or methods discussed?
2nd layer (application): Does the student effectively apply the concepts, skills or methods in a simulated scenario?
3rd layer (real world situation): Does the student select appropriate concepts, skills or methods and apply them effectively in a real task setting? First Phase (Course) Several weeks of instruction on evaluation of information (standard 3)
Teacher spends more time demonstrating (instructive)
Students conduct in-class and take-home exercises thereby practicing and mastering the intial skills Second Phase (Course) Focused on locating and accessing information (standards 1 & 2)
Transitions students into a more constructive role
Teacher spends less time on demonstrations, leaving more time for in-class exercises
Exercises focus on new ideas, while retaining the skills previously mastered
Toward the end of phase 2, student begin conducting real world scenarios Third Phase (Course) Student continue work with personal projects
Teacher offers only occasional demonstrations
Students encounter new problems and attempt solving them prior to requiring instruction
Addresses the 4th standard
Case studies used for in-class debates by students on ethical and legal issues Multimedia Session Occurs during the 5th week
Marks transition period from 1st to 2nd phase and contains elements of both
Evaluation instruction for the three types of media (image, audio and moving image) continues building students' evaluation skill set and requires knowledge from previous weeks
Teacher began introducing info seeking techniques in the previous week, and continues this through a demonstration of searching for known/unknown media items

Still primarily an instructive enviroment
Following each demonstration, students conduct in-class exercises for practice and to illicit questions
Take home assignments allow further practice and an assessment opportunity
Feedback provided by the instructor allows further growth Session incorporates limited new technology
Databases/websites used during the demonstrations and exercises chosen for a reason
The American Memory Project from LoC offers a simple intuitive interface and all media formats required for the session
NASA Images selected for intuitive interface and interesting collection
NASA Images also offers students a problem solving moment, since it does not allow search based on media format Edward Benoit III
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