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Create to Learn: Digital Literacy in Higher Education

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Renee Hobbs gives the keynote address at Explore, Create, Connect: The Inaugural Digital Literacy Symposium at the University Libraries of Virginia Tech

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Create to Learn: Digital Literacy in Higher Education

  1. 1. Renee Hobbs Professor of Communication Studies Director, Media Education Lab University of Rhode Island USA Twitter: @reneehobbs Create to Learn: Digital Literacy in Higher Education Inaugural Digital Literacy Symposium University Libraries of Virginia Tech November 2, 2017 @reneehobbs
  2. 2. @reneehobbs www.mediaeducationlab.com
  3. 3. www.createtolearn.online
  4. 4. In order to advance digital literacy competencies, a mindset shift in higher education is needed that positions learners as digital authors Higher levels of engagement, intellectual curiosity and deeper learning occur when students compose media to demonstrate knowledge, critical analysis and creativity Empowering students as digital learners requires sensitivity to the dialectic between creative control and creative freedom PREVIEW @reneehobbs
  5. 5. Literacy is the sharing of meaning through symbols #chariholearns @reneehobbs
  6. 6. @reneehobbs Digital and Media Literacy: A Process
  7. 7. PEER-TO-PEER FILE SHARING Communication & Education. Institutions of education and communication are interconnected in ways that may support democracy. Inquiry Learning. People develop intellectual curiosity by asking questions about what they experience in daily life. Critical Pedagogy. Awareness, analysis, and reflection enable people to take action to make society more just and equitable. Medium Theory. Media & technology are immersive cultural, political and economic environments; media structures re-shape human perception & values. Active Audience Theory. Meaning-making is variable; lived experience & social context shape practices of interpretation. Theoretical Framework
  8. 8. Digital Literacy Competencies are Complex & Multifaceted
  9. 9. SOURCE: New Media Consortium (2017) Digital Literacy Impact Study: An NMC Horizon Project Strategic Brief. Undergraduates Report More Focus on Analyzing Media
  10. 10. SOURCE: New Media Consortium (2017) Digital Literacy Impact Study: An NMC Horizon Project Strategic Brief. Undergraduates Report Little Focus on Using Media to Create Content
  11. 11. SOURCE: Chatterji, P. (2016). Faculty Evolving Digital Needs. BePress Webinar. N = 550. Faculty Report Issues Where Students Need Help
  12. 12. Traditional Learning Paradigm in Higher Education Hobbs,R. (2017) Create to Learn. NY: Wiley The Instructor Controls  Goals and Objectives  Content, Information and Ideas  Assignments and Assessments THE TRANSFER PROBLEM
  13. 13. Everyone learns from everyone
  14. 14. From SIT AND GET @reneehobbs @MedEduLab
  15. 15. To CREATE TO LEARN @reneehobbs @MedEduLab
  16. 16. Hobbs, R. (2017). Create to Learn. NY: Wiley. An explosion of free or low-cost digital tools enables anyone to create media
  17. 17. In order to advance digital literacy competencies, a mindset shift in higher education is needed that positions learners as digital authors REVIEW @reneehobbs
  18. 18. www.pathwright.com
  19. 19. A Student Annotates a Video ANT Video Annotation https://ant.umn.edu/
  20. 20. Kami PDF & Document Markup http://chrome.google.com A Student PDF Annotation
  21. 21. Flipgrid for Summarizing & Synthesizing flipgrid.com
  22. 22. Zoom for Community Building www.zoom.us
  23. 23. Twitter for Community Building
  24. 24. Activation of digital literacy competencies should promote transfer to a variety of real-world, lifelong learning contexts
  25. 25. As you watch, consider: What competencies are engaged by making a screencast?
  26. 26. Multimedia Authorship Combines Analysis & Creative Production
  27. 27. As you watch, consider: What competencies are engaged by making a screencast?
  28. 28. At any moment, the reader is ready to turn into a writer. -Walter Benjamin
  29. 29. Media and information literacy helps to bridge the gap between the classroom and the living room
  30. 30. In order to advance digital literacy competencies, a mindset shift in higher education that positions learners as digital authors is needed Higher levels of engagement, intellectual curiosity and deeper learning occur when students create media to demonstrate knowledge, critical analysis and creativity PREVIEW @reneehobbs
  31. 31. CHOICE MATTERS
