Using Music to Enhance Library Instruction

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This presentation showcases a few assignments that you can use in the classroom to make information literacy instruction more exciting for students. Featured are some clips from M.I.A., The Clash, …

This presentation showcases a few assignments that you can use in the classroom to make information literacy instruction more exciting for students. Featured are some clips from M.I.A., The Clash, Vanilla Ice, Queen, David Bowie, Ice T, T.I., and the television show Portlandia

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  • 1. USING MUSIC TO ENHANCE LIBRARY INSTRUCTION Royce Kitts
  • 2. SCANNING THE ENVIRONMENT Students Enjoy Music, as do most people. More than library instruction. I know right? Don’t believe me? Just look at the excitement on their faces as you talk about databases, evaluation strategies, and creating citations.
  • 3. PROCESS The process I will use builds upon:  Active Learning  Student Interaction  Modeling  Scaffolding  My success incorporating music into library instruction as part of a one-credit hour library course IS 170: Library Research Strategies and WU 101: the Washburn Experience.
  • 4. MUSIC What style of Music should I use? For starters, using music in the classroom begins with recognizing that your own musical taste is not necessarily going to be that of your students. Use the initial introduction of music into your classroom as a way to break the ice, and learn about music together. Abridged A-Z History of Music http://www.youtube.com/watch?v=g3GhDWMb_3E
  • 5. LET THE STUDENTS LEAD Get a feel for the individual tastes of the students and connect musical examples to their own familiarity with music. History of Hip Hop http://www.youtube.com/watch?v=g3GhDWMb_3E From Portlandia
  • 6. ACTIVITY 1: DEFINING GENRE Pair and share activities work well to get the students engaged and involved. Break the students up into small groups and have them work on creating a definition of the music genre you want to discuss. 1. Ask them to keep track of where they get the information. 2. Have each group report back and start to build a classroom definition. The students experience the benefits of becoming engaged in classroom discussion and realize that they are able to be content experts. Ice T describes how to create your first rhyme http://www.youtube.com/watch?v=3fsAmJCdtwU
  • 7. ACTIVITY 2: CITATIONS & PLAGIARISM The repackaging of information that takes place in music is something that students can grasp and becomes a great way to reinforce how information evolves from the primary source to the secondary source, and the importance of citing sources. Vanilla Ice denies plagiarism http://www.youtube.com/watch?v=HW_Rduet230 Queen Version http://www.youtube.com/watch?v=Gpn8MANhdLU Vanilla Ice Version http://www.youtube.com/watch?v=149jGeIlx3I
  • 8. ACTIVITY 3: EVALUATING INFORMATION One of the beauties of music, is that a lot of stories have evolved over time about artists. It can be hard to determine what is myth and what is reality. The goal of this activity is to create a set of standards that students will use to critically evaluate information. 1. Name a common myth in music. (Keep it clean). 2. Locate information. 3. Name a few criterions we can use to evaluate information
  • 9. ACTIVITY 4: ANALYZING INFORMATION Ask the students to critically analyze a song in the context of its time frame and the life of its performer. When we consider the historical moment in which it was written and performed we start to understand the artist's motivation for producing that music and writing the particular lyrics The goal of this activity is to find the meaning of what we are analyzing. The Clash http://www.youtube.com/watch?v=HQwm1v1R-qM MIA http://www.youtube.com/watch?v=__TJABZDTJ0 TI featuring Lil Wayne, Kanye West, Jay Z http://www.youtube.com/watch?v=wjL-3Rlwh8U
  • 10. CONCLUSION  The important thing to remember is that we want library instruction to be relevant to our students.  Use vocabulary that speaks to them in a language they already understand.  Provide the opportunity for students to be experts. The goal is not to turn them into the model student but to show them that their worth in the academic environment already exists.