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World War II Poster Project & ACRL Information Literacy

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World War II Poster Project Learning Outcomes as Mapped to the ACRL Information Literacy Standards. For more information, go to www.paperandpixels.org

World War II Poster Project Learning Outcomes as Mapped to the ACRL Information Literacy Standards. For more information, go to www.paperandpixels.org

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  • 1. World War II Poster Project Learning Outcomes as Mapped to the ACRL Information Literacy Standards ACRL Standard Performance Indicators (P.I.) Integration into HIST 100 Poster Project – The information literate student.... Standard One: The P.I. 1.1: Defines and articulates Students worked together in pairs to identify information literate the need for information. research topics and a thesis statement for their student determines final papers. the nature and extent of the information needed. P.I. 1.2: Identifies a variety of Students’ basic understanding of information types and formats of potential sources was gauged during a pre-test exercise sources for information. using personal response systems (“clickers”) during Session One. - Identifies purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical) - Differentiates between primary and secondary sources. Standard Two: The P.I. 2.1: Selects the most Students selected appropriate research sources information literate appropriate investigative for the papers. In addition to using the Internet, student accesses methods or information retrieval students were encouraged to use subject- needed information systems for accessing the needed specialized databases related to history, and to a effectively and information. lesser degree, art. efficiently. Students needed to balance using primary sources available through Special Collections with secondary source research collected elsewhere. P.I. 2.2: Constructs and During Session 2, students worked in pairs to implements effectively-designed identify key concepts and terms to use for their search strategies. research. Students participated in class discussions and discussions with smaller groups of peers about their information needs and plans for research. During Session 2, students participated in a brainstorming session to create keywords, synonyms and related terms that were used in search strategies. Students discussed their intended search strategies with each other and their instructors. World War II Poster Project David Del Testa, Ph.D. History www.paperandpixels.org Abby Clobridge, M.S. Library Science
  • 2. Research logs were maintained by all students. Del Testa placed the emphasis on “process over product,” encouraging students to consider how they approached their research. P.I. 2.3: Retrieves information To complete their papers, students needed to online or in person using a use materials from Special Collections along variety of methods. with library-licensed databases. Some materials were available in person at Special Collections, in the Reference collection, at the Reserves Desk, and in the library’s main book collection. Most students also needed to order articles or books through an inter-library loan system. Standard Three: The P.I. 3.1: Summarizes the main The research/analysis papers required that information literate ideas to be extracted from the students were able extract and synthesize student evaluates information gathered. information from various sources; evaluate information and its information and sources; and construct new sources critically P.I. 3.2: Articulates and applies ideas based on all of the information gathered. and incorporates initial criteria for evaluating both selected information the information and its sources. into his or her knowledge base and P.I. 3.3: Synthesizes main ideas value system. to construct new concepts. Standard Four: The P.I. 4.1: Applies new and prior The digital library, created over the course of information literate information to the planning and several class sessions, required students to student, individually creation of a particular product create a new product. As a class, students or as a member of a or performance. decided how to organize the content for their group, uses collection. They created digital surrogates of - information their posters, manipulated digital images, and Organizes the content effectively to used specialized information technology in a manner that accomplish a supports the purpose applications to create the digital library. specific purpose. and format of the product or performance. - Manipulates digital text, images, and data, as needed, transferring them from their original locations and formats to a new context. World War II Poster Project David Del Testa, Ph.D. History www.paperandpixels.org Abby Clobridge, M.S. Library Science
  • 3. P.I. 4.2: Revises the As part of the initial written instructions for the development process for the poster project that were distributed to students, product or performance. Del Testa: - Remember that process is as important as Maintains a journal or or more important than product in this log of activities related to the information assignment, therefore you must collectively keep a diary/journal of all seeking, evaluating, and actions you take related to this project and communicating process. - submit it to the instructor along with your Reflects on past poster report. successes, failures, and alternative strategies. Your instructor recognizes effort as much as outcome. The best proof of this effort, especially if you don’t come up with much supporting material in the end, is your diary/journal. You are encouraged to make notations in this diary/journal every time you meet to discuss your poster, examine your poster, research your poster, and so on. This will provide valuable “proof” of your efforts to your instructor. Once you and your partner have selected a poster to investigate, you should immediately get out your journal/diary, note the date and place, and then proceed write down all of the information you can about it, perhaps even sketching out roughly what you see. You should write down all of your first impressions and observations, and take notes on all of the text you can find on the page. None of these impressions or observations are ‘wrong’…what you’re doing is bringing your combined knowledge together to provide a basis for investigating the image further and analyzing it for others. These first impressions and initial information is critical, for it will help guide you. Journals were submitted as part of the final project, along with the formal research paper. P.I. 4.3: Communicates the The digital library, created over the course of product or performance several class sessions, required students to effectively to others. create a new product. As a class, students decided how to organize the content for their - collection. They created digital surrogates of Uses a range of their posters, manipulated digital images, and information technology used specialized information technology applications in creating applications to create the digital library. the product or World War II Poster Project David Del Testa, Ph.D. History www.paperandpixels.org Abby Clobridge, M.S. Library Science
  • 4. performance. - Students were also involved in making Incorporates principles recommendations for the look and feel of the of design and online exhibit showcasing their work that communication would be created at a later date. Standard Five: The P.I. 5.3: Acknowledges the use Students were required to use Turabian or information literate of information sources in Chicago Manual of Style for footnotes and student understands communicating the product or bibliographies. many of the performance. economic, legal, and Copyright was discussed in class within the social issues context of the digital library. surrounding the use of information and accesses and uses information ethically and legally. World War II Poster Project David Del Testa, Ph.D. History www.paperandpixels.org Abby Clobridge, M.S. Library Science