Through the Lens of the Frame(work): Students Transform Theater 1130 Using Information Literacy
Type of Presentation
Individual paper/presentation (20 minute presentation)
Target Audience
Higher Education
Location
Room 210
Abstract
Interesting things happen when an OER-advocating academic librarian is also an adjunct professor for an Introduction to Theater class. Undergraduate students were provided the types and number of class assessments, as well as ACRL’s Information Literacy Framework. After the Framework was examined, students were then asked to work backwards and create a syllabus using Open Educational Resources (OER) and affordable course materials. This case study examines students as co-teachers imposing the Framework themselves, and the resulting empowerment that occurs as the students take ownership of their (low-cost) theater education.
Presentation Description
Interesting things happen when an OER-advocating academic librarian is also an adjunct professor for an Introduction to Theater class. Undergraduate students were provided the types and number of assessments, as well as ACRL’s Information Literacy Framework. They were then asked to work backwards and create a syllabus using Open Education Resources (OER) as required readings. This case study examines students as co-teachers imposing the Framework themselves, and the resulting empowerment that occurs as the students take ownership of their (low-cost) theater education.
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Dill, Elizabeth, "Through the Lens of the Frame(work): Students Transform Theater 1130 Using Information Literacy" (2018). Georgia International Conference on Information Literacy. 58.
https://digitalcommons.georgiasouthern.edu/gaintlit/2018/2018/58
Through the Lens of the Frame(work): Students Transform Theater 1130 Using Information Literacy
Room 210
Interesting things happen when an OER-advocating academic librarian is also an adjunct professor for an Introduction to Theater class. Undergraduate students were provided the types and number of class assessments, as well as ACRL’s Information Literacy Framework. After the Framework was examined, students were then asked to work backwards and create a syllabus using Open Educational Resources (OER) and affordable course materials. This case study examines students as co-teachers imposing the Framework themselves, and the resulting empowerment that occurs as the students take ownership of their (low-cost) theater education.
