nd 2

Example: First Year Seminar

Wanted to reconsider the Amazing Library Race Sample questions:

Area 32nd oor, reference Identify four ways you can ask for research help from the library reference personnel. What is the process for printing your papers? What is the room number for the Writing Center and what are the hours? What are the stang days and times for the IT help desk here at the library?

e Safari
Revised to the ESU Library Safari Students would create a visual library guide using Comic Life Goals of revision: Have students co-create an artifact (group work) Make that artifact visually oriented (visual literacy) Created for each other (authentic audience)
Drawback: Not enough time in a 50-minute library session to introduce the Comic Life app and do the activity.

e Safari Sample Page

First Year Seminar

Asked to do library orientation for freshmen Assumed many freshmen would have already done the library race Modi ed the safari for FYS:
Divided sessions into four groups Gave each group a set of tasks which should cover four comic panels Included brief description of the oors services/ features

First Year Seminar Sample Page

First Year Seminar

Gave students a template Gave about 25 minutes to complete tasks Encouraged students to be creative/humorous, to own their panels Wanted to have students present their pages to each other, but time did not allow Combined all the pages from a session into a single .pdf le and sent it to teacher to distribute to students

First Year Seminar Sample Result

First Year Seminar Sample Result

First Year Seminar

Authentic learning:
Believable, real world artifact Audience of peers Connections to real world experience (collaboration) Higher level thinking

First Year Seminar

25 20

Overall Rating

22 11

19

Reaction
(n=71)
40 35 30 25 20 15 10 5 0

15 10 5 0 1 2 3 4 5 6

12 4 1 1 1
7 8

10

Do your think this assignment helped reinforce what you learned during the race?

35 30 25 20 15 10

Yes
37

Be(er

Do you think this iPad assignment was better or worse than the Amazing Library Race?

No

5 0

31

Worse

Extensions
School libraries:
Class orientation New employee/student proctor orientation Faculty/sta orientation

Public libraries:
New employee/volunteer orientation Summer/vacation programming

Extensions
Make your OWN photo comic!
Use it to market your library and act as a guide to your spaces and services.

 e comic can potentially allow students to demonstrate multiple outcomes. For example, our students have completed pages on structuring search statements, which would ful ll all or part of Standard 2, Performance Indicator 2: e information literate student constructs and implements eectively-designed search strategies. at being said, the following indicators can be most directly tied to the use of the comic app. 3.1 summarizes the main ideas to be extracted from the information gathered. 4.1 applies new and prior information to the planning and creation of a particular product or performance. 4.2 revises the development process for the product or performance. 4.3 communicates the product or performance eectively to others.

ACRL Info Lit Standards

 1.4.1 - Monitor own information-seeking processes for eectiveness and progress, and adapt as necessary. 2.1.2 Use technology and other information tools to analyze and organize information. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion. 2.2.4 Demonstrate personal productivity by completing products to express learning. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 4.1.5 Connect ideas to own interests and previous knowledge and experience. 4.1.8 Use creative and artistic formats to express personal learning.

Selected Relevant AASL Standards for the 21st Century Learner

Visual Literacy
Visual literacy is a set of abili;es that enables an individual to eec;vely nd, interpret, evaluate, use, and create images and visual media. Visual literacy skills equip a learner to understand and analyze the contextual, cultural, ethical, aesthe;c, intellectual, and technical components involved in the produc;on and use of visual materials. A visually literate individual is both a cri;cal consumer of visual media and a competent contributor to a body of shared knowledge and culture.
ACRL Visual Literacy Competency Standards for Higher Educa;on

Standard One
Denes and Ar;culates the Need for an Image
Oce for Emergency management War Produc;on Board Tomorrow Hell! We Need it Now. Na;onal Archives and Record Administra;on. Web. Retrieved 9 October 2013

Standard 5
The visually literate student uses images and visual media eec;vely.
Image Copyright World Economic Forum (www.weforum.org)/Qilai Shen used under a Crea;ve Commons License (A`ribu;on Noncommercial Share Alike)

Links: Assignment Descrip;on for Reec;ve Comic Reec;ve Comic Rubric Prompts for First Year Seminar Comic First Floor Second Floor Decks/Fourth Floor Learning Commons Website