creation concerned with the intersection of computing and the disciplines of the humanities…. Digital humanities scholars use computational methods either to answer existing research questions or to challenge existing theoretical paradigms, generating new questions and pioneering new approaches.” —Wikipedia, http://en.wikipedia.org/wiki/Digital_humanities
Case study of collaborative assessment rubric: Media Studies course • Creating an assessment rubric from content analysis of student projects • Discussion: Building in assessment for digital literacies and information literacy
critical thinking and collaboration in a digital age…. Metaliteracy expands the scope of information literacy as more than a set of discrete skills, challenging us to rethink information literacy as active knowledge production and distribution in collaborative online communities.” --Mackey and Jacobson (2011) Metaliteracy
digital tools and facilities to identify, 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 situations, in order to enable constructive social action; and to reflect upon this process.” (Martin and Grudzecki 2010) “The librarian's role extends into the realm of educating digital citizens to be able to make informed online decisions by critically assessing their online participation as the digital reputation of each individual is being created and shaped by the content he or she shares online.” (Schaeffer and Little 2014) Info Lit Digital Literacies
of electronic elements to enhance or to change to [sic] experience of education.” –MLA Digital Pedagogy Unconference “Students and learners should be central in mapping the terrain of digital pedagogy. Educational institutions should dedicate themselves to supporting this work…. Digital pedagogy is less about knowing and more a rampant process of unlearning, play, and rediscovery.” —Jesse Stommel, Hybrid Pedagogy [email protected] @greenharr
humanities centers and digital scholarship services develop in libraries • Courtney and Dalmau (2011): Victorian Women Writers Project and English graduate seminar • 2013 Journal of Library Administration special issue on digital humanities and libraries
Instruction: Using Student-Generated Grading Criteria to Evaluate Multimodal Digital Projects.” Computers and Composition 29 (2012): 152-174. Doi: http://dx.doi.org/10.1016/j.compcom.2012.04.002. • Yancey, K. B. (2004). Looking for sources of coherence in a fragmented world: Notes toward a new assessment design. Computers and Composition, 21(1), 89-102. • Shipka, Jody. "Negotiating rhetorical, material, methodological, and technological difference: Evaluating multimodal designs." College Composition and Communication 61, no. 1 (2009): W343- W366. • Sorapure, M. Between Modes: Assessing New Media Compositions. In Concepts in Composition: Theory and Practice in the Teaching of Writing, ed. Irene L. Clark, London: Routledge, 2011.
the expectations of their instructors. … They provide direct feedback to students about what they have learned and what they have yet to learn. Second, students can use rubrics for self-evaluation…. Finally, rubrics emphasize ‘understanding rather than memorization, ‘deep’ learning rather than ‘surface’ learning.’” Megan Oakleaf (2009)
Studies course • Developing an assessment rubric from content analysis of student-generated digital projects: e.g., History undergraduate seminar digital project
project on food industry and information networks • Scalar: http://scalar.usc.edu • Course assignments posted to Scalar site: – Find corporate reports and research articles in Academic Search Premier and Lexis Nexis – Word cloud visualizations of article texts with Voyant (voyant-tools.org) – Infographics of facts from research with Easel.ly – Create interviews
Multi-Format Media Too few objects (less than 1 per page) or too many objects; Relates to the topic only superficially or not at all; No citations or captions Meets requirements of at least 1 media object per page; Relates to the topic of the site Provides basic captions and/or citations; Use media objects on each page Selects multiple types of media objects Media objects are closely related to the topic and enhances the text Selection of diverse media objects Displays the media in innovative layout and thoughtful juxtapositions Connects media to each other and critical ideas Integrates annotations and advanced features Written content Use of Sources Structure and Organization of Site Coherence of Online Presentation
digital projects • Content analysis of student sites + written responses “Digital compositions weave words and context and images: They are exercises in ordered complexity—and complex in some different ways than print precisely because they include more kinds of threads.” —Yancey (2004)
• Published research on Omeka.net site: www.omeka.net • Resulting site: http://project500.omeka.net • Content analysis: student site + written responses
project • Hierarchical structure of sections and pages • Use of 2-3 media elements per page (counts) • Minimal metadata and captions • Critical synthesis of written text and media • Collaborative workflow
tool, technology is not innocent. It is both shaping and assessing the writers whose work we want to assess—and not only in word-processing software. . . . Online, assessment is ubiquitous, and yet we do not often observe its effects.” —Kathleen Blake Yancey (2004)
possible? • “Who arranges? • “What is the intent? • “What is the fit between intent and effect?” “The narrow question of the relations between the modes, is, I believe, essential in understanding how a multimedia text coheres but also how it creates meaning.” Sorapure (2006)
through which people make traceable meanings using digital technologies.” (Gillen and Knobel 2010) • “ ‘Rubrics are texts that are visible signs of agreed upon values. They cannot contain all the nuances of the evaluation community’s values, but they do contain the central expressions of those values.’” Callison, 2000 (cited by Oakleaf)
allows readers to interact with digital project Critical synthesis of different media objects Discovery, access, and evaluation of digital objects and materials Appropriate Citation and Linking of Digital Objects Effective Site Structure Overall Coherence of Digital Research Product
and evaluate digital content for research • Develop scholarly critique via synthesis of visual and textual content • Collaborative learning environment • Build authentic skill building and digital tool competencies through experiential learning
digital media and networked publics, that focuses on catalyzing, inspiring, nourishing, facilitating, and guiding literacies essential to individual and collective life in the 21st century.” –Howard Rheingold
Flickr, https://www.flickr.com/photos/anikarenina/3434220797 • “Measuring Time,” by aussiegall, on Flickr, https://www.flickr.com/photos/aussiegall/286709039 • "Magnifying Glass,” by Auntie P, on Flickr, https://www.flickr.com/photos/auntiep/17135231 • “brick detail” by Grant MacDonald, on Flickr, https://www.flickr.com/photos/grantmac/2578109298 • "Tunnel of black,” by Shemsu.Hor, on Flickr, https://www.flickr.com/photos/shemsu_hor/14814306629
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