American Library Association. (2015, February 2). Framework for information literacy for higher education. Retrieved from http://www.ala.org/acrl/standards/ilframework
Information creation as a process asks the learner to understand that information is constantly evolving due to the ways in which it is understood as well as the ways in which it is used. The Press Record project asks students to learn about an electronic resource and then create an interpretation of that information in video format. Students not only have to show understanding of the content, but are asked to be active contributors to the body of publicly held and accessible information that exists on the web about that topic.
Detlor, B., Booker, L., Serenko, A., & Julien, H. (2012). Student perceptions of information literacy instruction: The importance of active learning. Education For Information, 29(2), 147-161.
Employing active learning strategies in the classroom encourages students to employ higher-order thinking skills such as analysis, synthesis, reflection, and evaluation. Students gain information literacy as well as digital literacy skills in addition to employing the higher-order thinking skills listed above throughout the Press Record assignment.
Fletcher, C. & Cambre, C. (2009). Digital storytelling and implicated scholarship in the classroom. Journal of Canadian Studies, 43(1), 109-130.
Essay showcasing one instructor’s use of digital storytelling in his visual anthropology class by way of ethnographies, first-person accounts, focus-group interviews, and participant observation. Video projects are in line with the implicated academic notion, one “who is not divorced from the society in which he or she lives but is rather an active citizen”. Student video creators embark on a journey which uncovers not just their intellectual, but also their creative gifts. The Press Record project allows students to showcase their creativity. The group size of three people per group allows for individuals to showcase their respective talents, whether their strength lies in researching, writing, or technical skills.
Holderied, A.C. (2011). Instructional design for the active: Employing interactive technologies and active learning exercises to enhance information literacy. Journal of Information Literacy, 5(1), 23-32.
Employing active learning strategies in the classroom shifts the emphasis away from how the teacher teaches and toward how the student learns. Interactive technologies become the tools for how a student organizes and applies information. The use of iPad Minis and freely available apps in the Press Record project provides students with easy-to-use methods of sharing their newfound knowledge with their peers.
Hurst, R.A.J. (2014). A ‘journey in feminist theory together’: The doing feminist theory through digital video project. Arts & Humanities in Higher Education, 13(4), 333-347.
Student benefits of a course video project include deepened student learning, sustained engagement, and the ability to apply concepts to situations outside of the classroom. Hurst states “video as a participatory research method uses film and video to document the experiences of research participants, for the researcher to analyse as a text (like an interview transcript), or presents a research outcome through production of a film or video”. Knowledge production becomes more transparent with video projects because students present research in new ways, through their own voice, rather than as passive observers of what scholars have said on a particular issue. With Press Record, students are expected to teach their peers about their chosen electronic resource by way of their video. It is very difficult to meet this objective without taking the necessary steps to learn the material first, then make a script which teaches the material to others.
Low, B., Brushwood-Rose, C., Salvio, P., & Palacios, L. (2012). (Re) framing the Scholarship on Participatory Video Production and Distribution: From “Celebration to Critical Engagement” EJ Milne, C. Mitchell and N. de Lange (eds.) Handbook of Participatory Video Altamira Press.
Participatory video allows students to demonstrate agency in ways they may not have ever done before. For example, video creators control the process of communicating information and in the process of creating and telling the story they are trying to tell realize that communication is a long term process. When approached correctly, the journey of creating a video is just as pedagogically important as the end-product result.
Scales, B. J., Nicol, E., & Johnson, C. M. (2014). Redesigning comprehensive library tutorials. Reference & User Services Quarterly, 53(3), 242-252.
Video as a method of instruction offers unique opportunities to reach learners in new ways. Increased comprehension and enhanced methods of skill based demonstration being two of the most relevant to this project. In order for the benefits to be realized, “timing, use of space, and cues must be carefully coordinated”. The videos which are produced by students teach their peers what was learned about a particular resource. The playing of the completed projects serve multiple purposes, but the highest of which is that students are learning from each other the benefits and potential downfalls of a resource as well as how to navigate the source successfully. The app chosen nearly eliminates the technical difficulties of properly setting up the pacing of the stories with its library of templates that students can choose from in order to build their videos.
|
|
|
