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  • Renee Hobbs 12:35 pm on April 7, 2011 Permalink  

    Session: Obstacles and Opportunities 

    We identified obstacles that included the following ideas:

    Librarians value privacy but journalists value transparency and openness

    We have different terminology and language that can affect how we listen to and understand each other

    The fields of journalism and librarianship are on different evolutionary cycles, with different career trajectories within the disciplines

    Journalists and librarians are experiencing identity crises due to rapid cultural and technological change. As a result we may be guilty of professional pride where we overvalue our own principles and devalue others

    Some opportunities were identified:

    Web publishing and the need for digital preservation can promote fruitful collaboration and respectful listening

    Libraries are seen as neutral space that support public dialogue and discussion

    Develop exchange programs between journalists and librarians

    We have common ends: both journalists and librarians need citizens who have the skills they need to access and identify quality information, analyze and ask questions, compose and create messages, reflect on the social consequences of information and knowledge, and work individually and collaboratively to take action in the world.

     
  • Renee Hobbs 12:24 pm on April 7, 2011 Permalink
    Tags: , information literacy, instructional strategies,   

    Session: Instructional Strategies 

    What instructional strategies best help kids care about news and current events while gaining digital and media literacy skills that enable them to use library resources to gain knowledge and expertise on issues that matter to them?

    Participants discussed a variety of strategies as well as the underlying assumptions and challenges associated with each. We acknowledged the need to connect to people’s needs and interests, including their interests in mass media and popular culture.

    We discussed the role of gaming by learning about the work of the New York Public Library in developing an in-library game takes place on May 20. In the game, participants search for 100 artifacts that have changed the shape of human history.

    We explored strategies for activating students’ intellectual curiosity.

    We considered the role of social media – we are learning that tools like Facebook can be used to raise awareness as people share information about news and current events using their peer networks. One teacher created a Facebook group for the class— each week readings had a discussion students were requird to post things. Most interesting: faculty started posting links, then student students posting links.

    In another example, faculty described their courses on the department’s group Facebook page to help students understand the curriculum in more depth.

    When students have control over what they learn, the learning is meaningful to them. We can help faculty see the value of students forming their own learning agenda – just as we did in this conference.

    What if we did an unconference with youth for an upcoming youth librarianship conference?

    Teachers should try to let students be the teachers. In a programming class, students get the chance to be independent learners – learn on your own and come back and share it.

    We had a discussion about the practice of taking students to bogus informational websites, like the Tree Octopus website, to help them understand that the web has no filters and that falsehoods can be made to look credible and authoritative. We wondered if the “gotcha” dimension of these activities makes a difference in student learning. Everyone agreed that a good debriefing is important.

    When we identified “take-aways,” these included:

    Have more forums where young people come together to explore this
    Establish an unconference to address the apathy (using an online forum)
    Librarians journalists provide ideas about quality/accuracy – let them learn and teach each other, give people choices and let them
    Meet the students where they are – any topic is a place of discovery when we use kids interests
    The power of storytelling to connect
    How is media literacy being taught in schools is important
    Questions about how we evaluate sources – not so easy
    Everyone at any age can benefit from this
    Get beyond the idea of satisficing – “what’s good and what’s good enough”
    Examine: What does it mean to teach media literacy across various forms—learning to create makes you realize the subjectivity in everything. Awareness of constructedness is important.
    Address the problems of skepticism vs cynicism

     
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