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Renee HobbsProfessor of Communication StudiesDirector, Media Education LabUniversity of Rhode Island USATwitter: @reneehobbs
Create to Learn: Digital Literacy in Higher Education
Inaugural Digital Literacy Symposium University Libraries of Virginia TechNovember 2, 2017
@reneehobbs
@reneehobbs
www.mediaeducationlab.com
www.createtolearn.online
In order to advance digital literacy competencies, a mindset shift in higher education is needed that positions learners as digital authors
Higher levels of engagement, intellectual curiosity and deeper learning occur when students compose media to demonstrate knowledge, critical analysis and creativity
Empowering students as digital learners requires sensitivity to the dialectic between creative control and creative freedom
PREVIEW
@reneehobbs
Literacy is the sharing of meaning through symbols
#chariholearns @reneehobbs
@reneehobbs
Digital and Media Literacy: A Process
PEER-TO-PEER FILE SHARING
Communication & Education. Institutions of education and
communication are interconnected in ways that may support democracy.
Inquiry Learning. People develop intellectual curiosity by asking
questions about what they experience in daily life.
Critical Pedagogy. Awareness, analysis, and reflection enable people to
take action to make society more just and equitable.
Medium Theory. Media & technology are immersive cultural, political and
economic environments; media structures re-shape human perception &
values.
Active Audience Theory. Meaning-making is variable; lived experience
& social context shape practices of interpretation.
Theoretical Framework
Digital Literacy Competencies are Complex & Multifaceted
SOURCE: New Media Consortium (2017) Digital Literacy Impact Study: An NMC Horizon Project Strategic Brief.
Undergraduates Report More Focus on Analyzing Media
SOURCE: New Media Consortium (2017) Digital Literacy Impact Study: An NMC Horizon Project Strategic Brief.
Undergraduates ReportLittle Focus on Using Media to Create Content
SOURCE: Chatterji, P. (2016). Faculty Evolving Digital Needs. BePress Webinar. N = 550.
Faculty Report Issues Where Students Need Help
Traditional Learning Paradigm
in Higher Education
Hobbs,R. (2017) Create to Learn. NY: Wiley
The Instructor Controls Goals and Objectives Content, Information and Ideas Assignments and Assessments
THE TRANSFER PROBLEM
Everyone learns from everyone
From SIT AND GET
@reneehobbs @MedEduLab
To CREATE TO LEARN
@reneehobbs @MedEduLab
Hobbs, R. (2017). Create to Learn. NY: Wiley.
An explosion of free or low-cost digital tools enables anyone to create media
In order to advance digital literacy competencies, a mindset shift in higher education is needed that positions learners as digital authors
REVIEW
@reneehobbs
www.pathwright.com
A Student Annotates a Video
ANT Video Annotation
https://ant.umn.edu/
Kami PDF & Document Markup
http://chrome.google.com
A Student PDF Annotation
Flipgrid for Summarizing & Synthesizing
flipgrid.com
Zoom for Community Building
www.zoom.us
Twitter for Community Building
Activation of digital literacy competencies should promote transfer to a variety of real-world, lifelong learning contexts
As you watch, consider: What competencies are engaged by making a screencast?
Multimedia Authorship Combines Analysis & Creative Production
As you watch, consider: What competencies are engaged by making a screencast?
At any moment, the reader is ready to turn into a writer.
-Walter Benjamin
Media and information literacy helps to bridge the gap
between the classroom and the living room
In order to advance digital literacy competencies, a mindset shift in higher education that positions learners as digital authors is needed
Higher levels of engagement, intellectual curiosity and deeper learning occur when students create media to demonstrate knowledge, critical analysis and creativity
PREVIEW
@reneehobbs
CHOICEMATTERS
“How do I get started?”
Managing Student Creativity
“What is our topic?”
“When is it due?”
“How long should it be?”
“Do have to work with a partner?”
“How do I get an A?”
