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Multimodal Information Literacy in Higher Education: Critical Thinking, Technology, and Technical Skill
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Author(s): Marlee Givens (Georgia Institute of Technology, USA), Liz Holdsworth (Georgia Institute of Technology, USA), Ximin Mi (Georgia Institute of Technology, USA), Fred Rascoe (Georgia Institute of Technology, USA), Alison Valk (Georgia Institute of Technology, USA)and Karen E. Viars (Georgia Institute of Technology, USA)
Copyright: 2020
Pages: 24
Source title:
Handbook of Research on Integrating Digital Technology With Literacy Pedagogies
Source Author(s)/Editor(s): Pamela M. Sullivan (James Madison University, USA), Jessica L. Lantz (James Madison University, USA)and Brian A. Sullivan (James Madison University, USA)
DOI: 10.4018/978-1-7998-0246-4.ch005
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Abstract
This chapter addresses technology in education, multimodal texts, and information literacy in a STEM research-focused university setting. Students produce multimodal content in first year composition classes, but composition instructors lack the skills required to teach students multimedia technology. Librarians respond to the needs of the faculty and students they support. Library instruction takes place within the composition class (course-integrated or “one-shot” instruction) or in a multimedia classroom at the library. The librarians bring technical skills as well as a grounding in information literacy, and their instruction increases students' written, sonic, visual and data literacy. As a result, students become more savvy content consumers as well as creators.
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