Type of Presentation
Individual paper/presentation
Conference Strand
Critical Literacy
Target Audience
Higher Education
Second Target Audience
K-12
Location
Session 1
Relevance
This proposal discusses the implementation of an online annotation tool in a semester long undergraduate research course and how it impacted students' critical information literacy skills in the course.
Proposal
If instruction librarians have learned anything in the last two years, it’s that 1. we are immensely adaptable and 2. some “fully online” technologies are worth holding onto. For this instruction librarian, online annotation tools are one of those technologies. When the opportunity appeared for this student-centered instruction librarian to teach a semester long, three-credit hour course, in-person on research methods for honors undergraduates of varying levels and skill sets, the choice to add online annotations a course requirement was made. While web-based annotation tools have been prevalent in classrooms for the last five years, they had been used sparingly in the information literacy instruction classroom before going fully online. Once face-to-face instruction returned to the classroom, however, some technologies used in fully online courses, such as online annotation tools that integrated with an LMS (Learning Management System), became a much-welcomed resource for the pedagogical dilemma of facilitating in-person course reading discussions with students who had simply not done the reading or did not have the space an online discussion board might allow. When you add information seeking skills, critical information evaluative processes and complex comprehension of scholarly texts to the learning goals, the addition of an online annotation tool becomes a valuable education resource that both meets students where they are and encourages active and participatory learning. In this presentation, we will discuss incorporating online annotation tools in information literacy classes (even one shots) and explore the benefits and drawbacks to this technology in the information literacy classroom.
Short Description
Some “fully online” technologies are worth holding onto. For this instruction librarian, online annotation tools are one of those technologies. When the opportunity appeared for this student-centered instruction librarian to teach an undergraduate, semester long, three-credit hour course on research methods, the choice to require weekly online annotations to course readings was made. From a critical information literacy standpoint, it was the right choice.
Keywords
Annotation tools; ACRL Framework; Information literacy; Social annotation; Critical information literacy; Critical thinking; Reading comprehension
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Cumbo, Piper L., "“I feel like I’m part of the conversation”: online annotation tools in the information literacy classroom" (2022). Georgia International Conference on Information Literacy. 2.
https://digitalcommons.georgiasouthern.edu/gaintlit/2022/2022/2
“I feel like I’m part of the conversation”: online annotation tools in the information literacy classroom
Session 1
If instruction librarians have learned anything in the last two years, it’s that 1. we are immensely adaptable and 2. some “fully online” technologies are worth holding onto. For this instruction librarian, online annotation tools are one of those technologies. When the opportunity appeared for this student-centered instruction librarian to teach a semester long, three-credit hour course, in-person on research methods for honors undergraduates of varying levels and skill sets, the choice to add online annotations a course requirement was made. While web-based annotation tools have been prevalent in classrooms for the last five years, they had been used sparingly in the information literacy instruction classroom before going fully online. Once face-to-face instruction returned to the classroom, however, some technologies used in fully online courses, such as online annotation tools that integrated with an LMS (Learning Management System), became a much-welcomed resource for the pedagogical dilemma of facilitating in-person course reading discussions with students who had simply not done the reading or did not have the space an online discussion board might allow. When you add information seeking skills, critical information evaluative processes and complex comprehension of scholarly texts to the learning goals, the addition of an online annotation tool becomes a valuable education resource that both meets students where they are and encourages active and participatory learning. In this presentation, we will discuss incorporating online annotation tools in information literacy classes (even one shots) and explore the benefits and drawbacks to this technology in the information literacy classroom.