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Fostering Information Literacies in a Writing Course
Canadian Journal for Studies in Discourse and Writing/Rédactologie 51 Volume 29, 2019 http://journals.sfu.ca/cjsdw Article Learner-Created Podcasts: Fostering Information Literacies in a Writing Course Stephanie Bell York University Abstract This paper describes an experimental learner-created podcasting assignment in a first-year undergraduate research skills course for professional writers. The podcasting assignment serves as a contextualized experiential writing project that invites students to refine their research skills by participating in the invention of an emerging genre of radio storytelling. The power of the podcast assignment lies in the liminal space it creates for learners. It moves students beyond familiar and regimented essay conventions to an unstable writing environment where digital tools for producing, publishing, and negotiating meaning offer a range of possible audiences, modalities, forms, and modes of meaning making. This space creates the pedagogical conditions for epistemic development, through which students adopt as their own the research practices of adept and experienced writers. The multiple demands of this course on writing, research, and digital environments generates the beginnings of interdisciplinary writing pedagogy involving Kent’s (1993, 1999) postprocess mindset, the ACRL’s (2015) Framework for Information Literacy in Higher Education, Baxter Magolda’s (1999) constructive-developmental pedagogy, and Arroyo (2013)’s elaboration of participatory digital writing pedagogy. Introduction In this paper, -
Learning Information Literacy and Teaching: an Action Research Project
The Fifth European Conference on Information Literacy (ECIL) September 18th-21st, 2017, Saint-Malo, France Abstracts Saint-Malo, 2017 The Fifth European Conference on Information Literacy (ECIL) September 18th-21st, 2017, Saint-Malo, France Abstracts Editors: Sonja Špiranec, Serap Kurbanoğlu, Joumana Boustany, Esther Grassian, Diane Mizrachi, Loriene Roy, Denis Kos Information Literacy Association (InLitAs) Saint-Malo, 2017 The Fifth European Conference on Information Literacy, September 18th-21st, 2017, Saint-Malo, France: Abstracts http://ecil2017.ilconf.org Publisher: Information Literacy Association (InLitAs) http://inlitas.org ISBN 978-2-9561952-0-7 Copyright © 2017 by Information Literacy Association (InLitAs) and authors All rights reserved Organization The Fifth European Conference on Information Literacy (ECIL) was co-organized by the Department of Information Management of Hacettepe University, the Department of Information and Communication Sciences of the University of Zagreb and Information Literacy Association (InLitAs), France. Standing Committee 1. Paul G. Zurkowski, USA (Honorary Chair) 2. Serap Kurbanoğlu, Hacettepe University, Turkey (General Co-chair for ECIL & ECIL 2016) 3. Sonja Špiranec, University of Zagreb, Croatia (General Co-chair for ECIL & ECIL 2016) 4. Joumana Boustany, Information Literacy Association (InLitAs), France (Co-chair for ECIL 2017) 5. Szarina Abdullah, MARA Technology University, Malaysia 6. Buket Akkoyunlu, Hacettepe University, Turkey 7. Aharon Aviram, Ben-Gurion University, Israel 8. George Awad, UNESCO Regional Office, Lebanon 9. Tomaz Bartol, University of Ljubljana, Slovenia 10. Athina Basha, Albanian Library Association, Albania 11. David Bawden, City University, UK 12. Dilara Begum, East West University, Bangladesh 13. Albert K. Boekhorst, University of Pretoria, South Africa 14. Alexander Botte, German Inst. for International Educational Research, Germany 15. -
Theoretical Analysis of Threeresearch Apparatuses About Media and Information Literacy in France Jacques Kerneis, Olivier Le Deuff
Theoretical analysis of threeresearch apparatuses about media and information literacy in France Jacques Kerneis, Olivier Le Deuff To cite this version: Jacques Kerneis, Olivier Le Deuff. Theoretical analysis of threeresearch apparatuses about media and information literacy in France. Key Concepts and Key Issues in Learning, European Conference on Educational Research (ECER), Aug 2012, Cadix, Spain. hal-01143562 HAL Id: hal-01143562 https://hal.archives-ouvertes.fr/hal-01143562 Submitted on 20 Apr 2015 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Theoretical analysis of threeresearch apparatuses about media and information literacy in France1 Jacques Kerneis 5 rue A. Camus, 29000 Quimper Résumé: 150-200 mots Abstract: In this article, we compare three projects about mapping digital-, media- and information literacyin France. For this study, we first used the concept of “apparatus” in Foucauldian (1977) and Agambenian sense (2009). After this analysis, we calledon Bachelard(1932) and his distinction between phénoménotechnique and phénoménographie. The first project began in 2006 around a professional association (Fadben: http://www.fadben.asso.fr/), with the main goal being to distinguish 64 main concepts in information literacy. This work is now completed, and we can observe it quietly through publications. -
Spring 2013 Jottings& DIGRESSIONS
