Document Type
Book Chapter
Publication Date
2023
Publication Title
Instructional Identities and Information Literacy: Transforming Our Profession, Our Institutions, Our Programs, and Ourselves, Volume 3: Transforming Student Learning and Information-Seeking Experiences
Abstract
This chapter describes a lab course redesigned by two librarians in a small liberal arts college. The course is tied to an undergraduate methods course, "Research, Media, Culture," in a Critical Media & Cultural Studies program. The lab had previously been taught as a synchronous course over three weeks. As a response to lower enrollments in the major, as well as the virtual teaching mode for the main course, we adapted the lab component into a six-week asynchronous course pilot with a goal of delving more deeply into information literacy pedagogy than the previous course format allowed. We also embedded ourselves in the main course over those six weeks, joining discussions of documentaries and readings and answering questions on research and analysis.
We designed the new course around the ACRL Framework for Information Literacy for Higher Education and each week focused on one of the six frames, with readings and online discussion questions in Canvas, some involving search exercises. The final assignment for the lab course was a short reflective essay (300–500 words).
In this chapter, we describe the coursework, the discussion prompts, and an assessment of the pilot based on student responses to discussion board questions, in which we clarified certain misunderstandings of concepts; as well as excerpts from the reflective essays and the students’ evaluations of the course, anonymized and selected for relevance to the transformative educational aims of the course. We present this asynchronous course pilot as a model for other courses that seek to help students engage in transformative learning, with the discussion questions and readings included for reuse or adaptation.
Department
Library
Volume Number
3
State
published
Recommended Citation
Harwell, Jonathan H. and Prosser, Deborah, "An Asynchronous, Virtual Lab Course Model using the Framework to Reshape Student Responses to Media Narratives" (2023). Library Faculty Scholarship. 22.
https://kb.gcsu.edu/lib/22