Visualizing oral histories: A lab model using multimedia DH to incorporate ACRL framework standards into liberal arts education
White K.
2017
College and Undergraduate Libraries
5
10.1080/10691316.2017.1325722
Visualizing Oral Histories: Comics and Graphic Novels/Digital Humanities Lab, is a new model for digital humanities scholarship that other librarians can follow to create and teach similar DH labs attached to humanities courses at other institutions. The model includes a preliminary syllabus and preliminary assignment rubrics designed to integrate the Association of College and Research Libraries (ACRL) “Framework for Information Literacy for Higher Education” (ACRL Framework) into course assignments. Incorporation of a DH lab into a humanities course curriculum reimagines librarian roles and creates a pedagogical strategy that explicitly incorporates information literacy standards into the undergraduate course curriculum. © 2017, Published with license by Taylor & Francis © 2017, © Krista White.
ACRL framework; course models; digital humanities; digital natives; embedded librarianship; information literacy
Framework for Information Literacy for Higher Education; Information Literacy Competency Standards for Higher Education; Association of College and Research Libraries Visual Literacy Competency Standards for Higher Education; Ballantine J.A., Larres P.M., Oyelere P., Computer Usage and the Validity of Self-Assessed Computer Competence among First-Year Business Students, Computers & Education, 49, 4, pp. 976-990; Bennett S., Maton K., Kervin L., The Digital Natives Debate: A Critical Review of the Evidence, British Journal of Educational Technology, 39, 5, pp. 775-786; Bright K., Askew C., Dottin C., Driver L., Pearson G., A Proposal to Embed the Development of Critical Thinking and Information Literacy Skills into the FIU QEP Global Learning Curriculum: A Collaboration with the FIU Libraries; Cope J., Flanagan R., Information Literacy in the Study of American Politics: Using New Media to Teach Information Literacy in the Political Science Classroom, Behavioral and Social Sciences Librarian, 32, 1, pp. 3-23; Cordell S.A., Pearce A.L., Gomis M., Joque J., Filling the Gap: Digital Scholarship, Graduate Students, and the Role of the Subject Specialist, Supporting Digital Humanities for Knowledge Acquisition in Modern Libraries, pp. 67-85; Rethinking Research Libraries in the 21st Century, CLIR Issues, 63; Downs D., Quijada A., Collins J., What Is Media Literacy?, Media Literacy Project; Gamtso C.B., Patterson S.F., Guiding Students from Consuming Information to Creating Knowledge: A Freshman English Library Instruction Collaboration, Communications in Information Literacy, 5, 2, pp. 117-126; Gardner S., Eng S., What Students Want: Generation Y and the Changing Function of the Academic Library, portal: Libraries & the Academy, 5, 3, pp. 405-420; Gayton J.T., Academic Libraries: Social or Communal? The Nature and Future of Academic Libraries, Journal of Academic Librarianship, 34, 1, pp. 60-66; Grainger P., Weir K., An Alternative Grading Tool for Enhancing Assessment Practice and Quality Assurance in Higher Education, Innovations in Education and Teaching International, 53, 1, pp. 73-83; Greene D.T., Information Literacy Skills, Rubric Assessment of Information Literacy Skills (RAILS); Guo R.X., Dobson T., Petrina S., Digital Natives, Digital Immigrants: An Analysis of Age and ICT Competency in Teacher Education, Journal of Educational Computing Research, 38, 3, pp. 235-254; Haglund L., Olsson P., The Impact on University Libraries of Changes in Information Behavior among Academic Researchers: A Multiple Case Study, Journal of Academic Librarianship, 34, 1, pp. 52-59; Huun K., Hughes L., Autonomy among Thieves: Template Course Design for Student and Faculty Success, Journal of Educators Online, 11, 2; Ipri T., Introducing Transliteracy: What Does It Mean to Academic Libraries?, College and Research Libraries News, 71, 10, pp. 532-567; Jastram I., Leebaw D., Tompkins H., Situating Information Literacy within the Curriculum: Using a Rubric to Shape a Program, portal: Libraries and the Academy, 14, 2, pp. 165-186; Kennedy G.E., Judd T.S., Churchward A., Gray K., Krause K.