Google and ThingLink and Memes, Oh My!: The Intersection of Images and Information Literacy in College Learning
Type of Presentation
Panel (1 hour and 15 minutes presentation total for two or more presenters)
Target Audience
Higher Education
Location
Room 1005
Abstract
At Chattanooga State Community College, visual literacy and internet research have traditionally been the domain of first-year composition courses. However, an increasing number of faculty in diverse fields are creating assignments that tackle crucial questions about how students create meaning in and out of the classroom: What constitutes an effective text? What does it mean to demonstrate literacy in different areas of study? How can learners bombarded with internet scroll bars become critical consumers of information?
Using image-based exercises in the classroom is not only a way to quickly spark student interest; it also opens fruitful dialogues about best practices in evaluating information, exploring rhetorical aims, and traversing the often-daunting research process. In this session, a composition instructor and professor of theatre who have engaged in collaborative interdepartmental projects will discuss media tools they have found to be most effective in their respective courses. The aim of the presentation is to offer practical, interdisciplinary means of developing visual and information literacies in college-level learners, as well as highlighting how creative assignments can serve diverse pedagogical objectives.
Presentation Description
In this session, a composition instructor and professor of theatre who have engaged in collaborative interdepartmental projects will discuss media tools they have found to most effectively develop information and visual literacy in their respective courses. The aim of the presentation is to offer practical, interdisciplinary means of sharpening these skills in college-level learners, as well as highlighting how creative assignments can serve diverse pedagogical objectives.
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Barcroft, Julie and Jarnefeldt, Evans, "Google and ThingLink and Memes, Oh My!: The Intersection of Images and Information Literacy in College Learning" (2015). Georgia International Conference on Information Literacy. 22.
https://digitalcommons.georgiasouthern.edu/gaintlit/2015/2015/22
Google and ThingLink and Memes, Oh My!: The Intersection of Images and Information Literacy in College Learning
Room 1005
At Chattanooga State Community College, visual literacy and internet research have traditionally been the domain of first-year composition courses. However, an increasing number of faculty in diverse fields are creating assignments that tackle crucial questions about how students create meaning in and out of the classroom: What constitutes an effective text? What does it mean to demonstrate literacy in different areas of study? How can learners bombarded with internet scroll bars become critical consumers of information?
Using image-based exercises in the classroom is not only a way to quickly spark student interest; it also opens fruitful dialogues about best practices in evaluating information, exploring rhetorical aims, and traversing the often-daunting research process. In this session, a composition instructor and professor of theatre who have engaged in collaborative interdepartmental projects will discuss media tools they have found to be most effective in their respective courses. The aim of the presentation is to offer practical, interdisciplinary means of developing visual and information literacies in college-level learners, as well as highlighting how creative assignments can serve diverse pedagogical objectives.
