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Using Photo Comics for Instruction, Promotion,and Participation in Any Library

Text, Image, Story

Ma#Upson

AssistantProfessor

ReferenceandInstruc2onLibrarian

mupson@emporia.edu

@thunderbrarian

AlexMudd

AssistantProfessor

ReferenceandInstruc2onLibrarian

amudd@emporia.edu

@alexlibrismudd

KaelMoffat

GraduateTeachingAssistant

kmoffat@emporia.edu

@kmoff64

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What are we talkingabout?

(Your own comicdoesnt have to be

stupid, but it is more

fun)

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What we usedbut you dont

necessarily need

iPad (with camera)

Bluetooth keyboard ComicLife App

Check out plasq.com formore info

iTunes account and iPad USBcable

OR Dropbox account

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Authentic Learning

Authentic learning involves exploring the worldaround us, asking questions, identifying

information resources, discovering connections,examining multiple perspectives, discussing ideas,

and making informed decisions that have a real

impact.Daniel Callison & Annette Lamb (2004)

from: Authentic learning. School Library Media Activites Monthly, 21 (4). 34-39.

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Authentic Learning

We need to construct our own meaning of theworld, using information we have gathered and

were taught and our own experiences in theworld.

Jon Mueller (2005)

from: Authentic assessment in the classroomand the library media center. Library MediaConnection (April/May 2005). 14-18.

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Authentic Learning

Relevant central tenets:Learning in a real world contextreal-world

situations and artifacts

Open ended assignmentsno correct answerEmphasis on social learningmimicking the world

of work

Student have a say in their learning

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Authentic Learning

Designed for higher-level thinking andmetacognitive skills

Implied or explicit larger audience

is audience beyond the classroomchanges the problem from an exerciseto something more important,allowing students to become

emotional stakeholders in the

problem.

Audrey RuleAs cited ine four characteristics of Authentic Learning.(2007). Retrieved fromhttp://www.ernweb.com/public/908.cfm#.Ukm6LD_gJjM

hCp://uwf.edu/cutla/images/bloom_taxonomy.jpg

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1st Example: Reective Comic for

UL100 UL100 Information Literacy and

Technology 2 credit hours Focus on the Research Process Online Portfolio Reective Component

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Rationale Information Literacy Narratives*

Student need to be heard A way to reect and summarize Critical thinking and questioning assumptions Framing themselves as characters e drama and conict of research An attempt to validate student experience Opportunities for more authentic assessment Potential overall improvement of studentlearning

*AdaptedfromDetmeringR.,andJohnsonA.M.ResearchPapershaveAlwaysSeemedVeryDaun2ng:Informa2onLiteracyNarra2vesandtheStudentResearchExperience.Portal1.1(01):5

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Rationale

Complementing with a Comic Visual Literacy

e Flipped Classroom Participatory Technologies

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Script Sample

PAGEONEAfocusontopicdevelopmentandoverallreflec2on.

PanelOne:ThispanelshowsapictureofMa4Upsontalkingatthefrontoftheroom

abouttheresearchproject.blah,blah,blahResearchblah,blah,blahTinaisalsoin

thepicturebuttotheside,siBngatcomputerlisteningtoMa4.

Tina:Ohno,notANOTHERresearchproject

PanelTwo:Apictureofmelookingatadieselbook,butlookingskepDcaland

confused.

Tina(voiceover):Ihadchosenthetopicofdieseltechnology,butasIbeganmy

researchIstartedtorealizehowdifficultthattopicwasactuallygoingtobe.Notonly

woulditbedifficultbecauseIcouldntfindmuchinforma2onaboutit,butalso

becauseIdontreallyknowalotaboutit.

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