Framework Solution or Sympathy - Group 3

Stella Herzig (St. Ambrose), Jaci Wilkinson (Luther), Holly White (Luther), Jennifer (Mercy College of)

Elect a recorder for your group - That person will take notes over your instruction activities and your brainstorming as you discuss. The group should brainstorm about your instruction activities. Not sure where to get started? Think about:

• Outcomes for your instruction
• How your activity/lesson meets these outcomes
• How these outcomes align with the new Framework
• How you can modify the activity and outcomes to better match the Framework, while still meeting the needs of the students and course

Group notes:

Stella’s Activity - Visual Literacy - primary data, good authority, how to find it, customizing what they find, does what they choose out of primary data support their claim, how to relate that finding in a graphic form.

1. Talk about where to find statistics

1. Google!!
2. Who gathers data??

2. Introduce students to American factfinder to community survey to see the characteristics of their hometown

1. Find educational attainment in their hometown
2. Income

3. Download the data as an Excel sheet
4. Make a chart

1. What is the chart telling you??

5. Media Librarian teaches students to use Infogram to:

1. Compare educational attainment for men/women
2. Income by educational degree for men/women
3. How do you find what is the important part of this mess of data?

6. Share infograms on Google docs, bring up on class screen

1. Ask students - what claim does this support??

7. If there is time, discuss:

1. What other data might be interesting? Race!

8. Homework - Create a citation of the data in APA

• It usually takes 50-70 minutes to complete the activity. If only 50 minutes, usually just make it
• This is done for a 1-credit Information Literacy class. Looking to expand to Sociology.
• Media Librarian is considering turning the instructions into a video for an online class.
• Considering add it to a “Library Skills” libguide. Maybe Infographic 101?
• Connect it to students’ future careers - presenting information to supervisor, e.g.
• Good for business class, also?
• Where in the process does that the data become information? Is this something that we could discuss with students? Articulate with students?
• Possibilities for the future?

• Talk to students about manipulating data.

• Example: choosing decades to present different statements about gender
• See how educational attainment changes between decades

• Originally wanted to students to find their own data first, but it took them 40 minutes just to do that.

• Felt that students need to be using the same data source
• Other possibilities: Criminal justice class and crime statistics

• Working students through the process of exporting data

Jaci Wilkinson’s Activity - Paideia Research Unit - 19th Century Arts

• Marginalized voices from that period of time
• Put students in small groups and assigned each of them a reference source
• Chose minority artists
• Each of the reference sources had a bibliography, making sure that there was at least one source available in print or online from the library
• Groups then wrote citations for sources on the whiteboard, drawing arrows to show how the sources came from bibliographies.
• Require that at least one source NOT be a reference source.
• Is it too much? Is it just enough.