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Meeting Minutes, Wku Graduate Council

Graduate School

Meeting minutes.

November Agenda, Wku Graduate Council

Graduate School

Meeting agenda.

Review Of “The Teacher’S Guide To Media Literacy: Critical Thinking In A Multimedia World” By Cyndy Scheibe And Faith Rogow, Julie Smith

Journal of Media Literacy Education

This article reviews “The Teacher’s Guide to Media Literacy: Critical Thinking in a Multimedia World” by Cyndy Scheibe and Faith Rogow

The Hyperreality Of Daniel Boorstin, Stephanie L. Viens

Journal of Media Literacy Education

Early media theorists can help us to link the past and present of media literacy to pose new questions and gain new knowledge. Historian, author and Librarian on Congress Daniel Boorstin (1914 – 2004) played an important role in increasing public awareness of the constructed nature of media representations. Connections are explored between constructed reality, technological advances, media literacy education, and the current work of media scholar Douglas Rushkoff on presentist society. Daniel Boorstin helped recognize the changing nature of knowledge in an image-saturated environment and influenced a new generation of theorists, scholars and educators who have advanced the …

Federal Agency Efforts To Advance Media Literacy In Substance Abuse Prevention, Alan M. Levitt, Robert W. Denniston

Journal of Media Literacy Education

This article describes and reflects upon efforts to generate greater support for media literacy and critical thinking within the strategies and programs of the Federal government, primarily in agencies with an interest in youth substance abuse prevention. Additionally, some of the inherent challenges and obstacles that impacted the ability to expand these efforts are discussed.

The Core Concepts: Fundamental To Media Literacy Yesterday, Today And Tomorrow, Tessa Jolls, Carolyn Wilson

Journal of Media Literacy Education

“New media” does not change the essence of what media literacy is, nor does it affect its ongoing importance in society. Len Masterman, a UK-based professor, published his ground-breaking books in the 1980’s and laid the foundation for media literacy to be taught to elementary and secondary students in a systematic way that is consistent, replicable, measurable and scalable on a global basis – and thus, timeless. Masterman’s key insight was that the central unifying concept of media education is that of representation: media are symbolic sign systems that must be decoded. This paper explores the development and the application …

Teaching About Propaganda: An Examination Of The Historical Roots Of Media Literacy, Renee Hobbs, Sandra Mcgee

Journal of Media Literacy Education

Contemporary propaganda is ubiquitous in our culture today as public relations and marketing efforts have become core dimensions of the contemporary communication system, affecting all forms of personal, social and public expression. To examine the origins of teaching and learning about propaganda, we examine some instructional materials produced in the 1930s by the Institute for Propaganda Analysis (IPA), which popularized an early form of media literacy that promoted critical analysis in responding to propaganda in mass communication, including in radio, film and newspapers. They developed study guides and distributed them widely, popularizing concepts from classical rhetoric and expressing them in …

Media Now: A Historical Review Of A Media Literacy Curriculum, Yonty Friesem, Diane Quaglia Beltran, Ed Crane

Journal of Media Literacy Education

The Elizabeth Thoman Archive at the Harrington School of Communication and Media, University of Rhode Island, has the last complete kit of one of the milestones in the early chronology of media literacy, the 1972 Media Now curriculum. This curriculum was the first of its kind, using self-contained lesson modules that were part of a larger series of kits, text references, and accompanying workbook. Its self-directed learning model gave students the opportunity to learn about the media, by doing, responding to, and reflecting on core concepts of media production. Using physical artifacts from the Media Now kit, historical documents, promotional …

Cinekyd: Exploring The Origins Of Youth Media Production, Renee Hobbs, David Cooper Moore

Journal of Media Literacy Education

No abstract provided.

