Stop Reinventing the Wheel: An Online Repository for Music Information Literacy MLA Instruction Subcommittee

What this session is: An information session A preview A discussion

7 Questions Why a music information literacy repository? What already exists? What would we find in this repository? How would content get in? How would we search it? What would it look like? Should we move forward with this project?

7 Questions Why a music information literacy repository? What already exists? What would we find in this repository? How would content get in? How would we search it? What would it look like? Should we move forward with this project?

7 Questions Why a music information literacy repository? What already exists?

PRIMO: Peer-Reviewed Instructional Materials Online Database // 1 Developed by a committee of the ACRL Instruction Section Focus on promoting and sharing materials to assist in teaching online resources Category includes tutorials, information literacy, internet overview, internet research, lesson plan, library pedagogy, etc. Audience includes first-year, faculty, graduate, undergraduate, staff, distance learners, etc.

PRIMO: Peer-Reviewed Instructional Materials Online Database // 2 Includes nearly 300 records No music-related materials Submissions and Nominations: Materials must be publicly available on the internet Evaluations done by a PRIMO subcommittee of the ACRL Instruction Section Selections are made twice a year Developed from a 1994 report

PRIMO

MERLOT II: Multimedia Educational Resource for Learning and Online Teaching Free and open peer-reviewed collection Developed from the California State University System in partnership with educational institutions, professional societies and industry Focus on discipline-specific materials, with discipline-based editors Must be a member to submit, but that is free 40,000+ materials in 19 categories

MERLOT II: Multimedia Educational Resource for Learning and Online Teaching Categories divided by disciplinary areas, academic support services, etc. They do include definitions for their categories Music content (~450) in nine areas: theory, history, ear training, composition, education, performance, technology, world music, etc. Handbook for peer-review There is an extensive Acceptable Use Policy, and they use Creative Commons

MERLOT II

Learning Objects for Information & Communication Technology (ICT) Literacy From California State University, in MERLOT Targeted to core concepts and skills, the exercises are nested under ACRL Information Literacy Standards Not all standards have associated exercises Some exercises satisfy more than one standard Two-tier selection process: DLO Core Team identified modules; library faculty and library school students refined the list to ~90 objects

ICT Literacy

LOEX Instruction Resources Includes fewer than two dozen exercises Most are six or more years old Categories: evaluating web resources, tours, plagiarism/copyright, instructor resources, tutorials Submissions are sent to LOEX

LOEX

7 Questions Why a music information literacy repository? What already exists? What would we find in this repository?

In-class exercises Assignments Powerpoint presentations Class outlines Syllabi Other

Discussion

7 Questions Why a music information literacy repository? What already exists? What would we find in this repository? How would content get in?

Discussion

7 Questions Why a music information literacy repository? What already exists? What would we find in this repository? How would content get in? How would we search it?

Metadata Name Institution Description / abstract Date submitted Audience: individual instruction / group – Undergraduate / graduate – Music majors / non-music majors – Name of course

Metadata (cont.) Length of activity Instructional Objectives (from MLA website) Learning Outcomes Library sources used Materials needed Activity Instructions Accompanying materials (e.g. worksheets for students)

Discussion

7 Questions Why a music information literacy repository? What already exists? What would we find in this repository? How would content get in? How would we search it? What would it look like?

Designing the draft form Casey Manus, software architect, created the draft submission form and will design the back-end of the database. The interface will allow the following searches: – MLA Information Literacy Instructional Objectives – Audience – Length of activity – Keyword (of web content only – not uploaded documents) The database and submission form will both be mobile- ready. The draft version of the submission form contains all of the elements that will be displayed in the database entry.

The draft version of the form

Sample submission 1: Katie Buehner

Instructions for Katie Buehner’s activity can be found in her roundtable submission, “Copyright in the Classroom: Raising Awareness Through Engagement,” Journal of Music History Pedagogy 4, no. 1 (Fall 2013),

Sample submission 2: Misti Shaw

Instructions for Misti Shaw’s activity can be found in her roundtable submission, “Like a Scholar: Gaining Hands-On Experience with Specialized Music Tools and Resources,” Journal of Music History Pedagogy 4, no. 1 (Fall 2013), net.org/ojs/index.php/jmhp/article/view/106. net.org/ojs/index.php/jmhp/article/view/106

Sample submission 3: Scott Stone

Instructions for Scott Stone’s activity can be found in his roundtable submission, “Library Freaky Friday: Information Literacy and Peer Teaching,” Journal of Music History Pedagogy 4, no. 1 (Fall 2013),

Discussion

7 Questions Why a music information literacy repository? What already exists? What would we find in this repository? How would content get in? How would we search it? What would it look like? Should we move forward with this project?

Thank you… Katie Buehner Verletta Kern Casey Manus Misti Shaw Scott Stone