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Collaborative Digital Pedagogy for Digital Literacies in Humanities Classrooms

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Presentation for the Evolving Digital Pedagogies panel at HASTAC 2015, Michigan State University.

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Collaborative Digital Pedagogy for Digital Literacies in Humanities Classrooms

  1. 1. Collaborative Digital Pedagogy for Digital Literacies in Humanities Classrooms Anita Chan, Department of Media and Cinema Studies, achan@illinois.edu Harriett Green, University Library, green19@illinois.edu HASTAC 2015 conference, May 29, 2015
  2. 2. Anita Say Chan Assistant Professor, Media & Cinema Studies Department, UIUC Harriett Green English and Digital Humanities Librarian, UIUC
  3. 3. Pedagogical Collaborations for Media & Cinema Studies Classes
  4. 4. Digital Publishing on Omeka.net
  5. 5. “Digital Literacies” Missing in “Generation Digital”?
  6. 6. Sources Students have a “High Probability” of Using for Research (2012): • Google or other Commercial Search Engines (94%) • Wikipedia or Other Digital Encyclopedias (75%) • YouTube or other Online Media (52%) • Other Students (42%) • Online News (25%) • Class-Assigned Readings/Books (18%) • Databases, ie. EBSCO, JSTOR (17%) • Non-assigned Readings/Books (12%)
  7. 7. "The myth [of the Digital Native] is in the direct interest of education-technology companies and Silicon Valley itself. If we all decide that young people have some sort of savant-like talent with digital technology, then we’re easily led to policies and buying decisions and pedagogical decisions that pander to Silicon Valley.” – Siva Vaidhyanathan Confronting the Myth of the ‘Digital Native’:
  8. 8. Digital Literacy for Humanities Undergraduates at Illinois? 1. New Tools and Massive Scale not the main selling points 2. Tool use/selection supports research skills 3. Entire semester used to integrate layered digital activities: i.e., not focused on a “star” tool 4. Leverage existing assets of humanities students, and humanities skills in development
  9. 9. Food Networks Class as Platform for Teaching on Digital Literacy 1. Small scale, study abroad class (9 students, fr. College of Media & LAS, Business, ACES): *NONE had blogged 2. Focus on Food Production Economies and their Sustainability Impact – comparing IL and Sweden 3. Final project: research & build 2 websites on Sustainability in US Food Corporations, and around Swedish Food Product
  10. 10. Collaboration on Holistic Literacies ”Holistic understandings … [see digital literacies] not as de-contextualised competencies, but rather as connected to other aspects of their learning and localized experiences… including those beyond classwork or course-specific goals.” – Gillen & Barton, 2010.
  11. 11. Librarians + Digital Humanities • UVA Libraries and Praxis Scholars Lab • UCLA Digital Humanities Center • Indiana University Victorian Women Writers Project and English graduate seminar (Courtney and Dalmau, 2011) Training + Digital and Information Literacies
  12. 12. Scalar http://scalar.usc.edu
  13. 13. Library Resources • Library Catalog • EBSCO Academic Search Premier • Lexis Nexis Academic
  14. 14. Voyant http://voyant-tools.org
  15. 15. 2002 2012
  16. 16. Easel.ly http://easel.ly
  17. 17. Easel.ly http://easel.ly
  18. 18. Easel.ly http://easel.ly
  19. 19. Not Just Tools  Holistic Use Digital Literacies Information Visual Media Cultural Critical Operational green19@illinois.edu @greenharr DigEuLit Project: “The awareness, attitude and ability of individuals to appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyse and synthesize digital resources, construct new knowledge, create media expressions, and communicate with others, in the context of specific life situations, in order to enable constructive social action; and to reflect upon this process.”
  20. 20. Holistic Literacies via Site/Company Visits
  21. 21. Local Organic Farm Visits
  22. 22. Local Coop Visits
  23. 23. EXPECTATIONS? “I knew nothing about the company upon my visit and it is so cool to see a co-op in Illinois and so close to campus…” REVIEW?: “I learned what they stand for at the Co-op and they did well explaining their focus on community rather than communication strategies for business growth…. This trip was great!” TAKEAWAY?: “There are businesses that actually care about providing fresh and clean food.” BACKGROUND: “English”
  24. 24. BACKGROUND: “Finance” EXPECTATIONS: “I had no idea it existed” TAKEAWAYS: “Common Ground is owned by the community and geared towards the community. A healthy and organic product originating from local producers can be sold in an affordable setting.”
  25. 25. Site Visits to KTH & Arla Corp. in Sweden
  26. 26. Sustainability Workshop with Krav
  27. 27. Course Outcomes • Students all completed 2 Scalar sites each (strongest reported undergrad outcomes on Scalar – on campus or beyond) • Most students exceeded course requirements on media/interviews and visualization production • Students Report Organizing their own Workshops to Teach Tools to Peers
  28. 28. Outcomes: Publications • Chan and Green, EDUCAUSE Review article (2014) • Blog interview with Alliance for Networked Visual Culture, the creator of Scalar • Green’s forthcoming book chapter on digital pedagogy, libraries, and assessment
  29. 29. Photo Credits • "Apple Notebooks” by raneko, on Flickr, https://www.flickr.com/photos/raneko/5189174260 • "Question Box” by Raymond Bryson, on Flickr, https://www.flickr.com/photos/f-oxymoron/9647972522 • “test bricks” by Don, on Flickr https://www.flickr.com/photos/donsolo/4460994075 • "Puzzle pieces – 2,” by Yann, on Flickr https://www.flickr.com/photos/yannconz/2796311194 • "Thank you" by Avard Woolaver, on Flickr, https://www.flickr.com/photos/avardwoolaver/7137096221 • http://www.jisc.ac.uk/guides/developing-students-digital-literacy
  30. 30. Anita Chan, achan@illinois.edu Harriett Green, green19@illinois.edu, @greenharr

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