Presentation is loading. Please wait.

Presentation is loading. Please wait.

Leveraging Institutional and Third-Party Efficiencies for New Media Literacy Comparative Political Media 2.0 and Beyond ELI Web Seminar April 6, 2009.

Similar presentations

Presentation on theme: "Leveraging Institutional and Third-Party Efficiencies for New Media Literacy Comparative Political Media 2.0 and Beyond ELI Web Seminar April 6, 2009."— Presentation transcript:

1 Leveraging Institutional and Third-Party Efficiencies for New Media Literacy Comparative Political Media 2.0 and Beyond ELI Web Seminar April 6, 2009

2 Introductions Karen Howell, M.L.S. Head of Leavey Library, University of Southern California Jude Higdon-Topaz, Ed.D. Managing Director for Technology-Enhanced Learning, University of Minnesota, College of Liberal Arts

3 The Plan for this Session Twitter questions with #eli_apr09 hash tag Published presentation: Case Study: Comparative Political Media Discussion of some components of "new media literacy" The model -- integrating University resources and third-party tools Current and future directions

4 But first, a bit about you... Your primary role at your institution: Faculty Graduate student Technical staff Instructional staff Librarian, archivist, or media specialist A different role than any listed

5 Case Study - Comparative Political Media Political Science 437 - Comparative Political Media Dr. Ann Crigler, department chair Compare, review, critique, and produce political media Spring 2006 and 2007

6 The Students 80 undergraduates Academics, pre- professionals, political junkies, and a few political aspirants Juniors and seniors Range of technical skills (but few real “techies”)

7 The Learning Goals Learning Goals Get students thinking about, critiquing applications of, and producing in older and newer forms of media that are transforming the world of politics Articulate differences between various forms of media Critique uses/examples of media and messages Create media messages optimized for various forms of media

8 Activities and Assessments Both semesters Academic papers Blogs Radio broadcast (final project option) Spring 2006 only Wiki course site Podcast pilot (final project option) Spring 2007 only Blackboard course site YouTube (final project option)

9 The Model PLAN o Theoretical and applied analytical tools -- Ann o Media direction and production -- USC Cinema School o Copyright and intellectual property, reference works -- USC Libraries PRODUCE o Hardware for recording  College of Letters, Arts, and Sciences (provided equipment)  Leavey Library (managed and checked it in and out) o Video and software for editing -- Leavey Library o Training -- Center for Scholarly Technology (CST) PUBLISH o Work in a public or semi-public space to create media-appropriate messages  CST  Third-party tools and partners: KPFK radio, Blogger, YouTube

10 The Product A few examples of student work: Persian Conversion blog and podcast pilot blog podcast pilot The Real 2008 Campaign Iran public service announcementIran public service announcement An interview with a student interview with a student Other projects included: o Gov. Schwarzenegger o Hillary vs. Condi o 2008 election o Gang warfare in L.A. o War with Iran o War on terror

11 Copyright, IP, and Ethics Protecting students' IP Educating students about their rights Terms of use and the "I agree" button Opt-in for student-produced media (DVD option for those not inclined) Groups feature of YouTube with instructions for sharing only with other students Copyright Library discussed a range of issues including copyright, IP, Fair Use analyses, and Creative Commons licensing with students Providing resources (such as non-rights managed music repositories) Ethical use of materials and technologies Beheadings Schwarzenegger interview

12 What is New Media Literacy? Five foundational literacies: digital, network, design, argumentation, research A very complex question with many facets (we probably won't answer this question today) Has (at least) two components o Consumer ("read"): The ability to find, analyze, critique, integrate, and use knowledge in many forms and formats from anywhere in the world that it may be hiding o Producer ("write"): The ability to express thoughts, ideas, values, and arguments in such a way that media are leveraged efficaciously and judiciously to enhance the producer's goals References: - Multimedia in the Core - - TK3: A Tool to (Re)Compose, Virginia Kuhn -

13 Lessons (that we think we) learned Assigning student-produced media in courses requires support o Existing infrastructure can be leveraged o Third-party tools can supplement what we already have -- and that (should) keep growing in robustness The advent of Web 2.0 technologies affords us greater symbiosis between our own and third-party systems There *may* be ways, given learning goals, to give students options regarding their IP

14 Lessons (that we think we) learned Cognitive load is a challenge when engaging new media o Some students have an instinctual feel for tools, but this type of thinking could be a new endeavor for many o Instructor cognitive load is *as* relevant as is student cognitive load -- we're not all Michael Wesches Part of Web 2.0 literacy means being engaged in a two-way conversation, both as consumer and producer Literacy is a process, and getting "newly literate" may not happen right away -- and not all forms of literacy *need* to happen in every course

15 Lessons (that we think we) learned Part of literacy is being literate about becoming literate -- perhaps a form of "meta-literacy"? As the media landscape changes, perhaps a new form of literacy will be understanding and successfully navigating the changing landscape of media itself.

16 Current and Future Directions YouTube and iTunes U as a "front-end" channel for student-produced content o USC, CLA UMN YouTube channels USCCLA UMN o U of M Student Arts podcast U of M Student Arts podcast o U in Focus: Students and Scholars U in Focus: Students and Scholars Interactive media tools like VideoAnt VideoAnt Wikis evolving into cloud computing tools (Google docs, for example)Google docs Twittering, tag clouds, and new forms of "clicker" engagement Open-source tools integration and application mashups Yahoo! pipes and easy-to-generate data mashupsYahoo! pipes Kosmix and Addictomatic and just-in-time media mashup search enginesKosmixAddictomatic Aardvark and long-tail social connections to expertsAardvark

17 Special thanks to... Dr. Ann Crigler, Chair, Department of Political Science, USC John Parker, Chief Technology Officer, College of Letters, Arts and Science USC Leavey Library's tireless, energetic staff The intrepid students of Political Science 437

18 Thank you! Hashed questions and other... Thank you

Download ppt "Leveraging Institutional and Third-Party Efficiencies for New Media Literacy Comparative Political Media 2.0 and Beyond ELI Web Seminar April 6, 2009."

Similar presentations

Ads by Google