College of Letters & Science UNIVERSITY OF WISCONSIN-MADISON SCHOOL OF LIBRARY & INFORMATION STUDIES Volume 44, No. 1 • Spring 2013 Jottings& DIGRESSIONS Heather Johnson and family Cynthia Lewis MA’12 Did You Know That SLIS Has a Distance MA Program? Q&A with Heather Johnson: special education with a specializa- Q&A with Cynthia Lewis MA’12: Current Distance Student tion in learning disabilities. Distance Graduate I also work 20 hours as a part- Interview by Ellen Hassel time library aide at the River Falls Interview by Ellen Hassel Public Library. I have worked there Q. Tell us about yourself. for over three years and was encour- Q. Tell us about yourself. A. My name is Heather Johnson, and aged to pursue my library degree A. My name is Cynthia Lewis, and I am in my second year of the online from the director of the library. The I am a graduate of the UW-Madison SLIS program at UW-Madison. I outstanding quality of the education SLIS Distance Program. I earned a am a mother to three amazing, that I am receiving has made me BA in English from California State- young daughters: Margaret, Adeline, better equipped to meet the specific Fullerton in 2010 and began the and Kathryn. My husband, Sam, needs of the community that I serve. UW SLIS MA program in the fall and I live on a family-owned and of 2010. After graduating from the -operated farm in River Falls, WI, Q. Tell us about your focus as a SLIS program in August of 2012, where we raise cattle and cash crops, distance student in SLIS, and what my husband and I relocated from board horses, and run more than made you decide to follow that track. -
Brian Bannon, Distinguished Alumnus 2015 We Make Information Work
Fall 2015 we make information work ischool.uw.edu Dean’s Message — Page 2 Donor Honor Roll — Pages 8 & 9 Alumni Updates — Page 10 Brian Bannon, Distinguished Alumnus 2015 By Clark Heideger Library where he was the general manager for the neighborhood library system. Making strides towards innovation in the Bay Area, six years later, Bannon got a call from Chicago. At the time, Mayor Rahm Emanuel was looking for a new leader for the Chicago Public Library. “He was really interested in looking at ways of leveraging the unique mission and footprint of the library to be transformative as part of his new vision for the city,” said Bannon. Bannon got the job. And for three and a half years, he’s been serving as commissioner of the Chicago Public Libraries. And as the second largest library system in the country, CPL has a long track record for being an innovative library organization. When Bannon first started, the library was piloting a program called YOUmedia, a digital media program engaging teens in learning. Now he has helped operationalize the program as a central part of what CPL does to serve teens. “It represents for me the kind of library that would have been welcoming to me as a kid,” Bannon said. “The mission is really to connect people to Brian Bannon, the 2015 iSchool Distinguished Alumnus, considers himself ideas and knowledge to make a stronger and more competitive and an unlikely librarian. Dyslexic as a kid, he never felt fully at home in the democratic society. It was an insight into how libraries might lead the environment. -
Using Computer Technology to Enhance Literacy Instruction for National Transformation
International Journal of Advanced Academic Research | Sciences, Technology & Engineering | ISSN: 2488-9849 Vol. 2, Issue 7 (July 2016) USING COMPUTER TECHNOLOGY TO ENHANCE LITERACY INSTRUCTION FOR NATIONAL TRANSFORMATION REV. ENGR. DR. DAVID DIMOJI & MR. OJU ONUOHA Department of Computer Science, Abia State Polytechnic, Aba; Nigeria. [email protected], [email protected] Abstract Educational technology is nudging literacy instruction beyond its oral and print-based tradition to embrace online and electronic texts as well as multimedia. Computers are creating new opportunities for writing and collaborating. The Internet is constructing global bridges for students to communicate, underscoring the need for rock-solid reading and writing skills. By changing the way that information is absorbed, processed, and used, technology is influencing how people read, write, listen, and communicate. Although technology promises new ways to promote literacy, educators' reactions to it have been mixed. Some have embraced technology with unbridled enthusiasm while others have held it at arm's length with a healthy skepticism. Yet the growing influence of technology has caused many educators to acknowledge that they need information on teaching literacy skills in the Digital Age. To serve that need, this paper offers research, best practices, and resources that support integration of new technologies into literacy instruction in technical education. Keywords: Technology, literacy, technical education, internet, digital. 1.0 Introduction Literacy instruction traditionally refers to the teaching of basic literacy skills—reading, writing, listening, and speaking. In today's digital world, however, technology has contributed to an expanded understanding of literacy. Besides having basic literacy skills, today's students also need technology skills for communicating, investigating, accessing and using information, computing, thinking critically about messages inherent in new media, and understanding and evaluating data. -
Teachers' Use of Digital Literacies in Predominantly African American
