This document summarizes Michelle Sidler's presentation on multimedia literacy. It discusses three types of literacy: functional literacy which sees students as users of technology, critical literacy which sees them as cultural artifacts questioners, and rhetorical literacy which sees them as producers of technology. It provides examples for each type, including literacy narratives, eportfolios, and MOOCs. It advocates teaching writing through open technologies and having students interrogate and evaluate tools, while supporting open alternatives.
Information Literacy & Gamification Using MinecraftValerie Hill
5th grade students build a digital citizenship game in Minecraft. The project was presented at the American Library Association Midwinter Conference in Philadelphia (Jan. 2014).
Information Literacy & Gamification Using MinecraftValerie Hill
5th grade students build a digital citizenship game in Minecraft. The project was presented at the American Library Association Midwinter Conference in Philadelphia (Jan. 2014).
Fail! workshop introduction at Web Science ConferenceKatrin Weller
#FAIL! Things that didn't work out in social media research - and what we can learn from them. #fail2015a
Workshop at Web Science Conference 2015, Oxford, June 2015.
What do they want now? Qualitative regrounding of the LibQUAL+ survey.Selena Killick
Presentation delivered at the 9th Northumbria International Conference on Performance Measurement in Libraries and Information Services. Presents the findings of a qualitative research project into the expectations of UK academic higher education library customers.
Learn how Jenks Library at Gordon College uses the Silhouette Cameo as a resource for their Education majors. Silhouette's slogan, "dream it up, cut it out," perfectly highlights the flexibility and creativity that this machine can bring to your library.
Problem Based Learning (K-12) – Web 2.0 is about revolutionary new ways of creating, collaborating,
editing and sharing user-generated content on line. It’s also about ease of use. There is no
need to download and teachers and students can master many of these tools in minutes.
Technology has never been easier or more accessible to all. See how you can
promote technology, create user generated content and collaborate with your staff
members and among students in your library.
Bosa Mijaljevic, Librarian, Arts High School, Newark, Deborah Liberato, Librarian, Paterson
Public Schools & Cara Cunha, Librarian, Roseland Public Schools
Fail! workshop introduction at Web Science ConferenceKatrin Weller
#FAIL! Things that didn't work out in social media research - and what we can learn from them. #fail2015a
Workshop at Web Science Conference 2015, Oxford, June 2015.
What do they want now? Qualitative regrounding of the LibQUAL+ survey.Selena Killick
Presentation delivered at the 9th Northumbria International Conference on Performance Measurement in Libraries and Information Services. Presents the findings of a qualitative research project into the expectations of UK academic higher education library customers.
Learn how Jenks Library at Gordon College uses the Silhouette Cameo as a resource for their Education majors. Silhouette's slogan, "dream it up, cut it out," perfectly highlights the flexibility and creativity that this machine can bring to your library.
Problem Based Learning (K-12) – Web 2.0 is about revolutionary new ways of creating, collaborating,
editing and sharing user-generated content on line. It’s also about ease of use. There is no
need to download and teachers and students can master many of these tools in minutes.
Technology has never been easier or more accessible to all. See how you can
promote technology, create user generated content and collaborate with your staff
members and among students in your library.
Bosa Mijaljevic, Librarian, Arts High School, Newark, Deborah Liberato, Librarian, Paterson
Public Schools & Cara Cunha, Librarian, Roseland Public Schools
In a debate between Jenny Robins, professor, and Floyd Pentlin, LMS retired and madman, these slides present the side of the debate questioning an over reliance on database information as the source of vetted, edited information without considering some of the weaknesses of pre-digested information which isn't always as accurate as we would like to believe.
