Telling Stories About the Library: Student-Generated Comics as Information Literacy Narratives

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Telling Stories About the Library: Student-Generated Comics as Information Literacy Narratives

  1. 1. Student-Generated Comics asInformation Literacy NarrativesTelling StoriesAbout the LibraryMatt UpsonAssistant ProfessorReference and Instruction LibrarianEmporia State Universitymupson@emporia.edu@thunderbrarianAlex MuddAssistant ProfessorReference and Instruction LibrarianEmporia State Universityamudd@emporia.edu@alexlibrismudd
  2. 2. Rationale• UL100 Information Literacy and Technology• 2 credit hours• Focus on the Research Process• Online Portfolio• Reflective Component
  3. 3. Rationale• Information Literacy Narratives*• Student need to be heard• A way to reflect and summarize• Critical thinking and questioning assumptions• Framing themselves as characters• The drama and conflict of research• An attempt to validate student experience• Opportunities for more authentic assessment• Potential overall improvement of studentlearning*Adapted from Detmering R., and Johnson A.M. “‘Research Papers have Always Seemed Very Daunting’: Information Literacy Narratives andthe Student Research Experience.” Portal 12.1 (2012): 5–22
  4. 4. Rationale• Complementing with a Comic• Visual Literacy• The Flipped Classroom• Participatory Technologies
  5. 5. The Assignment• Goals• Equipment• Prep• Implementation• Script Component• Comic Component
  6. 6. Script SamplePAGE ONE – A focus on topic development and overall reflection.Panel One: This panel shows a picture of Matt Upson talking at the front of the roomabout the research project. “blah ,blah, blah…Research…blah, blah, blah” Tina is also inthe picture but to the side, sitting at computer listening to Matt.Tina: Oh no, not ANOTHER research project…Panel Two: A picture of me looking at a diesel book, but looking skeptical and confused.Tina(voiceover): I had chosen the topic of diesel technology, but as I began myresearch I started to realize how difficult that topic was actually going to be. Not onlywould it be difficult because I couldn’t find much information about it, but alsobecause I don’t really know a lot about it.
  7. 7. • Assessment• ACRL Standards• Standard One: 1.1, 1.2, 1.3, 1.4• Standard Two: 2.1, 2.2, 2.3, 2.4• Standard Three: 3.3., 3.4, 3.5, 3.6• Standard Four: 4.1, 4.2, 4.3• Changes?• Moving Forward – One shot sessions

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