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Ehud Adar LIS 560 Training Module B A Framework for an Information Literacy Course Discipline-Specific to Student Artists Introduction:

For Training Module A, I identified and focused on the information needs of a specific target group; that of student artists. As discussed in my background research, the needs of this group are just as diverse and nuanced as any other group of students, and it is our job to teach and encourage information literacy in all its forms in ways that are truly lasting and beneficial for this younger generation for the rest of their lives. In this part of the training module, I set about to create a teaching curriculum for an information literacy course specifically tailored to students in university art programs, be they students in the visual arts, art history, design, fashion, multimedia, or any other arts related major. The course aims to foster information literacy for students of all learning styles; in teaching the skills for directed search efforts pertaining to specific needs, as well as encouraging serendipitous browsing and scanning; a vital and necessary component for students of the arts which I discussed in the previous section. This training module is meant to take the form of a 1-credit class for student artists, required of all first-year students, as a way of introducing information literacy skills early on. The art department and administration will work together to fit Step 1 of the training module into orientation week, as a discipline-specific approach to acclimating new students. Learning these skills early, and reinforcing them over the course of an entire quarter/semester/trimester avoids some of the problems inherent in one-shot workshops by: a) identifying areas pertaining to information literacy where attention is needed b) addressing these needs in an evolving and intuitive fashion under a substantially longer timeframe, and c) measuring progress through both qualitative and quantitative methodology towards a final outcome of supplementing and enriching each students remaining years of study, and beyond. Objective: The objective of this course is to teach information literacy to student artists using Kellers ARCS Model of Motivational Design (which employs four essential strategy components for motivating instruction: [A]ttention strategies for arousing and sustaining curiosity and interest; [R]elevance strategies that link to learners needs, interests, and motives; [C]onfidence strategies that help students develop a positive expectation for successful achievement; and [S]satisfaction strategies that provide extrinsic and intrinsic reinforcement for effort (Keller, 1983, 1987). The course aims to use these strategies to address students with distinct learning styles, identified using the Bonk & Zhang model as those who learn by: Read[ing] (verbal and auditory listeners); Reflect[ing] (thinkers and observers); Display[ing] (visual learners), and Do[ing] (Active and hands-on learners). These models will be used to formulate a discipline-specific approach for students of the arts, creating a training module using the University of Washington

system as an example, though it is one that can be easily tailored, adjusted or adapted by other institutions. The 1-credit class will meet once a week for a three-hour class period, over the course of one quarter. Learning will be assessed throughout the course, by students completing several tasks with the aid of tutorials/hand-outs, and under instructor supervision; class discussions and group activities; creation and maintaining of a personal Tumblr blog as an inspiration scrapbook throughout the entirety of the course; completing a final project illustrating the use and comfort with several information retrieval methods, critical thinking, formulation of a search strategy, and basic technology proficiency; and finally an exit survey filled out by each student, evaluating the course. Outcome: At the end of the course, students should be able to: Use the library catalog effectively Navigate the UW digital library interface successfully, using the various databases, indexes, and journals at their disposal to locate both physical and online materials, including the ARTstor and Camio image databases Have a basic and working knowledge of fair usage laws for art in all its media Demonstrate having learned to use a Tumblr blog as an inspiration scrapbook Create a short PowerPoint demonstration using a variety of media Identify the components of a traditional five-paragraph critical essay, and apply the concept to a work of art. Training Module: Step 1 (Orientation week): Instructors will help students with setting up their UW email accounts, distributing a hand-out on obtaining a UW NetID as well as a handout on using UW Email on a variety of platforms. (Hand-outs included in Appendix A, items 1 and 2) Students will receive a short tour of the UW Odegaard Undergraduate library, with a guest librarian Students will attend a UW-IT workshop at Odegaard Undergraduate Library and Odegaard Learning Commons on Computing Fundamentals and Catalyst Webtools (Hand-outs and link to web tutorial included in Appendix A, items 3 and 4) Step 2: Week 1 Students will engage in a discussion on the topic of inspiration o A prompt by the instructor will ask students to raise their hands and volunteer an instance they can recall recently where something inspired them creatively. o The instructor will encourage the discussion and describe how the varied examples given by the students are valid forms of inspiration, and a vital component of creativity and critical thought.

o The instructor will show a short video entitled Dasein: The Art of Being (linked in Appendix A, item 5), illustrating how one photographer uses quick and seemingly throw-away snapshots as inspiration towards a greater appreciation and participation in the world around him. o Students will then be asked if they are familiar with the Tumblr blogging platform, and will raise their hands to volunteer their ideas about what Tumblr is used for. o The instructor will direct discussion towards Tumblr as a platform for sharing and discovery, and will introduce the assignment of each student maintaining their own free Tumblr account as an inspiration scrapbook for the rest of the course The instructor will ask students to make a list of 5 ways that Tumblr is a visual representation of inspiration for the next class period, as well as to think of a name for their Tumblr blog.

