Inquiry-based learning online: designing and delivering a blended and embedded information literacy program
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The document discusses mashups and sampling in music. It begins with a student agreeing with DJs that mashups have a symbiotic relationship with original music similar to how photography benefits from and pays tribute to architecture. The student uses the analogy of a photographer taking a picture of a building to show another perspective without stealing from the architects and builders. Other students further agree with this analogy, noting how mashups can introduce people to new artists and genres, and how viewing music as only the work of a single artist is too narrow since all art builds on influences from the past.
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Inquiry-based learning online: designing and delivering a blended and embedded information literacy program
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- 22. Student 1 Oct 18, 2013 I certainly agree with the DJs in this argument. I can't get the analogy made at the end of the video out of my head; writing music is to sampling as painting is to photography. I think I've come up with an example that helps further the analogy, actually. Consider a photographer that takes a picture of a beautiful building. Someone else constructed that building, and they specifically designed it to be beautiful. Years of effort went into its construction, and people from architects to construction workers all played a part in its creation. Is the photographer "stealing" the work of the architect who designed it? Of the workers who toiled over its construction? I'm inclined to think the photographer is not. Rather, the two media, photography and architectur e, benefit from each others' existence. This hypothetical building is large and complex, and the photographer has given us a new perspective from which to view it. Through the photography, we can better appreciate the work that went into the building, and we can appreciate the photograph as its own work of art. Mash-ups and original music have the same kind of symbiotic relationship. Songs are complex beasts, and DJs take songs and show the audience a new perspective on them by putting them in a different context. Through the work of mash-up artists, we really gain new art on several levels. We can gain an appreciation for the music that already exists by seeing it in a different context, and we can appreciate the work the DJ did in seeing this new perspecti ve on old music and for sharing it with an audience. Student 2 Oct 18, 2013 I like the building analogy. Just like the photograph is a preservation and sort of tribute to the work of the architects and builders, mash -ups are snapshots of (usually) popular pieces of culture. It not only spreads their reach and continues the legacy of the original artist, but is like when one painter's style gets compared to another - it showcases the ability and synergy of what the original artist produced. Student 3 Oct 18, 2013 I totally agree with this, especially the analogy. Like what you said about a painting to photography, seeing professional quality fan -art of something like a movie or game is sometimes just as exciting as seeing the characters in their native medium. In the same vein of thinking, hearing familiar melodies or lyrics in a song where you wouldn't expect to, is often just as exciting, if not more than hearing the full, original song. Additionally, there are some cases where a person might even discover an artist through hearing their piece sampled in someone else's mashup, and that is definitely a reason to support it as a genre. Student 4 Oct 20, 2013 This analogy is genius and it stuck in my head as well. Viewing artistic work such as songs and structure as a single person's achievement is selfish in a way. Each song and structure that was created was built off something else. They use the past to create the future. Songs that are played today would never have come into existence if not for the efforts of the people before. I don't like the point of view used, music should be a collaboration.
- 23. Student 1 Oct 18, 2013 I certainly agree with the DJs in this argument. I can't get the analogy made at the end of the video out of my head; writing music is to sampling as painting is to photography. I think I've come up with an example that helps further the analogy, actually. Consider a photographer that takes a picture of a beautiful building. Someone else constructed that building, and they specifically designed it to be beautiful. Years of effort went into its construction, and people from architects to construction workers all played a part in its creation. Is the photographer "stealing" the work of the architect who designed it? Of the workers who toiled over its construction? I'm inclined to think the photographer is not. Rather, the two media, photography and architectur e, benefit from each others' existence. This hypothetical building is large and complex, and the photographer has given us a new perspective from which to view it. Through the photography, we can better appreciate the work that went into the building, and we can appreciate the photograph as its own work of art. Mash-ups and original music have the same kind of symbiotic relationship. Songs are complex beasts, and DJs take songs and show the audience a new perspective on them by putting them in a different context. Through the work of mash-up artists, we really gain new art on several levels. We can gain an appreciation for the music that already exists by seeing it in a different context, and we can appreciate the work the DJ did in seeing this new perspecti ve on old music and for sharing it with an audience. Student 2 Oct 18, 2013 I like the building analogy. Just like the photograph is a preservation and sort of tribute to the work of the architects and builders, mash -ups are snapshots of (usually) popular pieces of culture. It not only spreads their reach and continues the legacy of the original artist, but is like when one painter's style gets compared to another - it showcases the ability and synergy of what the original artist produced. Student 3 Oct 18, 2013 I totally agree with this, especially the analogy. Like what you said about a painting to photography, seeing professional quality fan -art of something like a movie or game is sometimes just as exciting as seeing the characters in their native medium. In the same vein of thinking, hearing familiar melodies or lyrics in a song where you wouldn't expect to, is often just as exciting, if not more than hearing the full, original song. Additionally, there are some cases where a person might even discover an artist through hearing their piece sampled in someone else's mashup, and that is definitely a reason to support it as a genre. Student 4 Oct 20, 2013 This analogy is genius and it stuck in my head as well. Viewing artistic work such as songs and structure as a single person's achievement is selfish in a way. Each song and structure that was created was built off something else. They use the past to create the future. Songs that are played today would never have come into existence if not for the efforts of the people before. I don't like the point of view used, music should be a collaboration.
