Packing Slip 
item |
Literacy - Crossroads of Infromation, Communication, Technology and Global Literacies |
contact |
Marlene G. Forney (Mesa Community College) marlene.forney@mcmail.maricopa.edu |
college(s) |
Mesa Community College |
discipline(s) |
Information Literacy, Global Learning, SoTL, Library Studies, Research Methods |
summary |
My project spanned Summer Sessions I and II of 2006. It involved reviewing literature on information, communication, technology and global literacies, reading Ernest Boyer’s ‘Scholarship Reconsidered’ as well as articles about this work, and examining online instructional tools on the 4 literacies. |
details |
In reading over 20 articles and web documents on SoTL and literacies pertaining to global learning, information, communication and technology my reflections focused on 3 areas- if I could identify commonalities for teaching these literacies; if there were ways to incorporate global literacy in my library instruction and if there are aspects of my addressing these literacies with students that would make a worthwhile contribution to the Scholarship and Teaching and Learning. ------------------------------------------------------------ Outcomes: In a paragraph or two describe what worked well. Did you accomplish your objective(s)? Were you able to complete your summer project as written? If not, what did you modify and why? What did not go as well as expected, if anything? Were there any surprises? Note: Use the questions as guides for your outcomes. Do not include detailed list of workshops attended, speakers who presented, or a list of items you have seen, heard, or read. ------------------------------------------------------------ The 3 goals originally identified included a total of 6 objectives with 17 associated tasks. I was able to complete 14 of these tasks. The 3 I did not complete were left undone strictly due to 'running out of time'. Certainly for future proposals I would have a better gauge for what I can accomplish in a set period of time. My reflection work and my multiple readings of the texts definitely took more than the allotted time. The readings went very well. The Boyer book was fascinating. Although over 15 years old his presentation did not seem dated. The articles written about his work indicated there is still difficulty in attaining administrative support for SoTL but continuing attention to scholarship for the benefit of students vs. institutions. My review of the literature re overlap of Information Communication Technology global and information literacy revealed that scholars in the field do not work together. Efforts to implement ICT literacies take place primarily in second and third world nations. Although European nations have moved toward establishing general technical literacy levels by testing for ICT certification, it is not a mandatory or widespread process. Apart from the United Nations, development organizations and non-governmental agencies are the primary leaders in promoting ICT. In the area of global literacy Universities appear to be the most active group in promoting this knowledge skill set. From my readings it appears that Canada, Europe and the United States are the regions where academic institutions have actually incorporated global literacy in their curriculum programs and initiatives. While places such as China and India are beginning to engage in the concept of global learning, their efforts are more strictly tied to global business interests than to objectives for promoting cultural enhancement or social awareness. In searching and examining the structure of online reusable learning objects (RLO) I was not successful in finding ones pertaining to global literacy. I found many dealing with information literacy and ICT. Melanie Kroening from our CTL helped me document the tools that I could use in the future to create similar resources for MCC students. ------------------------------------------------------------ Professional Growth: Your own professional growth is a large part of your project. Your professional growth is important to you, your students, your college, and possibly other colleagues. How did project affect you professionally? What skills did you learn? What environments were you working in and how might your summer project influence your teaching or other responsibilities? Did you gain a different perspective? Was it professionally valuable for you? ------------------------------------------------------------ The project definitely allowed me to develop a professional understanding of the scholarship of teaching and learning (SoTL) movement. What Boyer understood in 1990s vs. how today we explore these goals is not very different. The reading helped confirm that my most recent professional development efforts are on the right path to make my own contributions to SoTL in the field of information studies. As mentioned above my study into the intersection of ICT, global and information literacies did not yield existing research or collaboration amongst teachers of these skills. I am excited that my research did reveal that that digital, media or visual literacy study are increasingly involving educators from Communications, Technology and Library Science. I hope to pursue opportunities for probing this existing intersection of literacies through further study and in collaborating with colleagues at MCC to challenge their students to develop critical thinking skills. Overall my project encouraged me to continue seeking avenues to address and demonstrate the relevance of critical thinking and information literacy across formats and disciplines. ------------------------------------------------------------ Dissemination: How will you share this information with your colleagues, department, students, or college? ------------------------------------------------------------ So far for the Academic Year 2006-2007 I have shared the knowledge gained during my project informally with other Library Faculty in my department and at district wide meetings of my colleagues. In addition I have gathered ideas for distinct library instruction that would address media/digital literacy to teach critical thinking skills for information analysis. I am also working with select disciplinary faculty to incorporate RLOs I evaluated during my project into my instruction with their students. This will allow us to assess if use of these RLOs helps engage students in more active learning. Such collaboration would then help me decide which RLOs we at MCC Library might be able to develop for ongoing use with distance learning students and as supplemental instruction. Note! As a professional courtesy to the owner of this package, if you use some aspect of this package or have some thoughts about it, please share your feedback via the comments form below. |
web links |
http://www.mcli.dist.maricopa.edu/fpg/ http://www.mc.maricopa.edu/~mforney/SummerProject06/infolitbibFinal.htm |
shareback |
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extra |
Last modified: Sep-29-2006 Date created: Sep-29-2006 Visitor count: 2957 Dublin Core Metadata record  This package is included in the Faculty Professional Growth Summer Project Reports special collection. |
Maricopa Learning eXchange
http://www.mcli.dist.maricopa.edu/mlx/slip.php?item=01905