Step 3: Week 2 Class discussion of assignment the students took home, on how Tumblr is a visual representation of inspiration. Web tutorial on creation of, maintaining, and posting on a Tumblr account (linked in Appendix A, item 6) Step by step creation of Tumblr blog in-class, with assistance if necessary Discussion of what constitutes fair use of images and artwork, (ONeil article from bibliography as a handout and the Otis link provided in Appendix A, item 7) Assignment: Each student will visit a class Tumblr that the instructor has created for the UW Art Department (link to sample Tumblr maintained by The University of Alberta art department linked in Appendix A, item 8) Students will need to follow the class Tumblr for next weeks class Students will begin posting 5 images of their choice to their Tumblr per week from this point on, either found or images they have created themselves. Stress that the one basic rule for posting to your Tumblr (besides usage of common sense in refraining from material that can offend anyone) shall be no posting of images that cant be credited to the original artist/creator

Step 4: Week 3 Guest talk with Angela Weaver, Art Reference Librarian at UW Brief introduction to UW Library Art Website including an in-class tutorial and overview of databases and search tools available for Digital Image searches including ARTstor and Camio (Link provided in Appendix A, item 9) Students will be allowed the rest of the time available in class for browsing of library materials and image searches. Assignment for students to remotely browse the databases for next class period (either at school facilities on their own time or from home) Students will need to follow all of their classmates on Tumblr by next weeks class Students will need to continue posting on Tumblr, minimum 5 posts a week

Step 5: Week 4 Students will view tutorials on how to use the search features of the UW Library Website, for a variety of materials including eJournals, the reference database, and articles. (links provided in Appendix A, item 10). Students will be broken up into small groups adapted from the Barnes article in the bibliography, entitled Sticky Note Discussion. This is an exercise meant to get students thinking in a way that approximates the standard five-paragraph essay format. o Divide students into groups of 5 or 6 o Present a fine art print to the class on the projector o Each student is asked to record six comments about the work of art on separate sticky notes (discussion amongst the small group allowed to ensure no duplicate comments.) o The groups are then asked to brainstorm the components to a critical analysis essay: a) introduction to the image, b) factual information about the image, c) identification of how the visual elements were used in the image, d) interpretation of both the content and visual elements of the image, and e) a conclusion summing up information about the image. (Barnes, 2009, p. 42) o Each group receives a large sheet of black paper and 5 sticky notes each corresponding to component of the essay format that they just identified. o Each student posts their sticky note comments in the appropriate column, and the groups are asked to discuss the activity as it progresses. Students will need to continue posting on Tumblr, minimum 5 posts a week Step 6: Week 5 Introduction and tutorial on Microsoft PowerPoint (linked in Appendix A, item 11) Introduction of a research assignment for the class, meant to take 3 weeks total. The assignment involves each student researching an artist of their choosing that inspires them. The students will make use of the various databases and search tools at their disposal to compose a brief 3-5 minute PowerPoint presentation that discusses the artist theyve chosen, and their body of work in relation to the concept of inspiration; including influences on the artist as well as how the artist has inspired themselves. The presentation is meant to teach students to formulate and employ a search strategy, make use of search tools for reinforcing their information literacy skills, engage them on the concepts of inspirationand creativity, strengthen public speaking and presentation skills, and ideally result in a sense of confidence and achievement in the work theyve done. Students will need to continue posting on Tumblr, minimum 5 posts a week Step 7: Week 6

An exercise based on Etienne Wegners idea of the Community of Practice. , basically defined as: Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. (Wegner, 1998) o The class will be broken up into small groups of 5 or 6 by the instructor to discuss how a sense of community with fellow artists can foster inspiration. o Each group will be tasked with coming up with three ideas of what type of sharing occurs in such a community. o Each group will present their ideas in an in-the-round class discussion. Students will need to continue posting on Tumblr, minimum 5 posts a week

Step 8: Week 7 Free period in the library for browsing, in-class working on their projects, and assistance on their project from the instructor if necessary Students will need to continue posting on Tumblr, minimum 5 posts a week

Step 9: Week 8-9 In class presentation of PowerPoint assignments Students will be asked to fill out an exit survey evaluating the course (Appendix B) Conclusion: The coursework employed in this training module is an extension of the ARCS model, in a discipline-specific course. There are exercises meant to call [A]ttention to certain needs (tutorials, videos and instructions for students whose particular learning style is of a verbal/auditory nature); exercises meant to establish [R]elvance to students own lives (creating and maintaining a Tumblr, discussions on inspiration meant to appeal to students who learn best through reflection ); exercises meant to create confidence in the students abilities and skills (sharing their work on Tumblr, the Sticky-note exercise and a final project for those who learn best by displaying their work to others), and an end result of [S]atisfaction in the students with their own efforts and abilities and what theyve taken away from the class.

