The document proposes a curriculum called FILTER that uses a text-focused approach to promote information literacy skills. FILTER ties information literacy learning to close readings, discussions, and creative production based on literary works. The goal is to internalize skills through situated learning experiences and empower teenagers as library users. Participants will engage with materials, discuss readings, research authors, and create collaborative "texts." FILTER aims to facilitate relationships between readers and texts and present information literacy as an iterative creative process. The curriculum's effectiveness will be evaluated through surveys, interviews, participation observations, and library statistics.
Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...
Information Literacy curriculum
1. PRIMARY TEXT-FOCUSED CURRICULUM
AS A FILTER FOR LIBRARY
RESOURCES & SKILLS
Sara Grozanick, Julie Seigel &
Elizabeth Lizan
LIS 673 Library Use & Instruction
9 December 2009
Pratt Institute
5. to promote :
• analytical thinking
• a deeper appreciation of reading and discussion
• comprehension of the library’s resources and services
• the library as a “third place”
6. participants will :
• engage in collection development
• identify and navigate multiple material types & formats
• integrate information literacy skills into creative production
• facilitate peer mentorship through collaborative projects
• continued use of the library
7. traditional
information
literacy
instruction
FILTER, curriculum:
information literacy
learning tied to the
situated context of
close reading,
discussion, and
reader response
through participants’
production of creative
“texts”
internalized information
literacy skills, teenagers
as empowered library
users shaping the
collection (zine)
8. • facilitate relationship between participants
and text, readers as producers vs. consumers
•present information literacy as an iterative
and creative process
9. •Introductions
•Songs of Experience: What is experience?
2 •Close reading & discussion: “The Clod &
Pebble” and “Holy Thursday”
•Journal Prompt: Create an •Juxtaposition/Contradiction & Imagery
autobiographical text. •Close reading & discussion: •Journal Prompt: Create a short “text”
•Information Literacy: Researching the “Introduction” & “Earth’s Answer” (poem, drawing, etc.) that uses imagery
life and work of William Blake. •Lyricism and Reading Aloud to juxtapose to seemingly contradictory
•Information Literacy: find an audio that are linked by common idea or theme.
recording of poetry through the library •Information Literacy: Using image
catalog databases & repositories, picture files
•Journal Prompt: Listen to the audio
recording of poetry. Write an “answer”
poem .Be prepared to read it to the
1 3
group.
10. •Close reading & discussion: “The
5 •Close reading & discussion: “The
7
•Close reading & discussion: “The
Chimney Sweeper” & “Nurses Song” Sick Rose” & “The Fly” Tyger”
•Voice and Viewpoint •Metaphor •Rhyme & metre
•Information Literacy: primary •Information Literacy: Influenced by •Close reading & discussion:
•Mid-point qualitative evaluation “London”
documents (newspapers, periodicals) •Journal prompt: Evaluation. Blake—bibliographical research &
•Journal Prompt: Based on your creating a bibliography. •Journal prompt: Appropriate a “text”
Create a visualization (metaphor) from the bulletin board and re-mix
reading of primary sources, create a for the research process and/or your •Journal Prompt: We’ve seen how
text from the viewpoint of someone others have created works inspired it. Make sure to credit your peers!
living during the period of 1789- experience thus far in the program. by works of Blake. Appropriate an •Information literacy: Citation
1803. Think about challenges and goals. image (visual or literary) from one of manuals, intellectual property &
•Information literacy: Evaluating the poems we haven’t read as a appropriation.
resources, credibility in the research group, and create your own “text.”
process, a democratic discussion.
4 6
11. •Close reading & discussion: “The
9 •Close reading & discussion: “The
Human Abstract” Voice of the Ancient Bard”
•Revision and creative process: Guest •Sharing reflections with the
speaker •Close reading & discussion: “The group/read-around
•Journal Prompt: Choose a piece and Human Abstract”
challenge yourself to revise it. •Information Literacy: Evaluation of
•Journal Prompt: Reflective self- the program/instruction.
•Information Literacy: Distribution of
evaluation of progress and thoughts •Preparation for exhibition
information, Blake’s era vs. today, issues
of accessibility, credibility, control. on the program.
Thinking about zine’s contribution to the •Peer revision & self-curating (zine)
collection & what collection development •Information Literacy: Continued use
means. of dictionaries & thesauri.