Creating with digital tools involves a process of messy engagement
TEACHERSTUDENT
FORMAT
CONTENT
DISTRIBUTION
PROCESS
Teachers Structure the Learning Experience through a Balance of Creative Freedom & Creative Control
WORKED EXAMPLEVisualizing Scholarship through Comparison - Contrast
FOCUS ON the Audience Problem: What makes a youth-produced video watchable or unwatchable? In what contexts do people become the audience for digital media produced by children and youth?
After reading, compare and contrast the two articles by creating a visual diagram or representation of some sort, including at least 2 relevant direct quotations from the works to capture key points of consensus and differences between these authors. Post your diagram to your blog and tweet a link using the #EDC 534 hashtag.
• Halverson, E. R., Gibbons, D., Copeland, S., Andrews, A., Llorens, B. H., & Bass, M. B. (2012). What makes a youth-produced film good? The youth audience perspective.Learning, Media and Technology, 39(3), 386–403.
• Levine, Peter. (2008). A public voice for youth: The audience problem in digital media and civic education. In L. Bennett (Ed.), Civic life online: Learning how digital media can engage youth (pp. 119 – 138). John D. & Catherine T. MacArthur Foundation, MIT Press.
@reneehobbs @MedEduLab
@reneehobbs @MedEduLab
@reneehobbs @MedEduLab
@reneehobbs @MedEduLab
@reneehobbs @MedEduLab
@reneehobbs @MedEduLab
@reneehobbs @MedEduLab
@reneehobbs @MedEduLab
Comparing and contrasting using digital & visual design processes promotes the development of innovative ideas
A SOLUTION TO CUT-AND-PASTE CULTURE
CHOICE MATTERS
Hobbs, R. (2017). Create to Learn. NY: Wiley.
BLOGS VIDEO
PODCAST ANIMATION
INFOGRAPHIC
VLOGS & SCREENCAST
TEACHERSTUDENT
FORMAT
CONTENT
DISTRIBUTION
PROCESS
Teachers Structure the Learning Experience through a Balance of Creative Freedom & Creative Control
Choose Two Formats from the List Below
An academic essay, 8 – 12 pages in length, using APA citation with a Works Cited list
A podcast, uploaded to SoundCloud and no longer than 10 minutes in length
An infographic, with at least seven panels of original content
A screencast video, uploaded to YouTube and no longer than 5 minutes
Animation video, uploaded to YouTube and no longer than 5 minutes
Video, any format, uploaded to YouTube and no longer than 5 minutes
15 original memes (created by you), presented as a sequence of images with music
A social media Storify, presented as a sequence of 15 examples of social media content, sequenced and organized to present ideas and develop an argument
CHOICE MATTERSMultimedia Production for Summarizing & Synthesizing
SOURCE: Nikita Duke #COM416
SOURCE: Nikita Duke #COM416
SOURCE: Nikita Duke #COM416
How are students “creating to learn” at Virginia Tech?
How are you supporting the development of student autonomy and authority as authors?
How could your students use, analyze and create with digital texts and tools to experience the power of authorship?
In order to advance digital literacy competencies, a mindset shift in higher education that positions learners as digital authors is needed
Higher levels of engagement, intellectual curiosity and deeper learning occur when students create media to demonstrate knowledge, critical analysis and creativity
Empowering students as digital learners requires sensitivity to the dialectic between creative control and creative freedom
REVIEW
@reneehobbs
How does the public nature of the learning experience affect the quality of student work?
What is the learning progression in creating visual communication with easy-to-use digital tools?
How do templates support, shape or restrict creativity?
How does the cognitive load of using a new digital tool influence the learning process?
How does it affect the acquisition of content knowledge?
Does the create-to-learn pedagogy advance students’ visual design competencies even when formal instruction in visual composition is not emphasized? Why or why not?
Research Questions for Create-to-Learn Pedagogy
@reneehobbs @MedEduLab
CONTACT INFORMATION:Renee Hobbs Professor of Communication StudiesDirector, Media Education LabHarrington School of Communication & MediaUniversity of Rhode Island USAEmail: [email protected]: @reneehobbs
LEARN MOREWeb: www.mediaeducationlab.com
