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  

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  

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  

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  

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  

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  

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  

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  

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  

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  

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  

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  

Thank  you!  

Harrie=  Green  English  and  Digital  Humani'es  Librarian  

University  of  Illinois  at  Urbana-­‐Champaign    

green19@illinois.edu  TwiDer:  @greenharr