Appendix A:
1. Handout on setting up UW NetID: http://www.washington.edu/itconnect/accounts/ 2. Handout on configuring and using UW Email: http://www.washington.edu/itconnect/email/uwemail.html 3. Handout describing Odegaard Learning Commons Facilities http://www.washington.edu/lst/technology_spaces/computing_commons 4. Web Tutorial by Randy Orwin on UW Catalyst WebTools https://courses.washington.edu/ilearn/CommunicationToolsWorkshop/ 5. Youtube video on inspiration and creativity, Dasein http://www.youtube.com/watch?v=76NL-fAR13s 6. Web Tutorial on How to Use Tumblr: http://www.youtube.com/watch?v=vTRGPKU8SlQ&feature=related 7. Link and handout on Fair Use and Copywright Law pertaining to art: http://www.otis.edu/life_otis/library/copyright.html 8. Example of a Tumblr account for a university art department, Visual Arts Student Association of the University of Alberta: http://uofa-vasa.tumblr.com/ 9. UW Library website, Art department specific tools: http://guides.lib.washington.edu.offcampus.lib.washington.edu/content.php?pid=58667& sid=452701 10. UW Library website, including tutorials: http://guides.lib.washington.edu.offcampus.lib.washington.edu/uwworldcat 11. UW Tutorial on Microsoft PowerPoint http://www.washington.edu/lst/help/documentation/powerpoint

Appendix B:
Course Evaluation Survey 1. How comfortable do you feel that you were with the technologies learned throughout this course, prior to your enrollment in the course? (Fluent, somewhat proficient, comfortable, familiar with but not comfortable, beginner) 2. How comfortable do you feel with these technologies now that youve completed the course? (Fluent, somewhat proficient, comfortable, familiar with but not comfortable, beginner) 3. How applicable do you feel the search strategies and technologies youve learned in this course will be to the rest of your coursework during your time at the university (Always applicable, often applicable, occasionally applicable, not at all) 4. Which exercises did you personally find most useful? Rank in order of most to least useful (Web tutorials, teacher instruction/guest lectures, hand-outs, class discussion, creating and maintaining your Tumblr, final presentation) 5. How satisfied are you overall with what youve learned in this course? (Highly satisfied, somewhat satisfied, not at all) 6. Please feel free to make any suggestions or additional comments about the course and instruction in this space:

Bibliography:
Barnes, N. S. (2009). Hands-on writing: An Alternative Approach to Understanding Art. Art Education, 62(3), pp. 40-46. Bonk, C., & Zhang, K. (August 01, 2006). Introducing the R2D2 Model: Online learning for the diverse learners of this world. Distance Education, 27, 2.) Brinkman, Stacy & Sara Young. [2010] Information Literacy Through Site-Specific Installation: The Library Project. Art Documentation: Bulletin of the Art Libraries Society of North America. 29:1, pp. 61-66 Eisenberg, Michael B., Carrie Lowe, Kathleen Spitzer. (2004). Information Literacy Essential Skills for the Information Age, 2nd Edition. pp. 3-37 Hemmig, William S. [2008] The Information-Seeking Behavior of Visual Artists: A Literature Review. Journal of Documentation. 64:3, pp. 343-362 Matteson, A. (2011). Do You Tumble? Tumblr Could Change the Way You Blog. School Library Monthly, 27(5), 54-56. ONeil, Luke. (May 21, 2011). A Gudie To Happy (And Legal) Tumblr-ing. Wall Street Journal http://online.wsj.com/article/SB10001424052748703421204576327761347965794.html Salisbury, Fiona, and Jenny Ellis. [2003] Online and Face-to-Face: Evaluating Methods for Teaching Information Literacy Skills to Undergraduate Arts Students. Library Review, 52:5, pp. 209-217. Small, R. V. (June 01, 2000). Motivation in instructional design. Teacher Librarian, 27, 5, 29-31. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, U.K: Cambridge University Press.