Comparing Info Lit to Critical Literacy

Information Literacy - To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information (ALA)

Storyboards (assessing the relevance of stories/interviews - pic of storyboard), research on biographies (suspects) to learn about them before interviewing, research on WPA paintings (articles from D&C, era of WPA), preliminary and secondary interviews, questioning techniques, deciphering clues, drawing conclusions (Sarafina), nonverbal communications cues, experimentation in chem lab, drawing upon different perspectives of teammates to identify motives, opportunity, and evidence, compilation of gathered info on team blogs

CTU strengthened by headquarter work - students came to class prepared (supplemental instruction model)

Appropriate that CTU is at the center of all other (multidisciplinary) curriculum, much like the Library is at the center of (multisubject) disciplines on a college campus

Storyboard idea used in INTD 105 as an intro activity to the library (gathering clues to clear someone's name)

Critical Literacy - an instructional approach that advocates the adoption of critical perspectives toward text. Critical literacy encourages readers to actively analyze texts and it offers strategies for uncovering underlying messages. There are several different theoretical perspectives on critical literacy that have produced different pedagogical approaches to teaching and learning. All of these approaches share the basic premise that literacy requires the literate consumers of text to adopt a critical and questioning approach.

http://www.bridgew.edu/Library/CAGS_Projects/LTHOMSON/web%20page/literacy%20definition.htm

Arts Integration - a term applied to an approach to teaching and learning that uses the fine and performing arts as primary pathways to learning. Arts integration differs from traditional arts education by its inclusion of both an arts discipline and a traditional subject as part of learning (e.g. using improvisational drama skills to learn about conflict in writing.) The goal of arts integration is to increase knowledge of a general subject area while concurrently fostering a greater understanding and appreciation of the fine and performing arts.

CONSTRUCTIVISM

http://aep-arts.org/