Introduction To Media Literacy History, Sarah Bordac

Journal of Media Literacy Education

Why is it important for us to consider the history of media literacy? Beyond forging connections of the past to the present, exploring the history of the field can deepen intellectual curiosity and understanding for those who work in media literacy education, ignite interest in others, and drive investigation into understanding the relationships of the facets and fundamentals of media literacy from past to present and into the future. The theme of leadership emerges from questions such as: How do people build programs? How does information get disseminated? What were the challenges? Who were the learners? Who were the teachers? …

Why History Matters For Media Literacy Education, Michael Robbgrieco

Journal of Media Literacy Education

The ways people have publicly discussed and written about media literacy in the past have great bearing on how citizens, educators and learners are able to think about and practice their own media literacy. Our concepts of media literacy have evolved over time in response to changing contexts of media studies and educational discourses as well as changes in communication technologies, media industries, politics, and popular culture. My research on the history of Media&Values magazine 1977-1993, made possible by the Elizabeth Thoman Media Literacy Archive, illustrates how tracing developments of media literacy concepts over time can give us much needed …

Creating Critical Viewers, Renee Cherow-O'Leary

Journal of Media Literacy Education

This essay is a personal reflection on the implementation of Creating Critical Viewers, a national media literacy program sponsored by the National Academy of Television Arts and Sciences (NATAS), an industry association, in 1995. The television industry’s decision to develop a media literacy curriculum in the 1990s was a powerful statement by certain broadcasters to take seriously the ethical and social questions being raised about the impact of their work and to learn how to address those questions through education.

Critical Transitions In Faculty Learning: Helping Faculty Become Learning-Centered Teachers, Judith Longfield

Centers for Teaching Excellence: Presentations

No abstract provided.

Redesigning Instruction To Create Systematic Change: A Designer’S Perspective, Debra D. Runshe

Teaching and Learning Technologies Presentations

Instruction Matters Purdue Academic Course Transformation (IMPACT) is not only a successful course redesign program but it also fosters institutional change through collaboration between faculty and support units campus-wide. Faculty participate in a structured faculty development program and are further supported in their redesign process by a team of staff members from multiple units across campus, including the Libraries, the Center for Instructional Excellence (CIE), Information Technology at Purdue (ITaP), and Purdue Distance Education (PEC).

Twenty-Five Years Of Giving: Using A National Data Set To Examine Private Support For Higher Education, Karen Ann Frank

USF Tampa Graduate Theses and Dissertations

Resource dependencies have increased substantially at colleges and universities over the years due to economic declines, recessionary periods, and decreased funding from state allocations. The purpose of this study was to advance an understanding of private support for higher education as a source of supplementary funding. As the environment continues to become more competitive for outside resources, institutions of higher education can benefit from more substantive and objective research on private voluntary support to better meet their growing needs for additional resources.

Effective financial management requires a greater understanding of the expected size of financial contributions to assist with strategic …

Mlti Summer 2014 Principal & Technology Personnel Survey, Bernadette Doykos Phd, Caroline A. Pinkham

Education Technology

The purpose of this report is to explore the expansion of the MLTI program that occurred in the 2013‐2014 academic year. In June 2014, over 400 individuals from Maine public schools were solicited to participate in a survey examining their experiences with MLTI technology in their schools. In 2013‐2014, for the first time since the inception of MLTI in 2002, the program shifted to a multiple‐device solution, which offered schools the opportunity to select from a range of device choices, including a MacBook Air, iPad, or HP Probook. Both the MacBook Air and the HP Probook were traditionally formatted laptops, …

Learning Style Relationship To Motivation And Success In The Flipped Vs Non-Flipped Classroom, Shannon Seaver

Mathematics Graduate Theses

This research paper will provide a brief overview of what a “flipped classroom” is and the variations of it. It will address whether a flipped classroom is a possible way of addressing students of all learning styles and if all learning styles are motivated in a flipped classroom. The VARK learning style inventory will be given to all students in four College Algebra Prep classes. Two classes will be the flipped “inverted” style of classroom and the other two will be the traditional (control) style of classroom. All students in both formats will also be given a periodic survey to …

A Transcendental Phenomenological Study Of Developmental Math Students' Experiences And Perceptions, Megan Cordes