8 10
12.
13. • converting content into conversations
• promoting resource sharing & collaborative production
• strengthening partnership between library & community
14. • surveys
• interviews
•observed level of participation in discussion, research, and production
• enrollment, circulation, and transaction statistics
15.
16. Blake, W. (1984). Songs of experience: Facsimile reproduction with 26
plates in full color. New York: Dover.
Dewey, J. (1938). Experience & Education. The Kappa Delta
Pi lecture series, [no. 10]. New York: Macmillan.
Jacobs, H. L. M. (2008). Information Literacy and Reflective Pedagogical
Praxis. Journal of Academic Librarianship, 34(3).
Kent, R. (1997). Room 109: The promise of a portfolio
classroom. Portsmouth, NH: Boynton/Cook-Heinemann.
Lave, J. & Wenger, E. (1991). Legitimate Peripheral Participation.
In Situated Learning: Legitimate Peripheral Participation. New
York: Cambridge UP.
Rosenblatt, L. M. (1994). The reader, the text, the poem: The transactional
theory of the literary work. Carbondale: Southern Illinois University Press.
Notas del editor
Intro to program: who is our intended audience?
This relates to Lave & Wenger’s theories of social learning and situated learning.
shared inquiry discussion, librarian as teacher-student, participants as student-teachers. “…peripherality, when it is enabled, suggests an opening, a way of gaining access to sources for understanding through growing involvement” (Lave & Wegner)—librarian and curriculum encouraging this progress.
Participants will learn to deconstruct a text through focused discussion and through producing their own creative responses to that text. The creative process will be tied directly to navigating the library and its resources.
A theory of legitimate peripheral participation developed by Lave and Wenger (1991) asserts that “even so-called general knowledge only has power in specific circumstances”—with this notion in mind we choose to teach aspects of basic information literacy (e.g., the ability to differentiate between various information sources, accessing resources through a library catalog, using electronic databases, etc.) through the filter of a shared text and curriculum. Through the active, close reading of William Blake’s Songs of Experience, and the creation of their own body of work, participants (it is hoped) will by necessity learn to access, use, and evaluate library print resources like dictionaries, thesauri, monographs, as well as electronic resources such as article and image databases, and those found on the World Wide Web. Curriculum exercises will encourage and facilitate this sort of exploration through the act of close reading (unpacking images, words, etc.) and discussion, group exercises, and weekly journal prompts. A theory of legitimate peripheral participation developed by Lave and Wenger (1991) asserts that “even so-called general knowledge only has power in specific circumstances”—with this notion in mind we choose to teach aspects of basic information literacy (e.g., the ability to differentiate between various information sources, accessing resources through a library catalog, using electronic databases, etc.) through the filter of a shared text and curriculum. Through the active, close reading of William Blake’s Songs of Experience, and the creation of their own body of work, participants (it is hoped) will by necessity learn to access, use, and evaluate library print resources like dictionaries, thesauri, monographs, as well as electronic resources such as article and image databases, and those found on the World Wide Web. Curriculum exercises will encourage and facilitate this sort of exploration through the act of close reading (unpacking images, words, etc.) and discussion, group exercises, and weekly journal prompts.
Maybe outline our objectives for the integration of weekly journal prompts?
Prompt: Listen to the audio recording of poetry. How is listening to a poem or reading it aloud different from reading it silently. How is it different from reading prose or speaking in conversation? Pay attention to tone, pace, etc. Challenge yourself to write an “answer” poem responding to the plea of “O Earth O Earth return! [...]” in Blake’s “Introduction”—what would “Earth’s Answer” be today? Be prepared to read it to the group.
exhibition: two month exhibition will feature zine, photographed contributions (w/ captions from participants stating research process), titles used, screenshots of electronic resources. essentially creating a visual bibliography.
Triangulation. Not sure if we want to make the distinction between informal interviews and observed level of discussion. CAT-immediate feedback and collaborative. Performance and product assessment (floating instructors & exhibited submissions). metacognition- instill analytical and reflective thinking.
Cambridge Biographical Dictionary & Oxford Companion to English Literature ; databases: Literature Resource Center (make sure to point out the Biographies limiting tab as a searching technique), Columbia Granger’s World of Poetry (William Blake Archive is also worth mentioning as a free online resource alternative to proprietary databases)