Editor's Notes
- [Janet: focus on the context of the break] In 2012 we were flying high, we had created and developed an award-winning information literacy program embedded in the liberal arts curriculum….it was inquiry-based, building on successive lesson plans over the students’ first three years, reached every student…and did we mention it was embedded in the curriculum? The common Core liberal arts courses required of every student every semester, were the perfect vehicle for embedding info lit instruction. But just as we finished celebrating…
- …The curriculum changed around us. Our faculty colleagues in the Core liberal arts division, whom we work with closely, made unexpected and substantial changes to their course lineup, offering students a choice of classes in their second year. We are all for choice….in theory…but in practice, it completely broke our award-winning information literacy design. We could no longer count on reaching every student easily and systematically. [NOTE: edit the text box to change spelling?]
- This new world order was not only unexpected and intrusive, it also came with a set of CONSTRAINTS that we needed to work within. We had to reach every student. We couldn’t add standalone course. We couldn’t require students to attend extra sessions, and we couldn’t rely on showing up to extra class sections voluntarily. And of course, we couldn’t just add librarians to carry the extra teaching load.
- In truth, what we felt was very close to panic. We are accustomed to change. We thrive on change. But this change was different. Our world was shifting, perforce.
- The context in which this change occurred was especially difficult. The assistant director of the library, who coordinated and championed the information literacy program and the teaching librarians, had just accepted a position on the west coast. Another colleague followed her husband to his new position out of state. We all experienced uncertainty and doubt and worry—and on top of that we were short-staffed! We spent a lot of time that summer talking not just about logistics, but about continuity and values. In this time of change, what characteristics did we want to be sure to retain? How should we convey that to our as-yet unknown new colleagues?
- This type of reflective conversation helped us keep our bearings. And in time, two greatnew hires, including Alan, quickly helped us get back on track in terms of staffing.
- Even before their arrival, as we struggled to figure out what to do, the Dean of the Core Liberal Arts division provided us some breathing room. “Take a hiatus,” she advised. A hiatus? From teaching?? Surely not. “Yes,” she said, and told the story of how her division took a year off from a required embedded component in order to give a new director time to plan how to continue it. “Take a hiatus” – and so we did. It turned out that we didn’t exactly end up doing nothing, but we did drop our expectation of reaching every student that year. We began the school year not with a fully embedded 2nd year IL program, but with a commitment to pilot some new teaching approaches in a few sections with selected faculty. This led directly to an important component of our eventual solution : the “lenses” approach. In the Lensed (?) approach, an important info lit component is targeted for each semester of the 2nd year, and specific lessons are developed that are unique for each course in that semester. No matter which two courses a student chooses, they would receive instruction on that overarching theme, but presented in a way that was relevant to their course –an effort on our part to decrease students’ perception that it’s repetitious and “I already know that.”This hiatus year allowed the librarians to sort out some solid approaches to content. And as Alan will explain, we began to map an approach to the broken instructional program.
- for an innovation effort that has had a significant, positive impact for Champlain College
- So where does all this bring us? It’s been a winding road, and likely will continue to be, and we won’t know what’s around every corner. But we can say that we now know 1) we can weather a panic attack and come through in one piece. 2)We have learned the value of taking a hiatus, which is a concept we never would have considered before this. 3) And we’ve reinforced the importance of finding the balance between autonomy and collaboration, as the team of teaching librarians worked together to hammer out the concepts and goals for the redesign, then split up to create the actual modules. 4)We have also begun to explore new partnerships outside the Core (liberal arts) division, with the idea that both our instruction and assessment efforts may integrate well in our professional majors. And 5) we have begun conversations with our adult ed Continuing Professional Studies division with the idea of integrating information literacy instruction in their courses, which are primarily online. In addition, we expect to 6) continue our efforts to really assess and evaluate this newly developed approach.Overall, with the development of this approach, we are in a new space, and our students are in a new space. This is not a finite, finished project – it lives and breathes. We look forward to continuing down the road.