Doctoral Dissertations and Projects

Current literature suggests the rise of enrollment among United States (U.S.) postsecondary institutions but the decline in graduation rates. While there is extensive quantitative data examining course redesigns and increasing student achievement in developmental math courses, there is limited research examining students' experiences and perceptions within these courses. The purpose of this transcendental phenomenological study was to examine the experiences and perceptions of developmental math students. This study utilized the theoretical framework of Bandura's (1997) social cognitive theory and Tinto's (2012a) retention theory. Research questions focused on the lived experience of struggling within a developmental math course, past math experiences …

Toward A Posthuman Education, Nathan Snaza, Peter Appelbaum, Siân Bayne, Dennis Carlson, Marla Morris, Nikki Rotas, Jennifer Sandlin, Jason Wallin, John A. Weaver

Curriculum, Foundations & Reading: Faculty Publications

The text of our manifesto will introduce posthumanism to a curriculum studies audience and propose new directions for curriculum theory and educational research more broadly. Following a description of what is variously called the “posthuman condition” or the “posthuman era,” our manifesto outlines the main theoretical features of posthumanism with particular attention to how it challenges or problematizes the nearly ubiquitous assumptions of humanism. In particular, we focus on how posthumanism responds to the history of Western humanism’s justification and encouragement of colonialism, slavery, the objectification of women, the thoughtless slaughter of non-human animals, and ecological devastation. We dwell on …

Learning Through Play, The Old School Way, Lucinda Rush

Libraries Faculty & Staff Presentations

Poster presentation at the Virginia Library Association Conference on October 23, 2014. This poster introduces new ideas for instructional design using game structures that students are already familiar with to teach information literacy concepts. It is well documented that millennials enjoy learning through collaboration with peers and self-exploration in a fast-paced, technology rich environment, and game-based instruction can be a great way to engage them in the classroom. While millennials are comfortable with technology and enjoy learning through video and web-based games, it is difficult for libraries with limited resources to compete with the expectations that students have based on …

Today's Dream Keepers: Exploring The Personal And Professional Beliefs Of Teachers Who Successfully Provide Literacy Instruction To African American Males In Grades 3-5, Lateshia Warren

Georgia Educational Research Association Conference

The purpose of this study was to describe the personal and professional beliefs of teachers who were successful with providing literacy instruction to elementary school African American males in a Title I elementary school. This study examined the literacy practices of teachers and their beliefs about African American males. It also investigated their use of culturally relevant teaching practices. It was hypothesized that by exploring the beliefs and practices of successful teachers with African American males, this research could provide evidence of effective strategies, which could be used to impact the literacy achievement of African American males. A qualitative case …

Information Literacy Scaffolds In The 9-12 Classroom, Kelly Crisp Paynter

Georgia International Conference on Information Literacy

Despite being dubbed the Digital Generation, information literacy skills do not come automatically to high school students. Teachers and library media specialists must work together to provide quality strategies and scaffolds that help students evaluate sources authentically. Whether modeling the digital search process, creating pathfinders to direct students toward authoritative sources, or initiating discussions with students about quality resources, the library media specialist can become a valuable instructional partner to the classroom teacher.

The presenter, who has served as a high school media specialist, will discuss specific lesson plans she has co-taught with classroom teachers (as time allows). Topics may …

The Information Literacy “Flipped Classroom” – A Lesson Planning Lab, Madeline Cohen, Alison Lehner-Quam, Robin Wright

Georgia International Conference on Information Literacy

This workshop will introduce participants to the “flipped classroom” and provide them with hands-on experience planning a library session that uses this new approach. In the flipped classroom, lectures are replaced with pre-class assignments, usually in the form of videos or online tutorials. Class time can then be used for active learning exercises that deepen students’ knowledge of the material.