Mapping Media to the Common Core with iPads (Dec 2013)Wesley Fryer
These are Dr. Wesley Fryer's presentation slides on December 3, 2013, at the Interactive Learning Institute in Norman, Oklahoma. The presentation description was: Digital literacy today means much more than searching the Internet and using Microsoft Office. To be digitally literate, teachers as well as students need to be able to create and share online a variety of different multimedia products. These media products can be “mapped” to your curriculum, and if you’re in a Common Core state in the United States, to the Common Core State Standards. Interactive Writing, Narrated Art, 5 Photo Stories, Narrated Slideshows, Screencasts, Quick Edit Videos, and eBooks are a few of the media products learners should be able to create and safely share online. In this session, we’ll view different examples of student media products and learn about tools and strategies for helping teachers become digitally literate as “media mappers” specifically with iPads. We’ll also explore how librarians and instructional coaches can use the “Mapping Media to the Curriculum” website as a roadmap to help teachers and students create media products as assignments for class and as artifacts in digital portfolios.
One Session Wonder presentation to kick off a discussion of Digital Humanities in courses. [version 1, it needs revision, and more examples/ interactivity]
Information Literacy in virtual worlds Part 1Sheila Webber
This was created as part of a presentation for the Information Literacy with Web 2.0 virtual seminar and is part of a page at http://www.netvibes.com/sheilawebber#Using_virtual_worlds
Mapping Media to the Common Core with iPads (Aug 2013)Wesley Fryer
Dr. Wesley Fryer's presentation slides for teachers in RSU 5 (Freeport, Maine) on August 27, 2013. The official workshop description was: Digital literacy today means much more than searching the Internet and using Microsoft Office. To be digitally literate, teachers as well as students need to be able to create and share online a variety of different multimedia products. These media products can be “mapped” to your curriculum, and if you’re in a Common Core state in the United States, to the Common Core State Standards. Interactive Writing, Narrated Art, 5 Photo Stories, Narrated Slideshows, Screencasts, Quick Edit Videos, and eBooks are a few of the media products learners should be able to create and safely share online. In this session, we’ll view different examples of student media products and learn about tools and strategies for helping teachers become digitally literate as “media mappers.” We’ll also explore how librarians and instructional coaches can use the “Mapping Media to the Curriculum” website as a roadmap to help teachers and students create media products as assignments for class and as artifacts in digital portfolios. Learn more and access session resources on maps.playingwithmedia.com.
It's been acknowledged that no librarian can successfully work in a vacuum but what librarian has time for the trial and error required to map the course of effective collaboration on their own? With all of the responsibilities and daily tasks attached to the electronic resource librarian title, the collaborative librarian needs to build effective relationships in less time and librarian-focused online communities allow that to happen. The coordinator of Libraries Thriving, an online community for e-resource innovation and information literacy promotion, will share examples of how your librarian colleagues have done just that and invite you to share your experiences with and suggestions of online communities during this short talk.
2. “An important role for English Departments is to
help position human-computer interaction as
essentially a social problem, one that involves
values, interpretation, contingency, persuasion,
communication, deliberation, and more.” (p. 235)
Multiliteracies for a Digital Age
Stuart Selber
6. What is a Literacy Narrative?
A literacy narrative is “simply a collection
of items that describe how you learned
to read, write, and compose.”
-- DALN
7.
8.
9. DALN and functional literacy
Expression of the individual
Student self-reflection
Emphasis on tool choice
11. What is an eportfolio?
An eportfolio is “a purposeful
collection of information and digital
artifacts that demonstrates
development or evidences learning
outcomes, skills or competencies.”
-- “Eportfolios.” Newcastle University
19. “…a MOOC builds on
the active engagement
of several hundred to
several thousand
‘students’ who self-
organize their
participation…”
-- McAuley, et al., 2010
20.
21. OER and rhetorical literacy
Collectives of users/producers
Networked assessment
Repurpose-able teaching tools
22. Scaffolding
your curriculum
Teach writing through [open]
technologies
Interrogate technology with
your students
Evaluate available tools– both
proprietary and open
Support and produce open
alternatives
23. So get a book that
you can really read,
it's easier, and stick
to it because that's
how I did it and
when you do that
you'll see for
yourself, even when
you're going places,
even when you're
looking at signs, it
will come to you
because that's what
I've done.
