Collaborative Digital Pedagogy: Teaching Digital Humanities in the Classroom through Faculty-Librarian Collaborations

Paper presentation at the 2014 IFLA Information Literacy Section satellite meeting in Limerick, Ireland.

Transcript

1. Collabora've  Digital  Pedagogy   Teaching  Digital  Humani'es  in  the   Classroom  through  Faculty-­‐Librarian   Collabora'ons   Harrie=  Green,  University  of  Illinois  at  Urbana-­‐Champaign   IFLA  Informa'on  Literacy  Satellite  Conference   August  14-­‐15,  2014  
2. Today’s  Talk   •  Background:  Digital  literacy,  metaliteracy,   digital  pedagogy   •  Case  studies   – English   – Media  Studies   – Architecture   •  Poten'al  for  collabora'on  in  digital  pedagogy   between  librarians  and  instructors  
3. MetaLiteracy   Informa'on   Fluency   Visual   Media   Cyberliteracy   green19@illinois.edu          @greenharr   “Informa'on  literacy  is  the   metaliteracy  for  the  digital  age   because  it  provides  the  higher   order  thinking  to  engage  with   mul'ple  document  types   through  various  media  formats  in   collabora've  environments….   Metaliteracy  provides  an  all-­‐ inclusive  core  for  engaging  with   individuals  and  ideas  in  digital   environments.”  —Mackey  and   Jacobson  (2011)    Metaliteracy  
4. Digital  Pedagogy   “Digital  pedagogy  is  the  use  of  electronic  elements   to  enhance  or  to  change  to  [sic]  experience  of   educa'on.”    –MLA  Digital  Pedagogy  Unconference     “Students  and  learners  should  be  central  in   mapping  the  terrain  of  digital  pedagogy.   Educa'onal  ins'tu'ons  should  dedicate  themselves   to  suppor'ng  this  work….  Digital  pedagogy  is  less   about  knowing  and  more  a  rampant  process  of   unlearning,  play,  and  rediscovery.”   —Jesse  Stommel,  Hybrid  Pedagogy   green19@illinois.edu          @greenharr  
5. Role  of  Librarians   •  Rapidly  growing  body  of  work  as  digital   collec'ons  and  scholarship  services  develop  in   libraries   •  Courtney  and  Dalmau  (2011):  Victorian   Women  Writers  Project  and  English  graduate   seminar   •  2013  Journal  of  Library  Administra7on  special   issue  on  digital  humani'es  and  libraries:  Sula,   Vinopal,  Posner   green19@illinois.edu          @greenharr  
6. Case  Studies   •  Architecture  graduate  seminar   •  Rhetoric  and  Composi'on/Film  Studies  course   •  Media  and  Cinema  Studies  courses   RESEARCH  QUESTIONS:   •  What  was  the  ra'onale  behind  the  chosen  digital   resource?     •  How  was  the  assignment  designed/re-­‐designed   to  u'lize  digital  resources?     •  How  effec've  did  the  digital  tool  integrate  with   the  course  curriculum  and  learning  outcomes?   green19@illinois.edu          @greenharr  
7. Architecture     •  Digital  research  collec'ons:  ARTStor   •  Publishing  plajorms:  Wordpress,   Weebly,  Wix,  Google  Sites,  Omeka   Tool   Selec'on   •  Digital  publishing:  Guide  to  Digital   History   •  Essay  +  computer  generated  designs   Assignment   Design   •  Class  digital  journal:  h=p:// modernutopias.wordpress.com   Results   green19@illinois.edu          @greenharr  
8. Rhetoric/Composi'on   • Library  catalog,  Academic  Search   Premier   • Omeka.net:  www.omeka.net   Tool   Selec'on   • Website  +  standard  essays   • Focus  on  documentary  film   Assignment   Design   • Omeka.net  exhibit  with  final  paper   • New  modes  of  digital  wri'ng   Results   green19@illinois.edu          @greenharr  
9. Media  and  Cinema  Studies   •  Scalar:  h=p://scalar.usc.edu   •  Voyant:  h=p://voyant-­‐tools.org   •  Easel.ly:  h=p://easel.ly   Tool   Selec'on   •  Media  Ethics:  Scalar  site   •  Study  Abroad:  Scalar  sites  with   digital  analyses   Assignment   Design   •  Media  Ethics:  mul'-­‐media  sites   •  Study  Abroad:  Scalar  sites   showcasing  digital  analyses   Results   green19@illinois.edu          @greenharr  
10. The  awareness,  aotude  and   ability  of  individuals  to   appropriately  use  digital  tools   and  facili'es  to  iden'fy,  access,   manage,  integrate,  evaluate,   analyze  and  synthesize  digital   resources,  construct  new   knowledge,  create  media   expressions,  and  communicate   with  others,  in  the  context  of   specific  life  situa'ons,  in  order   to  enable  construc've  social   ac'on;  and  to  reflect  upon  this   process.  (Mar'n  and  Grudzecki   2010)   •  Enhancing  cogni've  development  and   assessment  prac'ces  through  curriculum   interven'ons  that  make  use  of  new   affordances  of  digital  technologies.   •  Suppor'ng  learning  communi'es  to  work   collabora'vely  in  problem  solving  and  the   co-­‐construc'on  of  knowledge.   •  Working  collabora'vely  in  a   mul'disciplinary  team  to  create  useful,   prac'cal  tools.   •  Increasing  authen'city  and  overcoming   access  issues.   (Gillen  and  Barton  2010)   Metaliteracy   Digital  Literacies   green19@illinois.edu          @greenharr  
11. Digital  Pedagogy  and  Learning   Outcomes  Toward  Digital  Literacies   •  Discover,  access,  and  evaluate  digital  content   for  research   •  Develop  scholarly  cri7que  via  synthesis  of   visual  and  textual  content   •  Engage  in  a  collabora7ve  learning   environment   •  Build  authen7c  transferrable  skills  and  digital   tool  competencies  through  experien7al   learning   green19@illinois.edu          @greenharr  
12. The  Future  of  Digital  Pedagogy  and  IL?     “We  must  develop  a  par'cipa've  pedagogy,   assisted  by  digital  media  and  networked  publics,   that  focuses  on  catalyzing,  inspiring,  nourishing,   facilita'ng,  and  guiding  literacies  essen'al  to   individual  and  collec've  life  in  the  21st  century.   –Howard  Rheingold,  2010   green19@illinois.edu          @greenharr  
13. Thank  you!   Harrie=  Green   English  and  Digital  Humani'es  Librarian   University  of  Illinois  at  Urbana-­‐Champaign     green19@illinois.edu   TwiDer:  @greenharr