Presentation, week 10

In the week 10 class – both on-campus and online – you will make a short presentation, and engage in discussion with fellow students, about two pieces of literature you have read on the course: one from the list of ‘readings for critique and analysis’ which is on the literature page, and one you have found yourself. You will discuss the readings with respect to one or more of the frameworks introduced in the course, whether this be the triadic model of informational relationships; the six frames of information literacy; hegemony and critical media studies; etc. Your work on this presentation will be graded, and amount to 30% of your final grade for EDUC61712. (See also the page on your final portfolio.)

The dates and times of these sessions are as follows:

• On-campus students: Monday 23rd April, 1.30 – 4pm [this is our normal class time but it may be that we end up running a little later].
• Online students: Thursday 26th April, 7.30 – 9.30pm, in Wimba.

If you know you cannot make the date, then we will have to make other arrangements so, ideally, let me know now. Otherwise I ask that you put these down as firm dates in your diary.

Your presentation should be a maximum of 10 minutes long (shorter presentations are fine, but I’ll tell you know it will probably prove more of a challenge to get the length down). You should present, and analyse, the arguments of two papers, as stated above. You can discuss them together, or separately. Power Point or Prezi should be used, because some kind of record of the presentation is included in your final portfolio: though note I will grade the presentation on the day and try to give feedback very quickly (by the next day, I hope). Power Point can be easily used in Wimba, Prezi (though it pains me to admit this) is a bit more fiddly here, but there might be creative solutions available.

Remember, finally, that it will be better for each of you, both as presenters and listeners, if there is no duplication of effort, and each of you presents different papers. That way, everyone gets to learn about a wide range of literature and your grade is not affected by the fact you might be repeating information. (Although I don’t see that it matters if one distance and one on-campus student each do the same paper.) I ask that, as a group, you co-ordinate the division of labour yourselves. Ultimately, remember that I think you should, one way or another, become familiar with all the literature suggested on the reading list, but a mixture of actually reading some it yourself and letting the presenters do the work with the rest is OK; but I suggest that you don’t just pick your papers randomly, as if with a pin & blindfold: think about your interests, look at the abstracts, discuss things with your colleagues and myself, and so on. This is a learning task; this is the way in which you all become more familiar with what others have said about Media & IL, how and whether the triadic model can be applied in analysis, and so on.

Remember also that I will give you no hints or recommendations about your second paper, the one that you must find that is not on the list. This is an information-seeking task that may also give you the chance to reflect on your IL skills, where you find things, how you judge relevance, etc.

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Media and Information Literacy by Andrew Whitworth/University of Manchester is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.