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World War II Poster Project

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Information about World War II Poster Project
Education

Published on December 3, 2008

Author: aclobridge

Source: slideshare.net

Description

Presentation given at EDUCAUSE conference in Orlando, FL October 2008. Presentation describes the World War II Poster Project, a learning module embedded in an introductory-level history course to teach research and information literacy skills. More details available at http://www.abbyclobridge.com/ww2pp.shtml .
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The World War II Poster Project As part of the extensive study into the history of World War II, students were challenged to apply professional library research, image editing, and content management skills in the context of their course. The students explored the history behind authentic World War II Propaganda Posters available from the Bucknell University Archives. Members of the History 100 course used their knowledge of the history of the period to analyze their images and produce a research paper about their findings. -- Cassie Mastrostefano and Joanna Wheeler HIST100 – Fall 2008 Students

 

 

How? Why? Context Pedagogy Timeline Lessons Learned Project Details

Lewisburg, Pennsylvania. Primarily an undergraduate institution. Approx. 3600 undergraduate students. 300 FTE faculty.

 

 

Information Literacy The set of skills needed to find, retrieve, analyze, and use information. - Association of College & Research Libraries

ACRL Information Literacy Standards

“ Students gain critical insights about information literacy through their own production of information which is likely to be the result of some form of active learning opportunities – those that go beyond lectures and require students to make critical decisions about the information they evaluate and produce, especially as they try to formulate a response.” Phase 4: Producing New Information Framing the research question Identify and access information sources Evaluate the information Use the information affectively to accomplish a specific purpose. Phase 3: Teaching Students to Evaluate and Understand Content Address basic principles of finding and evaluating sources. Can be addressed via formal lectures, discussion sections, library visits, writing workshops, computer labs, or classroom management systems. Phase 2: Teaching Students to Find and Evaluate Sources At beginning of class, provide a clear presentation of: what students will learn in the course how information literacy relates to those learning goals Phase 1: Preparing Students for an Information Literacy Experience

Framing the research question

Identify and access information sources

Evaluate the information

Use the information affectively to accomplish a specific purpose.

At beginning of class, provide a clear presentation of:

what students will learn in the course

how information literacy relates to those learning goals

“ Students gain critical insights about information literacy through their own production of information which is likely to be the result of some form of active learning opportunities – those that go beyond lectures and require students to make critical decisions about the information they evaluate and produce, especially as they try to formulate a response.” Phase 4: Producing New Information Framing the research question Identify and access information sources Evaluate the information Use the information affectively to accomplish a specific purpose. Phase 3: Teaching Students to Evaluate and Understand Content Address basic principles of finding and evaluating sources. Can be addressed via formal lectures, discussion sections, library visits, writing workshops, computer labs, or classroom management systems. Phase 2: Teaching Students to Find and Evaluate Sources At beginning of class, provide a clear presentation of: what students will learn in the course how information literacy relates to those learning goals Phase 1: Preparing Students for an Information Literacy Experience

Framing the research question

Identify and access information sources

Evaluate the information

Use the information affectively to accomplish a specific purpose.

At beginning of class, provide a clear presentation of:

what students will learn in the course

how information literacy relates to those learning goals

 

 

HIST 100: Thinking About History

HIST 100: Thinking About History The general purpose of History 100, “Thinking about History,” is to provide an opportunity for history faculty to teach introductory courses the historical focus of which change but whose core content always emphasizes the development of good historical practices and reflections among its (primarily first-year) students.

HIST 100: Thinking About History Students should expect to analyze a quantity of textual material appropriate to the course’s introductory nature, and instructors should assign if at all possible a variety of sources (written, visual, audio, on-line, and/or oral) so that they learn to appreciate the depth of historical potential resources.

HIST 100: Thinking About History Fall 2006 & Fall 2008 Instructor: David Del Testa Class Projects: World War II Poster Project Holocaust Oral History

Class Projects:

World War II Poster Project

Holocaust Oral History

 

 

 

World War II Poster Project Timeline Project Planning

July 2006 June 2006 Project Planning HIST 100 Approved

Doing the work of historians Orientation to library services Gauge students’ info literacy Work with digital images; build a digital image collection Historical research Hands-on work with archival materials

Paper & Pixels Books & Bytes

 

 

 

Students will create digital surrogates of their posters, manipulate digital images, and use specialized information technology applications to create the digital library. The digital library, created over the course of several class sessions, requires students to create a new product. As a class, students will decide how to organize the content for their collection. P.I. 4.1: Applies new and prior information to the planning and creation of a particular product or performance. Organizes the content in a manner that supports the purpose and format of the product or performance. Manipulates digital text, images, and data, as needed, transferring them from their original locations and formats to a new context. Standard Four: The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. Integration into HIST 100 Poster Project Performance Indicators (P.I.) – The information literate student.... ACRL Standard

In-class exercise during Session 2 using personal response systems to discuss basics of finding and evaluating sources. Selected topics included: Understanding citations, finding materials in a university library, inter-library loan Address basic principles of finding and evaluating sources. Can be addressed via formal lectures, discussion sections, library visits, writing workshops, computer labs, or classroom management systems. Phase 2: Teaching Students to Find and Evaluate Sources During Session 2, instructors provide overview of project and intended outcome. At beginning of class, provide a clear presentation of: what students will learn in the course how information literacy relates to those learning goals Phase 1: Preparing Students for an Information Literacy Experience Integration into HIST 100 Selected Details of Phase MSCHE Phase

