Tagged: media literacy RSS

  • JTM 5:31 pm on April 13, 2011 Permalink
    Tags: access, , , , media literacy, ownership, public, social contract, sustainability   

    How should we redefine “public” and “access” to facilitate new media literacies? 

    Session Hosts: Lauren Britton Smedley and Rory Solomon

    Participants:
    Amy Ryan, Debbie Walter, Amy Radermacher, Jorge Schement, Jeanine Finn, Jessica Smith, Jen Gilomen, Khara Whitney-Marsh, Dana Walker, Katie Ingersoll, Eileen McAdam, Michelle Fellows, Kevin O’Kelly, Karen Perry, Tom Lowenhaupt, Alan Inouye, Denise L McIver, Jack Brighton

    Questions:
    1.) How do you define public: Internet not strong public space, non-commercial space and civic space analog on cyber space as citizen, right to exist
    2.) How to provide access to a truly public space? Harness the unique public-ness of public libraries
    3.) How can collaboration foster access for different people in community? How can we come together to provide access? Challenge to go out in community and engage

    Does the internet and new media allow for more equitable access to create/consume?
    Nicholas Carr: what is reliable information
    Bias of medium moving in a different direction, there is an inherent bias. We have seen a change from linear to multi directional–not one path: web structure.

    Unique perspectives and what can come out of creation: databroadcaster.com, similar to flicker but for audio stories: public access to stories

    Journalist and librarians talking about access
    Functional access:

    • Connectivity*
    • Capability*: skills to make something
    • Content*: consumed and able to produce or they aren’t participating
    • Context*: communities are different, context must be taken into account
    • Access must be meaningful*

    Context Example: *Prairienet* (webhosting, providing computers, bringing things to people instead of making them come to library), provide training partnership between community, library, school
    Ownership: to be functional requires *social contract* — participants need to understand and agree to terms, not static, evolve over time
    Knowing how to use the tools not just providing them-how did past models succeed?

    Natural partnerships
    Hard to maintain public access, a million models of doing the ‘good work’ to do well in a sustainable way and truly get your target demographic: challenging for public libraries to maintain public access
    Looking at systems 100Million in stimulus.: digital literacy, computers—is there a way to capitalize on what’s already here to create new engagement and create new business models to create sustainability
    Is there a way to push back against corporations/facebook in defence of public space?

    Restrictions based on economic interests: what is a public library
    Renegotiating the social contract of public libraries: libraries are underfunded, not level-funding.
    Outcry comes from small groups people who want to keep library as it always has been. Amy from BPL: Frequently hear “in the past” & “when my kids were young” have not allowed ourselves to expand our thinking of public libraries. Nostalgia is our biggest enemy: engage the next generation
    How do we foster the ‘curl up and read’ with new technologies: how do we build a 21st century library?

    We’re here because we care about the present and future of democracy. Democracy functions best when there is constant exchange of information. Many institutions have developed to allow for exchange of information but only two still functioning that visualized the user as a consumer—libraries and journalism. The alternative model, exchange networks, are thriving. What can we learn from them?

    A library as a place to create enabling people to engage/ access just the beginning, it is the start of a conversation
    *Key isn’t library but librarians!!* Information navigators—help facilitate civic engagement, get community to come together to teach each other—*not just a gatekeeper librarian but a coach, a navigator*.
    Is there a way that journalists can come in to teach basic civic journalism, create stories

    FCC: Future of Media Report recommended to include (won’t be in final report however):idea to develop a set of guidelines for libraries taking a stronger role in news in communities.
    library has newspapers on shelf, can you go to a public library and get a list of local blogs—a “place about place”, here is a place to get all the information about your community
    different levels depending on library—list everything or go further and include public notices, next step to take listing and to add academic rigor
    provide assessment regarding the caliber of the reporting not the thought
    teach to use info skills. The next step is media/news generation but we aren’t doing the first one yet.
    Librarians are experts in their community and they aren’t expanding this knowledge. A lot of library myth and there is a gap: stepping more broadly into community news and information

    LOCAL!! find gaps that provide perspective: do we have the right news/information: gap in local accountability relating to news.

    look at the community news outlets in area that are already providing service.
    The Knight Commission published a toolkit for evaluating information ecology.
    Perhaps librarians and local journalists should review together.

    Another case / example
    Remember the video about the I-35W Mississippi River bridge collapse from Peter Shane’s “Information Stories” videos yesterday? (http://www.youtube.com/user/InfoStories#p/u/10/QuKyUCQdg8A)
    In this example, the community journalists pulled in images from flickr: what do people think about this? For example as it relates to ownership? Posting images becomes point of source/record—library as public repository, host in a public way
    persistence of access
    wikimedia commons

    What is sustainable?

    Boston library uses flickr as hosting site for images, but keeps source images

    Internet not public space, more like a mall: option for debate
    Digital Library of America: what does access mean? what does public mean?

