Text, Image, Story

Using Photo Comics for Instruction, Promotion, and Participation in Any Library

Ma# Upson Assistant Professor Reference and Instruc2on Librarian mupson@emporia.edu @thunderbrarian Alex Mudd Assistant Professor Reference and Instruc2on Librarian amudd@emporia.edu @alexlibrismudd Kael Moat Graduate Teaching Assistant kmoat@emporia.edu @kmo64

What are we talking about? (Your own comic doesnt have to be stupid, but it is more fun)

What we used but you dont necessarily need

iPad (with camera) Bluetooth keyboard ComicLife App Check out plasq.com for more info iTunes account and iPad USB cable OR Dropbox account

Authentic Learning
Authentic learning involves exploring the world around us, asking questions, identifying information resources, discovering connections, examining multiple perspectives, discussing ideas, and making informed decisions that have a real impact.
Daniel Callison & Annette Lamb (2004)
from: Authentic learning. School Library Media Activites Monthly, 21 (4). 34-39.

Authentic Learning
We need to construct our own meaning of the world, using information we have gathered and were taught and our own experiences in the world. Jon Mueller (2005)
from: Authentic assessment in the classroomand the library media center. Library Media Connection (April/May 2005). 14-18.

Authentic Learning
Relevant central tenets:
Learning in a real world contextreal-world situations and artifacts Open ended assignmentsno correct answer Emphasis on social learningmimicking the world of work Student have a say in their learning

Authentic Learning
Designed for higher-level thinking and metacognitive skills Implied or explicit larger audience

is audience beyond the classroom changes the problem from an exercise to something more important, allowing students to become emotional stakeholders in the problem. hCp://uwf.edu/cutla/images/bloom_taxonomy.jpg
Audrey Rule
As cited in e four characteristics of Authentic Learning. (2007). Retrieved from http://www.ernweb.com/public/908.cfm#.Ukm6LD_gJjM

1st Example: Re ective Comic for UL100

UL100 Information Literacy and Technology 2 credit hours Focus on the Research Process Online Portfolio Re ective Component

Rationale

Information Literacy Narratives* Student need to be heard A way to re ect and summarize Critical thinking and questioning assumptions Framing themselves as characters e drama and con ict of research An attempt to validate student experience Opportunities for more authentic assessment Potential overall improvement of student learning

*Adapted from Detmering R., and Johnson A.M. Research Papers have Always Seemed Very Daun2ng: Informa2on Literacy Narra2ves and the Student Research Experience. Portal 12.1 (2012): 522

Rationale
Complementing with a Comic Visual Literacy e Flipped Classroom Participatory Technologies

Script Sample
PAGE ONE A focus on topic development and overall reec2on. Panel One: This panel shows a picture of Ma4 Upson talking at the front of the room about the research project. blah ,blah, blahResearchblah, blah, blah Tina is also in the picture but to the side, siBng at computer listening to Ma4. Tina: Oh no, not ANOTHER research project Panel Two: A picture of me looking at a diesel book, but looking skepDcal and confused. Tina(voiceover): I had chosen the topic of diesel technology, but as I began my research I started to realize how dicult that topic was actually going to be. Not only would it be dicult because I couldnt nd much informa2on about it, but also because I dont really know a lot about it.