Developing media literacy skills using a threshold concept: A case study for a large enrollment course
Type of Presentation
Individual paper/presentation (20 minute presentation)
Target Audience
Higher Education
Location
Room 1002
Abstract
This session describes the use of “Authority is constructed and contextual,” a threshold concept from ACRL’s Framework for Information Literacy for Higher Education (Framework), as a way to help develop media literacy skills in an entry-level Humanities course (n=77) in the fall 2015 semester.
The threshold concept was used to begin collaborating on student learning outcomes, as a guide to develop a lesson plan for a large-enrollment course, and as a way to assess student understanding. According to a pre-survey assessment, students in the course did not show evidence of thinking deeply about who created information, nor where it came from. This data provided a starting point for developing a flipped instruction session that involved investigating and evaluating advertisements on social media, an approach that engaged students without being didactic. An informal classroom assessment, the one-minute paper, was then used to gauge students’ ability in evaluating an information source.
Attendees will leave the session with talking points for collaborating with faculty using the Framework, and ideas for lesson plans regardless of class size.
Presentation Description
This session describes the use of ACRL’s Framework as a way to develop media literacy skills in an entry-level Humanities course. A Framework concept was used to begin collaborating on shared student learning outcomes, as a guide to develop a lesson plan, and as a way to assess student understanding.
Keywords
Media literacy skills, ACRL Framework, flipped classroom, large enrollment
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Hughes, Amy, "Developing media literacy skills using a threshold concept: A case study for a large enrollment course" (2016). Georgia International Conference on Information Literacy. 44.
https://digitalcommons.georgiasouthern.edu/gaintlit/2016/2016/44
Developing media literacy skills using a threshold concept: A case study for a large enrollment course
Room 1002
This session describes the use of “Authority is constructed and contextual,” a threshold concept from ACRL’s Framework for Information Literacy for Higher Education (Framework), as a way to help develop media literacy skills in an entry-level Humanities course (n=77) in the fall 2015 semester.
The threshold concept was used to begin collaborating on student learning outcomes, as a guide to develop a lesson plan for a large-enrollment course, and as a way to assess student understanding. According to a pre-survey assessment, students in the course did not show evidence of thinking deeply about who created information, nor where it came from. This data provided a starting point for developing a flipped instruction session that involved investigating and evaluating advertisements on social media, an approach that engaged students without being didactic. An informal classroom assessment, the one-minute paper, was then used to gauge students’ ability in evaluating an information source.
Attendees will leave the session with talking points for collaborating with faculty using the Framework, and ideas for lesson plans regardless of class size.
