Scaffolding the Open: Transforming an International Studies Course Using Open Pedagogy

Autor/inn/en	Bussell, Hilary; Larson, Amanda
Titel	Scaffolding the Open: Transforming an International Studies Course Using Open Pedagogy
Quelle	In: Communications in Information Literacy, 17 (2023) 1, S.279-298, Artikel 5 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Educational Change; Teaching Methods; Assignments; Case Studies; Information Literacy; Scaffolding (Teaching Technique); Multimedia Materials; Copyrights; Censorship; Student Developed Materials; Librarians; Course Descriptions; Transfer of Training; Information Dissemination; News Media; Open Educational Resources; Research Universities + Suchen Sie Ihr Suchwort? Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Assignment; Auftrag; Zuweisung; Case study; Fallstudie; Case Study; Informationskompetenz; Politische Zensur; Librarian; Bibliothekar; Bibliothekarin; Kursstrukturplan; Training; Transfer; Ausbildung; Informationsverbreitung; Nachrichtenwesen; Forschungseinrichtung
Abstract	This case study describes how two librarians transformed an international information literacy course by creating a scaffolded open pedagogy experience for students to build transferable skills while exploring how information is produced, disseminated, and interpreted across the world. The authors discuss how we collaborated on the project to incorporate open pedagogy, tools, and strategies to enhance learning. The result was a scaffolded course using open pedagogy to help students engage with global information issues. Using Pressbooks, students published multimedia content exploring topics including global news media, censorship, misinformation, and digital divides. Then students chose to either openly license their work, share it publicly while retaining their copyright, or hide it from public view. Additionally, students used Hypothesis to socially annotate reading assignments outside of class. We reflect on our experience revising this course, what worked and what did not, and how we will adapt the course in the future. (As Provided).
Anmerkungen	Communications in Information Literacy. e-mail: editors@comminfolit.org; Web site: https://pdxscholar.library.pdx.edu/comminfolit/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01