Create to Learn: Digital Literacy in Higher Education

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Renee HobbsProfessor of Communication StudiesDirector, Media Education LabUniversity of Rhode Island USATwitter: @reneehobbsCreate to Learn: Digital Literacy in Higher EducationInaugural Digital Literacy Symposium University Libraries of Virginia TechNovember 2, 2017@reneehobbs @reneehobbs www.mediaeducationlab.comwww.createtolearn.onlineIn order to advance digital literacy competencies, a mindset shift in higher education is needed that positions learners as digital authorsHigher levels of engagement, intellectual curiosity and deeper learning occur when students compose media to demonstrate knowledge, critical analysis and creativityEmpowering students as digital learners requires sensitivity to the dialectic between creative control and creative freedom PREVIEW@reneehobbsLiteracy is the sharing of meaning through symbols#chariholearns @reneehobbs@reneehobbs Digital and Media Literacy: A Process PEER-TO-PEER FILE SHARINGCommunication & 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 FrameworkDigital Literacy Competencies are Complex & MultifacetedSOURCE: New Media Consortium (2017) Digital Literacy Impact Study: An NMC Horizon Project Strategic Brief. Undergraduates Report More Focus on Analyzing MediaSOURCE: New Media Consortium (2017) Digital Literacy Impact Study: An NMC Horizon Project Strategic Brief. Undergraduates ReportLittle Focus on Using Media to Create ContentSOURCE: Chatterji, P. (2016). Faculty Evolving Digital Needs. BePress Webinar. N = 550. Faculty Report Issues Where Students Need Help Traditional Learning Paradigm in Higher EducationHobbs,R. (2017) Create to Learn. NY: WileyThe Instructor Controls Goals and Objectives Content, Information and Ideas Assignments and AssessmentsTHE TRANSFER PROBLEMEveryone learns from everyoneFrom SIT AND GET@reneehobbs @MedEduLabTo CREATE TO LEARN@reneehobbs @MedEduLabHobbs, R. (2017). Create to Learn. NY: Wiley.An explosion of free or low-cost digital tools enables anyone to create mediaIn order to advance digital literacy competencies, a mindset shift in higher education is needed that positions learners as digital authorsREVIEW@reneehobbswww.pathwright.comA Student Annotates a VideoANT Video Annotation https://ant.umn.edu/Kami PDF & Document Markuphttp://chrome.google.comA Student PDF AnnotationFlipgrid for Summarizing & Synthesizingflipgrid.comhttps://flipgrid.com/a7d962https://flipgrid.com/a7d962Zoom for Community Buildingwww.zoom.usTwitter for Community BuildingActivation of digital literacy competencies should promote transfer to a variety of real-world, lifelong learning contextsAs you watch, consider: What competencies are engaged by making a screencast?Multimedia Authorship Combines Analysis & Creative ProductionAs you watch, consider: What competencies are engaged by making a screencast?At any moment, the reader is ready to turn into a writer. -Walter BenjaminMedia and information literacy helps to bridge the gap between the classroom and the living roomIn order to advance digital literacy competencies, a mindset shift in higher education that positions learners as digital authors is neededHigher levels of engagement, intellectual curiosity and deeper learning occur when students create media to demonstrate knowledge, critical analysis and creativityPREVIEW@reneehobbsCHOICEMATTERSHow do I get started?Managing Student CreativityWhat 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?Creating with digital tools involves a process of messy engagementTEACHERSTUDENTFORMATCONTENTDISTRIBUTIONPROCESSTeachers Structure the Learning Experience through a Balance of Creative Freedom & Creative Control WORKED EXAMPLEVisualizing Scholarship through Comparison - ContrastFOCUS 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), 386403. 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@reneehobbs @MedEduLab@reneehobbs @MedEduLab@reneehobbs @MedEduLab@reneehobbs @MedEduLab@reneehobbs @MedEduLab@reneehobbs @MedEduLab@reneehobbs @MedEduLabComparing and contrasting using digital & visual design processes promotes the development of innovative ideasA SOLUTION TO CUT-AND-PASTE CULTURECHOICE MATTERSHobbs, R. (2017). Create to Learn. NY: Wiley.BLOGS VIDEOPODCAST ANIMATIONINFOGRAPHICVLOGS & SCREENCASTTEACHERSTUDENTFORMATCONTENTDISTRIBUTIONPROCESSTeachers Structure the Learning Experience through a Balance of Creative Freedom & Creative Control 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 argumentCHOICE MATTERSMultimedia Production for Summarizing & SynthesizingSOURCE: Nikita Duke #COM416SOURCE: Nikita Duke #COM416SOURCE: Nikita Duke #COM416How 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?In order to advance digital literacy competencies, a mindset shift in higher education that positions learners as digital authors is neededHigher levels of engagement, intellectual curiosity and deeper learning occur when students create media to demonstrate knowledge, critical analysis and creativityEmpowering students as digital learners requires sensitivity to the dialectic between creative control and creative freedom REVIEW@reneehobbs 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 @MedEduLabCONTACT INFORMATION:Renee Hobbs Professor of Communication StudiesDirector, Media Education LabHarrington School of Communication & MediaUniversity of Rhode Island USAEmail: hobbs@uri.eduTwitter: @reneehobbsLEARN MOREWeb: www.mediaeducationlab.commailto:hobbs@uri.eduhttp://mediaeducationlab.com