Georgia State University ScholarWorks @ Georgia State University Early Childhood and Elementary Education Early Childhood and Elementary Education Dissertations Department Spring 5-12-2017 Digitally Sound? Teachers’ Use of Digital Literacies in Predominantly African American Classrooms in a Low SES Urban School Setting Ruby Champion Follow this and additional works at: https://scholarworks.gsu.edu/ece_diss Recommended Citation Champion, Ruby, "Digitally Sound? Teachers’ Use of Digital Literacies in Predominantly African American Classrooms in a Low SES Urban School Setting." Dissertation, Georgia State University, 2017. https://scholarworks.gsu.edu/ece_diss/30 This Dissertation is brought to you for free and open access by the Early Childhood and Elementary Education Department at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Early Childhood and Elementary Education Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. ACCEPTANCE This dissertation, DIGITALLY SOUND? TEACHERS’ USE OF DIGITAL LITERACIES IN PREDOMINANTLY AFRICAN AMERICAN CLASSROOMS IN A LOW SES URBAN SCHOOL SETTING, by RUBY NESBITT CHAMPION, was prepared under the direction of the candidate’s Dissertation Advisory Committee. It is accepted by the committee members in partial fulfillment of the requirements for the degree, Doctor of Philosophy, in the College of Education and Human Development, Georgia State University. The Dissertation Advisory Committee and the student’s Department Chairperson, as representatives of the faculty, certify that this dissertation has met all standards of excellence and scholarship as determined by the faculty. _______________________________ _________________________________ Mona Matthews, Ph.D. Joyce King, Ph.D. Committee Chair Committee Member _______________________________ _________________________________ Diane Truscott, Ph.D. -
Basic Computer Literacy and Essential Skills
Basic Computer Literacy and Essential Skills Facilitator’s Guide Basic Computer Literacy and Essential Skills Facilitator’s Guide Copyright 2015 Community Learning Network Ministry of Innovation and Advanced Education, Government of Alberta Developers: Darlene Thompson and Brad White Facilitator Basic Computer Skills: Brad White Project Manager and Editor: Shannon Yates Awasisak & Family Development Circle would like to thank the facilitator’s assistants for their help and the learners for their commitment to the program. Acknowledgement to the Awasisak & Family Development Circle Board of Directors for their support in this project. Awasisak & Family Development Circle Box 2360 Lac La Biche, Alberta T0A 2C0 Contents 4 Introduction 10 Module 1: Introductions and program overview 15 Module 2: Basic computer functions and Gmail account setup 22 Module 3: Review of Modules 1 and 2 25 Module 4: USB port, memory stick, mouse and folders 31 Module 5: Program wrap-up 34 Appendix 1: Principles of adult learning and helping skills 40 Appendix 2: Introduction to Essential Skills 44 Forms 1. Registration Form 2. Permission to Use Picture 3. Attendance Record 48 Handouts 1. Program Overview 2. Computer Terms 3. Learner Journal 4. Essential Skills in the Workplace and in Daily Life 5. How to Use a Wireless Mouse 6. Similarities and Differences between Windows and Google Chrome Features 7. Common Features of Windows 8. How to Install Google Chrome 9. Google Screens 10. How to Set Up Gmail Account 11. Gmail Account Access 12. Purpose of App Launcher 13. Understand the Email Toolbar 14. Use an Educational Application 15. Share and Add an Email Address and a New Contact 16. -
Adapting Reading Intervention for Online Students
Adapting reading intervention for online students Baiyun Chen Atsusi Hirumi University of Central Florida Background Information With the advances of computer and network technologies, student enrollment in distance education has increased rapidly since the 1990’s. In 2003, it is estimated that about 40,000 to 50,000 K-12 students are enrolled in online courses nationwide (Golden, Wicks, & Williams, 2004). With the ever-increasing number of K-12 students who attend online program, researchers state in a report on virtual school in United States that “online education program(s) … already are having a significant impact on public education” (Watson, Winograd, & Kalmon, May 2004). Most likely, the K-12 online programs will take an increasingly important role in the school system of the United States. According to Building a Snapshot of Virtual Schools Across the Nation by Collins, “12 states have established online high school programs and 5 others are developing them… 25 states allow for the creation of so- called cyber charter schools, and 32 states have e-learning initiatives under way” (Collins, 2004). In the future, the option of e-learning will be available to every child for purposes of advanced study, credit recovery or remedial learning. The target population of a virtual school encompasses gifted students, students seeking credit recovery, and at-risk and dropout students. The focus of this paper is the problematic students who do not succeed in traditional classroom. The at-risk and dropout student population size is shockingly large. In 2000, some 3.8 million young adults were out of school without a high school credential, accounting for 11% of 16- to 24-year-olds in the United States (Kaufman, Alt, & MPR Associates, 2001). -