Participants will be asked to complete a pre-assignment, which can be finished just prior to the session. Workshop leaders will begin by reviewing the flipped classroom and describing the flipped lessons they have used at their academic library (15 minutes). …

Accentuate The Positive, Eliminate The Punitive! - Re-Thinking Plagiarism In Information Literacy Instruction, Christina Chester-Fangman, Gina Garber, Elaine Berg

Georgia International Conference on Information Literacy

Too often, students feel that they are being accused of plagiarism before they have even started their first research assignment! Approaches to discussions of academic honesty (or dishonesty) frequently emphasize negative consequences over making the right choices from the start and do not take into consideration students’ understanding of the research process. At our own university, the majority of referrals to the Dean of Students regarding classroom behaviors were related to plagiarism. At Austin Peay State University, librarians involved in information literacy instruction wanted to address this issue, but in a positive manner. Panel attendees will learn how librarians completely …

Partnerships For Outreach: Center For Student Learning And Library Study Skills And Information Literacy Program, Jolanda-Pieta Van Arnhem, Melissa Hortman

Georgia International Conference on Information Literacy

This poster session is a case study of the College of Charleston Libraries and Center for Student Learning partnership to design and deliver a series of complementary study skills and information literacy workshops during 2013-2014 academic year. Workshops in the “101” series were designed for the general undergraduate student population wanting more information on study skills. Workshops pairings in the “201” series were designed with information literacy topics geared toward upperclassman, graduate students, faculty, and staff interested in more advanced skills. Sessions were facilitated by campus instructors with unique insight, interesting experiences, or special knowledge and capability in workshop topics.The …

Beyond Library Resources: How To Implement Integrated Learning Across The Curriculum With Information Literacy Components Using Hybrid Delivery, Bernadette Maria Lopez-Fitzsimmons

Georgia International Conference on Information Literacy

As an academic librarian at Manhattan College, Riverdale, New York, I collaborate with teaching faculty and academic support centers on campus to provide holistic support to students. In the last year a cross collegial group including teaching faculty, library faculty and Instructional Designers has been created to explore ways in which to provide a “flexible structure” in curriculum across disciplines (e.g., Arts, Science, Engineering, Education, Information Literacy, etc.). Two instructional designers and a faculty member from the English Department lead the monthly in person workshops. After each workshop, scholarly and professional articles are posted in Moodle for all participants to …

Preparing Thoughtful Leaders: Promoting Critical Thinking Through Authentic Learning Activities, Melissa N. Mallon

Georgia International Conference on Information Literacy

Some of the most important characteristics employers look for in new hires is the ability to solve problems and critically examine information in diverse workplace environments, making critical thinking an important, transferable 21st century skill and a crucial component of lifelong learning. One of academic librarians’ most crucial roles is to challenge students to think beyond their individual circumstances while helping them develop the skills necessary to succeed in college and in their professional lives.

This presentation covers strategies for collaborating with faculty members to design research assignments that focus on critical thinking, including scaffolding and the development of rubrics. …

Building Community In The Library: Partnerships For Outreach, Jolanda-Pieta Van Arnhem, Melissa Hortman

Georgia International Conference on Information Literacy

During the 2013-2014 academic year the College of Charleston Library and Center for Student Learning partnered to design and deliver a series of complementary workshops in order to build community, increase workshop attendance, and provide outreach at the Library. This was the first time that the two organizations had teamed up to co-design, sponsor, and market a year long program of complementary information literacy and study skills offerings.

Workshops in the “101” series were designed for the general undergraduate student population wanting more information on study skills. Workshops pairings in the “201” series were designed with information literacy topics geared …

Tech Edge Student Rubric Grades 2-3, Laurie A. Friedrich, Guy Trainin

Research and Evaluation in Education, Technology, Art, and Design

This rubric can be used to evaluate formative and summative assessments of technology integrated products across the curriculum for grades 2-3.

Tech Edge Student Rubric Grades 4-5, Laurie A. Friedrich, Guy Trainin

Research and Evaluation in Education, Technology, Art, and Design

This rubric can be used to evaluate formative and summative assessments of technology integrated products across the curriculum for grades 4-5.