Faculty & Librarian Collaboration on an Information and Media Literacy Undergraduate Course

Abstract

Teaching media and information literacy is a necessity to address issues of dis- and misinformation, wellbeing and self-efficacy in the digital era by enhancing the ability to access, analyze, and evaluate various perspectives and resources. Working together with a research librarian to offer access to resources and practices on analysis is the low hanging fruit in a college but often is not utilized to its full potential.

This podcast features a communication faculty and the academic liaison librarian who collaborated on creating a media and information literacy class for freshmen. The podcast introduces the issue of students facing media addiction, cyberbullying, dis- and misinformation; then moves to explain the pedagogical approach of media and information literacy as a collaborative effort; and concludes with testimonies of students from the class.

The freshmen class is open to all students and offers an introduction to media and information literacy. For the final project of the course, each student conducts an analysis into a conspiracy theory of their choice. Together, the librarian and faculty embed within the course three elements: a) a tailored research guide that provides research tools and access to resources; b) online books with multiple-user licenses provided in the library collection that are available for students at any time; and c) an assignment requiring students to meet with a reference librarian for a consultation on their topic. Students have reflected on the helpful resources and how this collaboration supported their learning of media and information literacy.

Keywords

Media and Information Literacy, Undergraduate Course, Disinformation, Wellbeing, Self-efficacy, Library, Librarian, Research

Listen To Podcast

Key Quotes

Yonty:

“I used project based learning where the students were learning information and media literacy practices and applying it every class into their semester long project that was choosing one conspiracy theory as a group.”

“At the end of the course, they would have a media kit with all the different research they did during the semester explaining, analyzing, and creating their own messages, reflecting on the impact of this conspiracy theory, finding what is the business model that really is spreading it and what is their own personal opinion after doing that semester long research.”

Arlie:

“What’s great about collaborating with Yonty is that he contacts me well in advance of the course, and really does include me in the planning process. This is helpful because librarians can say to the faculty member, ‘Well, that’s a great idea, but we could do this thing as well, or what about this tool that maybe you hadn’t thought of.’ On the other hand, we can also say, ‘Oh, that’s going to be a challenge or, well, we don’t actually have access to what you’re imagining there, but we have something else that will work as well or better.’”

“So because Yonty and I have discussed the assignment in depth and done a lot of planning, I’m very familiar with it and ready for the consultation with the students. But just the fact that this student and I are meeting one on one or in a group to talk about the assignment and their idea and what they’ve tried and when they’ve run into barriers, just opens up for them new depths of understanding about the assignment itself.”

Yonty:

“What was really fascinating for me was in the course evaluations, which are anonymous…several students mentioned that the work with the librarian really helped them. That thanks to working with you and looking at the resources, they really were able to get into the research.”

Arlie:

“I think it’s an ideal recipe of challenge and support. You’re giving them this complex conspiracy theory to analyze with a sea of resources as possibilities, something that many of them will be unfamiliar with doing that kind of research. Then we offer them the consultations, the lib guide, and the ebooks which provide them with the extra support. I do think the personal support of having that conversation with them simply about the research and the resources one group to one librarian is really impactful.”