-L.D., First Year Students' Experiences with Technology: Are They Really Digital Natives?, Australian Journal of Educational Technology, 24, 1, pp. 108-122; AAC&U VALUE Information Literacy Rubric Revision—Langridge #2.” Rubric Assessment of Information Literacy Skills (RAILS); Larres P.M., Ballantine J., Whittington M., Evaluating the Validity of Self-Assessment: Measuring Computer Literacy among Entry-Level Undergraduates within Accounting Degree Programs at Two U.K. Universities, Accounting Education, 12, 2, pp. 97-112; Locke B., Mapes K., Do DH Librarians Need to Be in the Library?: DH Librarianship in Academic Units, dh+lib: Where the Digital Humanities and Librarianship Meet; Mackey T.P., Jacobson T.E., Reframing Information Literacy as a Metaliteracy, College & Research Libraries, 72, 1, pp. 62-78; Mackey T.P., Jacobson T.E., Metaliteracy: Reinventing Information Literacy to Empower Learners; Margaryan A., Littlejohn A., Vojt G., Are Digital Natives a Myth or Reality? University Students' Use of Digital Technologies, Computers & Education, 56, 2, pp. 429-440; Marrall R.M., Sequential Art in Library Credit Instruction: Exploring Multiple Literacies through Graphic Novels, Comics, and Comix, Behavioral & Social Sciences Librarian, 35, 1, pp. 32-41; Mays D., Using ACRL's Framework to Support the Evolving Needs of Today's College Students, College & Undergraduate Libraries, 23, 4, pp. 353-362; McFall L.M., Beyond the Back Room: The Role of Metadata and Catalog Librarians in Digital Humanities, Supporting Digital Humanities for Knowledge Acquisition in Modern Libraries, pp. 21-43; McLean V., Atkins S., A Digital Adventure: From Theory to Practice, Digital Humanities in the Library: Challenges and Opportunities for Subject Specialists, pp. 201-219; Nowviskie B., Skunks in the Library: A Path to Production for Scholarly R&D, Journal of Library Administration, 53, 1, pp. 53-66; Digital Literacy, Libraries and Public Policy; Prensky M., Digital Natives, Digital Immigrants Part 1, On the Horizon, 9, 5, pp. 1-6; Rhodes T., Since We Seem to Agree, Why Are the Outcomes so Difficult to Achieve?, New Directions for Teaching and Learning, 121, pp. 13-21; Rosenblum B., Devlin F., Albin T., Garrison W., Collaboration and Coteaching: Librarians Teaching Digital Humanities in the Classroom, Digital Humanities in the Library: Challenges and Opportunities for Subject Specialists, pp. 151-176; Ross L., Senneyey P., The Library Is Dead, Long Live the Library! The Practice of Academic Librarianship and the Digital Revolution, The Journal of Academic Librarianship, 34, 2, pp. 145-152; Sharp D., Information Literacy—University of Kentucky.” Rubric Assessment of Information Literacy Skills (RAILS); Shepp M., Digitizing the Humanities: A Future for Libraries, Supporting Digital Humanities for Knowledge Acquisition in Modern Libraries, pp. 1-20; Sieber V., Diagnostic Online Assessment of Basic IT Skills in 1st-Year Undergraduates in the Medical Sciences Division, University of Oxford, British Journal of Educational Technology, 40, 2, pp. 215-226; Evaluating Information: The Cornerstone of Civic Online Reasoning: Executive Summary; Stordy P.H., Taxonomy of Literacies, The Journal of Documentation, 71, 3, pp. 456-476; Tractenberg R.E., Umans J.G., McCarter R.J., A Mastery Rubric: Guiding Curriculum Design, Admissions and Development of Course Objectives, Assessment & Evaluation in Higher Education, 35, 1, pp. 17-35; Wisner W.H., Librarianship Enters the Twilight, Library Journal, 126
Routledge
Article
Scopus