--- Harold Brown
24. References & Attribution
Slide 1 “Abacus” by Scott Kidder:
http://www.flickr.com/photos/skidder/37675092/
Slides 2 & 3 Selber, Stuart. Multiliteracies for a Digital Age.
Urbana, IL: NCTE, 2004.
Slide 4 Unknown author. “I write therefore I am writer.”
Digital Archive of Literacy Narratives (DALN). 2013.
http://daln.osu.edu/handle/2374.DALN/3819
Slides 5 & 6 DALN. 2013. http://daln.osu.edu
Slide 7 Brown, Harold. “A Parent’s Joke.” DALN. 2009.
http://daln.osu.edu/handle/2374.DALN/331
Slide 8 Sears, April. “Writing Rules” DALN. 2011.
http://daln.osu.edu/handle/2374.DALN/2143
Slide 9 Jastremski, Michael. “Hammer.” WikiMedia
Commons. 2000.
http://commons.wikimedia.org/wiki/File:Hammer.jpg
Slide 10 schweizerh. “eportfolios.” EDUC6040Fall10. 2013.
http://educ6040fall10.wikispaces.com/ePortfolio
Slide 11 Newcastle University. “What is an Eportfolio?”
ePortfolios. 2011.
http://www.eportfolios.ac.uk/definition
Slide 12 Carman, Breanna. Student Demonstration Portfolio.”
2012.https://w.taskstream.com/ts/carman3/StudentDemonst
rationPortfolioBreannaCarman
Slide 13 Wozniak, Nancy. “The Student-Centered Learning
Process.” Stony Brook University. 2010.
https://stonybrook.digication.com/sbu_eportfolio_
examples/Learning_Process_Diagram
Slide 14 “Auburn University.” Auburn University. 2013. http://www.auburn.edu
“ePortfolio Project.” Auburn University. 2013. http://auburn.edu/writing/ePortfolios
Slide 16 NOAA. “Ash Layers Hirez.” Wikimedia Commons. 2004.
http://commons.wikimedia.org/wiki/File:Ash_layers_hirez.jpg
Slide 17 Shaikh, Shihaam. “Cape Town Open Education Declaration.” Copyright in
Education & the Internet in South African Law. 2006.
http://education-copyright.org/cape-town-open-education-declaration/
Slide 18 Wikipedia. 2013. http://wikipedia.org
Slide 19 Wikibooks. 2013. http://www.wikibooks.org/
Writing Spaces. 2013. http://writingspaces.org/
Slide 20 McAuley, et al. “The MOOC Model for Digital Practice.” Dave’s Educational
Blog. 2010.
http://davecormier.com/edblog/2010/12/20/moocs-knowledge-and-the-digital-
economy-a-research-project/
ecstaticist, “How to Catch Light in a Web.” 2006. Flickr.
http://www.flickr.com/photos/ecstaticist/3570660643/
Slides 21 & 22 Carnegie Mellon University. Open Learning Initiative.
https://oli.cmu.edu/
Slide 23 Lyon, Barrett. The Opte Project. http://www.opte.org/
Slide 24 Steiger. “Scaffolding.” Flickr.
http://commons.wikimedia.org/wiki/File:Steiger_%28Scaffolding%29.jpg
Slide 25 Superburschi. “Traffic Sign.” Flickr.
http://www.flickr.com/photos/mehrwert/74827714/
Editor's Notes
Tangient LLCEduc 6040
Student Self-ReflectionHow does my own writing use technology?What artifacts in my portfolio are the most effective?Are my documents as critical and accessible as possible? Software EvaluationWhat software is most versatile and sustainable? What software is the easiest to access and learn?What is the impact on readers?
Image from Principles of Open AccessBoth textbooks and full coursesStudent and faculty engagement through software evaluation and production of learning tools
Next generation of undergraduates will be the ones who test, experience, and ultimately choose, OERsThey will choose with their curriculum choices & tuition dollars