Computer Science Vs. Computer Literacy Which to Teach? Viera
Computer Science vs. Computer Literacy Which to Teach? Viera K. Proulx College of Computer Science, Northeastern University Boston, MA, 02115, USA [email protected] With the widespread use of computers in all areas of work and play, it became clear that all students (in secondary schools, universities, and even in elementary schools) should be taught ‘something about computers’. The dilemma is, whether to teach ‘computer science’, or just ‘computer literacy’. In this paper we argue that both computer science and a literate use of computers need to be taught to all students, if we want them to function effectively in the new information age. Using examples from real teaching situations, we illustrate how to incorporate the teaching of effective computer literacy skills into traditional, programming based, computer science course. In the second part of the paper we show how teaching fundamentals of computer science within the context of a computer literacy course can improve student’s ability to learn how to become an effective user of computer technology. Computers in computer science education - current situation. In the USA, Advanced Placements courses taught in secondary schools are supposed to cover material typically taught in the first year university courses. Students who successfully pass the national advanced placement exam in a given subject, receive university credit for that subject. The curriculum for Advanced Placement in Computer Science, covers basic topics in computer science - algorithms, data structures, - in the context of programming in Pascal. There is no requirement that students be able to use spreadsheet application, build and query a data base, or even use a word processor. -
Critical Visual Literacy: Multimodal Communication Across the Curriculum
WAC, WID, ECAC, CAC, CXC, LAC — VAC? Critical Visual Literacy: Multimodal Communication Across the Curriculum Barb Blakely Duffelmeyer and Anthony Ellertson, Iowa State University and the University of Wisconsin Abstract: "Critical Visual Literacy: Multimodal Communication Across the Curriculum" makes the case for expanding the pedagogical space and communication possibilities in undergraduate communication-intensive and linked (learning community) courses by allowing students to create multimodal texts that deal with civic and cultural and/or discipline-specific themes. We argue that, rather than diluting the opportunities for rhetorical education—now comprised of critical literacy, visual literacy, and critical technological literacy in today's increasingly fast-moving visual and electronic cultural environment—multimodal composing more meaningfully reflects the environment in which students receive and generate text today. Using a theory base that draws from the literatures of composition and CAC, visual literacy, new media theory and ecology, and the theory and pedagogy of critical technological literacy, we make a case for this expansion of communication opportunities in undergraduate communication-intensive classes. Specifically, we show how multimodal composing reinforces and further develops at least three essential characteristics of a critically literate person, thus helping to lift what W.J.T. Mitchell (2002) so aptly called the "ideological veil": 1) understanding that a text is not a transparent window on reality, but is constructed; 2) developing and demonstrating rhetorical awareness both as a composer of text and as a reader of text; and 3) developing agency as a communicator and as a reader, rather than opting for the passivity that our popular media environment makes so easy. -
Friday, March 15 Special Events and Meetings
Friday, 7:30 a.m.–6:00 p.m. Friday, March 15 Special Events and Meetings All events and meetings are in the David L. Lawrence Convention Center unless otherwise noted. Mentoring@Cs Breakfast Spirit of Pittsburgh Ballroom C 7:30–8:30 a.m. Mentoring@Cs’ central goal is to forge informal mentoring relationships between newcomers and veterans in the field. The Writing Program Administration Graduate Organization (WPA-GO) and the CCCC Graduate Student Standing Group partner to match mentees and mentors based on specific research, teaching, and profession- alization interests, put them in email contact with one another, and encourage them to meet and chat at the conference. Annual Meeting of CCCC Feminist Caucus Sponsored by the CCCC Feminist Caucus 307 11:00 a.m.–12:15 p.m. The Feminist Caucus advocates for issues of feminist concern in the profession. At the annual meeting, we report on recent activity and set yearly goals. Caucus Chairs: Holly Hassel, North Dakota State University, Fargo Kate Pantelides, Middle Tennessee State University, Murfreesboro Planning for Next Year’s CCCC Convention CCCC Registration Desk 2:00–3:00 p.m. Individuals interested in discussing program proposals for the 2020 CCCC Annual Convention in Milwaukee, WI, March 24–28, are invited to meet Julie Lindquist, 2020 Program Chair, in the registration area. CCCC Annual Business Meeting/Town Hall Spirit of Pittsburgh Ballroom B 4:45–6:00 p.m. continued on next page CCCC CONVENTION, PITTSBURGH 2019 165 d-Friday-165-276-4Cs-2019.indd 165 2/5/19 11:11 PM Friday, 6:10 p.m.–12:00 a.m.