http://image.slidesharecdn.com/acrlinfolitstandardsppt-150330172730-conversion-gate01/95/acrls-new-information-literacy-standards-5-638.jpg?cb=1427736530

 

This Frame refers to the fact that the purpose, message and delivery of information are intentional acts of creation. The usefulness of information are determined by the process of creating that information as well as the final product. Information is published and distributed in a variety of formats. Each source of information have constraints and limitations. Information in its various formats may be useful in different ways and not all the formats have the same level of Authority. They can however contribute to scholarly conversations. Different formats are created differently and students need to understand the purpose and processes behind the creation of these formats as well as how and when to use it

Assignment

 
Use your research topic and do a thorough search for information on the topic. Gather as many formats as possible. Select the formats that you feel would meet your research expectations. Explain why you chose those formats. Secondly, transform at least two of those formats into another source type.
Journal Articles

Walker, M. 2005, "Rainbow nation or new racism? Theorizing race and identity formation in South African higher education", Race, Ethnicity & Education, vol. 8, no. 2, pp. 129-146.

MEKOA, I. (2011). Discourses and politics of racism in higher education in South Africa. Africa Insight. 40, 104-120.

Audio-visual Material

https://www.youtube.com/watch?v=sF3rTBQTQk4&feature=youtu.be
https://www.youtube.com/watch?v=r_a-q36mFzM

Printed Books
Johnson, J.D.2009.Knowledge in the Blood: Confronting Race and the Apartheid Past. Juta and Company Ltd: South Africa

Ahmed, S. 2012.On Being Included: Racism and Diversity in Institutional Life. Duke University Press: North Carolina

Newspaper articles

http://www.bdlive.co.za/national/education/2015/08/25/state-has-plan-to-fight-racism-at-universities


 http://www.thenewage.co.za/169133-1007-53Stellenbosch_University_VC_admits_to_racism_at_the_institution

The reasons I chose these particular format is that the journal are all peer reviewed, The audio-visual material gives us a first person narrative of their life under apartheid on a university campus. The books give background information to the problem and the newspaper articles gives us an up to date view and information concerning the problem.

 Topic

An investigation on racism between first year UWC students.

  1. Journal Article.

http:roxy.uwc.ac.za/webx/access/electronic_journals/afrins/afrins_v40_n4_a9.pdf

 

MEKOA, I. (2011). Discourses and politics of racism in higher education in South Africa. Africa Insight. 40, 104-120.

Transformed to:
 

Powerpoint Presentation   

<iframe src="https://docs.google.com/presentation/d/1HyvvySE3ECF-XXrgPZPrdxROn6nqc7vuP3H-Pyzr0N8/embed?start=false&loop=false&delayms=3000" frameborder="0" width="960" height="749" allowfullscreen="true" mozallowfullscreen="true" webkitallowfullscreen="true"></iframe>https://docs.google.com/presentation/d/1HyvvySE3ECF-XXrgPZPrdxROn6nqc7vuP3H-Pyzr0N8/pub?start=false&loop=false&delayms=3000

 

 

 

 

 2.Youtube Video

Luister

https://youtu.be/sF3rTBQTQk4

Transformed to:

 

 

Article

Luister is a documentary about the lives of students of colour who attend Stellenbosch University, a South African institution of higher learning. In a series of interviews, students recount instances of racial prejudice that they continue to experience in the town of Stellenbosch, and the enormous challenges that they face due to the use of Afrikaans as a language of teaching at the university. Luister is a film about Afrikaans as a language and a culture. It is a film about the continuing racism that exists within a divided society. It is a film about a group of students whose stories have been ignored. Luister is the Afrikaans word for Listen

 

 

Workshops

http://karmic2015.com/wp-content/uploads/2015/02/banner.jpg

What is a workshop?

According to SIGCSE 2013 "Workshops provide an in-depth review of (or introduction to) a topic of interest to the community, typically provide participants with materials and/or ideas that are immediately useful in the classroom, and ideally devote significant time to hands-on activities by the attendees." http://www.sigcse.org/sigcse2013/authors/authworkshops.php
So in my understanding workshops provide platforms in which ideas or concepts can be relayed to relevant communities which can provide the communities with relevant tools or ideas that can be useful to them.