    Not just making something new: getting people to use tools—there are tools available, must be infrastructure, money required to sustain access
    Examine unexplored space

    Summary:

    (1) We did not quite reach a consensus about the public vs. private commons question. Especially as it relates to sustainability. What can we count on? Can we factor in open standards and open source tools here? What about things like wikimedia commons and etc

    (2) Can pubic access go further? To support and expand communities. New notions of literacy including digital media, which implies the ability to create as well as to consume. Local, community, accountability.

    Citation

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

    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

     
  • Anna Raya Rivera 9:14 am on April 7, 2011 Permalink
    Tags: media literacy   

    Session: How do we foster information literacy and media literacy in our libraries and in our communities? 

    Host: Catherine Odson
    Reporter: Anna Raya Rivera
    Participants: Kristin Charles-Scaringi, Dietmar Wolfram, Louis Battalen, Jamie Helgren, Amy Penwell, Colin Rhinesmith, Mary Thomason, Denise Blumendel, Tina Stewart, Suzanne Sullivan, Katy Aronoff, Jan Harrington
    Discussion:

    A. Issue of perception. No one really knows what a librarian does, or what a librarian studies in order to wade through all the information that is out there and find the most reliable, relevant, and timely resources for patrons. No one knows what journalists really do, what their motivations are, how they report the news, how they maintain balance in their stories, how they find reliable sources. Another perception problem is that people don’t think librarians are necessary anymore. Everyone thinks they’re an expert. We need to change that. People want public space in their libraries. People want computers. They don’t only just want books. We need people to look at the library as more than just a building with books.

    B. By providing more transparency we can help change the misconceptions about who we are, what we do, and who we serve (we serve all of you!). Journalists can better explain how they do what they do. In turn, users will better understand how journalists come to truthful information. Librarians need to better explain how they find information for their patrons, how they decide what is a reliable source and what isn’t. If we’re more open about our day to day process, we can gain the trust of our patrons and readers, and, hopefully, in turn, show them how they can use the same tools to do their own information seeking.

    C. Schools really have the captive audience to teach information literacy. We need to teach literacy at a younger age. Teach kids the difference between a news story and an op-ed piece. What’s the diff between reading a blog versus something from a creditable source? Can you get a creditable source from Google? Teach literacy with the subject teachers. Have the school librarian collaborate with the science teacher, social studies, etc. A school librarian in the group (grades 4-6) says her school starts at around grade 5. By grade 5 it should be happening.
    D. Shouldn’t just be focusing on kids. Digital immigrants need literacy instruction. But there’s the issue of literacy skill (how to wade through information) and actual computer skill (using a mouse). At the public library we can teach tools on social media such as FB, Twitter, LinkedIn, etc. If you call it a workshop on “information literacy” no one will attend. So you teach information literacy indirectly. Have a “Consumer information online” class or one on “Job hunting.”

    E. Someone in the group suggested the website, http://www.Rheingold.com. Rheingold, a journalist, founder of Wired, prof. at Berkeley, Stanford, created a Wiki-based, asynchronous online classroom on “infotension.” How to control info overflow. Questions of transparency come up a lot in these classes.

    F. What else can we do at the library to get people in the door? Fitness classes. Public forums (on issues like healthcare). People want to talk to each other to find information. Get library more integrated in instruction. Someone in the group writes a blog about what the academic librarians do over winter break (weed books, work on subject guides, etc.) to build awareness of the librarians’ roles.

    G. How do we get the community in the library not just to borrow books? Can we use the library computer lab to get patrons in to collaborate on projects together (people learn better in groups). Example of dedicated study areas in public library during high school’s midterms and finals. Someone suggested the “One Course, One Community” model that is based on the “One Book, One Community” projects you see in towns. Libraries can bring the experts and host the discussion. Pull out the relevant books from the collection and articles from the databases for this class, and show users how to find them on their own. (Open Course Ware @ MIT, look it up; Yale also does this, Carnegie Mellon; Hewlett funded the MIT Open Course Ware program.) Can libraries develop their own “One Course, One Community” type of project?

    H. Someone in the group suggested the work of Henry Jenkins and Erin O’Reilly—two experts on media literacy. They could be resources for this type of “One Course, One Community” type of program.

    I. Another program that could be used to indirectly teach literacy and technology skills would center around the town’s local history. Get patrons to bring their old family photographs and artifacts. Teach them how to digitize the images. Teach them multimedia so that they can tell their family histories. Contract with the local public access channel to showcase these histories. Archive these histories at the library. If there’s a local history center in the town, collaborate them with them for this type of project.

    J. We need to rethink programs. Don’t just have someone in the front of the room giving instruction. Figure out ways to “add value” and subliminally teach a literacy/technical skill, without the patrons even realizing it.

    K. Another idea: curate useful apps and showcase them for patrons. Catalog useful apps, get feedback from users on which ones they use. Good apps for kids. Good apps for productivity. Good apps for personal finance.

    L. Another idea: using games to address literacy issues. Use games to engage groups. Example of Jane McGonigal’s game for the New York Public Library: http://www.game.nypl.org

    M. Someone in the group recommended the website storify.com by Andy Carvin, about going through the muck to find the right answers. Going to Twitter to find on-the-ground reporting.

     
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