  32. 32. “How do I get started?” Managing Student Creativity “What is our topic?” “When is it due?” “How long should it be?” “Do have to work with a partner?” “How do I get an A?”
  33. 33. Creating with digital tools involves a process of messy engagement
  34. 34. TEACHERSTUDENT FORMAT CONTENT DISTRIBUTION PROCESS Teachers Structure the Learning Experience through a Balance of Creative Freedom & Creative Control
  35. 35. WORKED EXAMPLE Visualizing Scholarship through Comparison - Contrast FOCUS ON the Audience Problem: What makes a youth-produced video watchable or unwatchable? In what contexts do people become the audience for digital media produced by children and youth? After reading, compare and contrast the two articles by creating a visual diagram or representation of some sort, including at least 2 relevant direct quotations from the works to capture key points of consensus and differences between these authors. Post your diagram to your blog and tweet a link using the #EDC 534 hashtag. • Halverson, E. R., Gibbons, D., Copeland, S., Andrews, A., Llorens, B. H., & Bass, M. B. (2012). What makes a youth-produced film good? The youth audience perspective.Learning, Media and Technology, 39(3), 386–403. • Levine, Peter. (2008). A public voice for youth: The audience problem in digital media and civic education. In L. Bennett (Ed.), Civic life online: Learning how digital media can engage youth (pp. 119 – 138). John D. & Catherine T. MacArthur Foundation, MIT Press. @reneehobbs @MedEduLab
  36. 36. @reneehobbs @MedEduLab
  37. 37. @reneehobbs @MedEduLab
  38. 38. @reneehobbs @MedEduLab
  39. 39. @reneehobbs @MedEduLab
  40. 40. @reneehobbs @MedEduLab
  41. 41. @reneehobbs @MedEduLab
  42. 42. @reneehobbs @MedEduLab
  43. 43. Comparing and contrasting using digital & visual design processes promotes the development of innovative ideas A SOLUTION TO CUT-AND-PASTE CULTURE
  44. 44. CHOICE MATTERS Hobbs, R. (2017). Create to Learn. NY: Wiley. BLOGS VIDEO PODCAST ANIMATION INFOGRAPHIC VLOGS & SCREENCAST
  45. 45. TEACHERSTUDENT FORMAT CONTENT DISTRIBUTION PROCESS Teachers Structure the Learning Experience through a Balance of Creative Freedom & Creative Control
  46. 46. Choose Two Formats from the List Below  An academic essay, 8 – 12 pages in length, using APA citation with a Works Cited list  A podcast, uploaded to SoundCloud and no longer than 10 minutes in length  An infographic, with at least seven panels of original content  A screencast video, uploaded to YouTube and no longer than 5 minutes  Animation video, uploaded to YouTube and no longer than 5 minutes  Video, any format, uploaded to YouTube and no longer than 5 minutes  15 original memes (created by you), presented as a sequence of images with music  A social media Storify, presented as a sequence of 15 examples of social media content, sequenced and organized to present ideas and develop an argument CHOICE MATTERS Multimedia Production for Summarizing & Synthesizing
  47. 47. SOURCE: Nikita Duke #COM416
  48. 48. SOURCE: Nikita Duke #COM416
  49. 49. SOURCE: Nikita Duke #COM416
  50. 50. How are students “creating to learn” at Virginia Tech? How are you supporting the development of student autonomy and authority as authors? How could your students use, analyze and create with digital texts and tools to experience the power of authorship?
  51. 51. In order to advance digital literacy competencies, a mindset shift in higher education that positions learners as digital authors is needed Higher levels of engagement, intellectual curiosity and deeper learning occur when students create media to demonstrate knowledge, critical analysis and creativity Empowering students as digital learners requires sensitivity to the dialectic between creative control and creative freedom REVIEW @reneehobbs
  52. 52.  How does the public nature of the learning experience affect the quality of student work?  What is the learning progression in creating visual communication with easy-to-use digital tools?  How do templates support, shape or restrict creativity?  How does the cognitive load of using a new digital tool influence the learning process?  How does it affect the acquisition of content knowledge?  Does the create-to-learn pedagogy advance students’ visual design competencies even when formal instruction in visual composition is not emphasized? Why or why not? Research Questions for Create-to-Learn Pedagogy @reneehobbs @MedEduLab
  53. 53. CONTACT INFORMATION: Renee Hobbs Professor of Communication Studies Director, Media Education Lab Harrington School of Communication & Media University of Rhode Island USA Email: hobbs@uri.edu Twitter: @reneehobbs LEARN MORE Web: www.mediaeducationlab.com

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