Importance of workshops?

Workshops help organisations to get up to date information. They create learning communities and allow for networking within an organisation or discipline. Experts on hand will answer questions employees might have. Workshops also allows for vital information to reach a group of people simultaneously.

Why I would give a workshop ?

I would give a workshop to teach educators how to use the Frame in their teaching practices.

When would I conduct a workshop?

I would conduct a workshop when it would be most convenient for my target audience to attend taking into account work timetables as well as social agendas. If target audience are mothers for example I would schedule it at a time their children would be at school. If workshop is about work and work related I would schedule it in work hours. The audience will determine the suitability of a timeframe. For students and learners I would conduct a workshop when it is vacation time or on weekends so that it does not clash with their class timetables.

How do you conduct a workshop?

Steps for conducting a workshop according to the Faculty Development Office, Faculty of Medicine, McGill University available: http://www.mcgill.ca/medicinefacdev/files/medicinefacdev/DesigningWorkshopsWorkbook.pdf

1- Defining a Topic & Identifying the Target Audience
2- Conducting a Needs Assessment
3- Defining Workshop Goals and Objectives
4- Deciding on Time Frame and Number of Participants
5- Defining and Designing Workshop Content
6- Matching Teaching Methods to Content and Objectives
7- Choosing Teaching and Learning Resources
8- Designing a Workshop Program/Agenda
9- Designing the Workshop Evaluation
10- Fine-Tuning the Workshop Plan
11- Recruiting and Preparing Workshop Faculty
12- Determining Locale and Workshop Budget
13- Deciding on Marketing Strategies
14- Finalizing Administrative Details
15- Conducting the Workshop

On a more practical level:

• Prepare Your Talk: rehearse your topic, prepare hand outs and schedule your time including Q&A time
• Prepare Yourself: Be comfortable, bring a water bottle
• Control the room: make eye contact, relax, encourage discussion
• Make yourself available after the workshop for a few minutes to engage with audience

With workshops for students and learners the atmosphere have to be relaxed and upbeat so as not to bore them. Young people are more technologically inclined so I will have to make sure that computer access is available for practical searches. With information literacy showing them how to do searches is more effective than just telling them how to. Frequent breaks will have to be scheduled for. Time will have to be flexible so that they do not feel that they are rushed when struggling to comprehend concepts. I will have to give the workshop in the language they understand and respond to.

 

http://www.univ-djelfa.dz/icaaid/images/workshop.jpg

Authority is constructed and contextual

The leading authority on a subject is not necessarily an expert on said subject and authority may be the result of exposure, popularity or prestige. The context within which information is needed determines the level of authority needed. Certain voices are elevated within a discipline. Even in an academic setting certain "expert's " work are more favoured during lectures and the assigning of coursework and text books.
Students need to learn that there are different types of authorities and to use tools of indicators to establish credibility of authors. They need to learn that information are produced using various resources and formats.
 

 https://i2.wp.com/farm6.staticflickr.com/5004/5255426412_b46f9b3dc7.jpg

Teaching Scenario:

Topic: Life under apartheid in Cape Town during 1960-1980: A "coloured" perspective.

Materials Needed:

1. Computers with access to the internet
2.  List of authority indicators .See http://help.library.ubc.ca/evaluating-and-citing-sources/evaluating-information-sources/
3. Voice recorder to record interview e.g. cellular phone voice recorder

Activities:

1. Find books and other 3 other media sources on the topic: e.g. journal articles, newspaper articles, podcasts, etc.
2.  Describe the tools used to establish the authority of the authors .
3. Do an interview with someone who was incarcerated for political reasons in Cape Town during that time. Compare the information gleaned from the interview with that collected via the other sources.

Learning Outcomes/ Knowledge practices:

  

1.  Recognise that authoritative content may be packaged formally or informally and may include audio, visual an non-print sources
2.  Use markers of authority to determine the credibility of sources
3. Students should be able to define different types of authority such as subject expertise (Scholarship), society position (public office or title), or special experience (participating in an historic event)