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Joshua Vossler & John Watts Coastal Carolina University

Intentional Edutainment: A Pedagogically and Theatrically Sound Approach to Information Literacy Instruction. Joshua Vossler & John Watts Coastal Carolina University. Who the #$%& are We?. Josh Dislikes. Twilight Pants. John Fears. Going to the gym Dying alone. Purpose.

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Joshua Vossler & John Watts Coastal Carolina University

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  1. Intentional Edutainment:A Pedagogically and Theatrically Sound Approach to Information Literacy Instruction Joshua Vossler & John Watts Coastal Carolina University

  2. Who the #$%& are We?

  3. Josh Dislikes • Twilight • Pants

  4. John Fears • Going to the gym • Dying alone

  5. Purpose • Argue the importance of entertainment • Provide a basic formula for generating entertaining content using self-disclosure • Suggest methods for assessing students’ emotional states

  6. Breakout Turn to someone next to you and share with them at least one thing you hate, and one thing you fear.

  7. …and now, a short video on learning domains.

  8. Theory • Higher education emphasizes the cognitive. • So where does motivation come from? • Authority is not a useful motivation. • Knowledge is useless if not applied.

  9. Theory • Too much of a good thing. • There’s a play named I Hate Hamlet for a reason. • Library instruction is not special.

  10. Boolean Logic Hating Libraries AND Librarians OR Information Literacy NOT Jersey Shore

  11. What to do? Be more entertaining

  12. The Affective Continuum CHARACTERIZATION BY A VALUE COMPLEX VALUING ORGANIZATION RESPONDING Humor RECEIVING IGNORANCE

  13. Funny Humor

  14. Practice Walmart

  15. BreakoutMatch your fears or hatreds with an information literacy concept • Search Strategies • Narrowing Topics • Locating Books • Getting Help • Selecting Appropriate Sources • The Information Cycle • Evaluating Sources • Citation • Other/your choice

  16. Dos and Don’ts of Affective Assessment • Don’t use this to evaluate students. • Do communicate to students that their replies will not be factored into their grades. • Don’t freak out if your results point in scary directions. • Do use these data for self-reflection and revision of instructional materials.

  17. Dos and Don’ts Continued • Don’task general questions. • Do ask students to report their emotional states in relation to specific events or concepts • Don’t ask a bunch of questions. It wastes time and splits your focus.

  18. Assessment Example Did you enjoy the humor in this video? • Yes • No

  19. Assessment Examples I enjoyed the way the instructor explained _____________ • strongly agree • agree • neutral • disagree • strongly disagree

  20. Assessment Examples I enjoyed the instructor’s self introduction • strongly agree • agree • neutral • disagree • strongly disagree

  21. Problems?

  22. The instructors’ introduction was: Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

  23. Questions?

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