At beginning of class, provide a clear presentation of:

what students will learn in the course

how information literacy relates to those learning goals

Students write research/analysis paper to place posters within historical context, make connections between poster and broader World War II experience, and draw connections between posters and current events. In class: students create a digital library with surrogate images of posters and data related to posters. “ Students gain critical insights about information literacy through their own production of information which is likely to be the result of some form of active learning opportunities – those that go beyond lectures and require students to make critical decisions about the information they evaluate and produce, especially as they try to formulate a response.” Phase 4: Producing New Information Session 2: students begin to work in pairs to frame their individual research questions and strategies. Throughout project: Students work to identify, access, and evaluation information sources. Framing the research question Identify and access information sources Evaluate the information Use the information affectively to accomplish a specific purpose. Phase 3: Teaching Students to Evaluate and Understand Content Integration into HIST 100 Selected Details of Phase MSCHE Phase

Framing the research question

Identify and access information sources

Evaluate the information

Use the information affectively to accomplish a specific purpose.

World War II Poster Project Timeline Project Planning Start of Classes

 

World War II Poster Project Timeline Project Planning Start of Classes Project Kick-Off

 

 

World War II Poster Project Timeline Project Planning Start of Classes Poster Selection Project Kick-Off

 

2006

2008

World War II Poster Project Timeline Project Planning Start of Classes Poster Selection Project Kick-Off First Impressions

 

World War II Poster Project Timeline Project Planning Start of Classes Poster Selection Brainstorming Project Kick-Off First Impressions

 

 

September 12 Journal Good painting, very real Very big Big American flag (like Patton) Give devotion Very real looking War production board Washington DC A-18 It is a photo not a painting “free labor will win” Button “991” red outline, circle Has bandana around neck, red Sweaty Determined Little scruffy Anton Bruehl US govt printing office 1942-O-473574 Pride of America Sweaty look of determination Big oversized American flag Big poster Photo not painted like most of the others Colored photo not black and white Red white and blue Pin on neck probably union Wearing welding uniform Formidable man Ready to work, helmet and gloves on Backpack Manly man Neither smile nor frown, stern look, means business Big block letters Yellow surround letters Border around the whole thing American flag in back/ not all stars / 1 set Red and white stripes Patriotic Feel power Pride Strength Honor

World War II Poster Project Timeline Project Planning Start of Classes Poster Selection Brainstorming Project Kick-Off First Impressions Pre-Test

Personal Response Systems “ Clickers”

 

 

 

World War II Poster Project Timeline Project Planning Start of Classes Poster Selection Brainstorming Project Kick-Off First Impressions Pre-Test Library Tour

 

World War II Poster Project Timeline Project Planning Start of Classes Poster Selection Brainstorming Project Kick-Off First Impressions Pre-Test Library Tour Advanced Research Methods

 

 

World War II Poster Project Timeline Project Planning Start of Classes Poster Selection Brainstorming Project Kick-Off First Impressions Pre-Test Library Tour Advanced Research Methods Displaying, Preserving, & Archiving Objects

 

 

World War II Poster Project Timeline Project Planning Start of Classes Poster Selection Brainstorming Project Kick-Off First Impressions Pre-Test Library Tour Advanced Research Methods Displaying, Preserving, & Archiving Objects Working with Digital Images

 

 

Working with Digital Images Image file types: TIFFs and JPGs Pixels per Inch (PPI) Photoshop: rotating images, cropping images

World War II Poster Project Timeline Project Planning Start of Classes Poster Selection Brainstorming Project Kick-Off First Impressions Pre-Test Library Tour Advanced Research Methods Displaying, Preserving, & Archiving Objects Working with Digital Images Building the Digital Collection

Standards Digital preservation Access points Copyright Metadata

Dublin Core Metadata Qualifier Field Identifier Medium Extent Format Type Modified Issued Available Valid Created Date Contributor Publisher Abstract Table of Contents Description Subject Creator Alternate Title Title

Metadata Fields for the World War II Poster Project Digital Library Culture or Nationality Location Gender Semester Creator Dates Professor Creator Course Measurements Contributor Description Language Object Type Rights Date Notes Subject Date Publisher Title Creator Notes Identifier

Inscribe – Cataloging Interface

http://luna8.bucknell.edu LUNA Insight

Bucknell University Carleton College Grinnell College St. Lawrence University Trinity University University of Richmond Whitman College http://dspace.lasrworks.org

Institutional Repository in DSpace http://dspace.lasrworks.org

World War II Poster Project Timeline Project Planning Start of Classes Poster Selection Brainstorming Project Kick-Off First Impressions Pre-Test Library Tour Advanced Research Methods Displaying, Preserving, & Archiving Objects Working with Digital Images Building the Digital Collection Final Papers Project Wrap-Up

World War II Poster Project Timeline Project Planning Start of Classes Poster Selection Brainstorming Project Kick-Off First Impressions Pre-Test Library Tour Advanced Research Methods Displaying, Preserving, & Archiving Objects Working with Digital Images Building the Digital Collection Final Papers Assessment Project Wrap-Up

Assessment Class evaluations Long-term research Project evaluation

Assessment

Class evaluations

Long-term research

Project evaluation

Clickers

83%

Digital Images & Digital Library 92% 78%

83%

 

Lessons Learned Changes for 2008 What’s next?

 

 

 

82% -- For future classes, I would recommend assigning a project such as this to students rather than giving them a traditional research paper. 83% -- I believe that I learned more from this project than I would have from a traditional research paper. 72% -- Compared to a traditional research paper, I enjoyed this project much more.

 

 

 

Project Development Team (2006) Abby Clobridge, Digital Initiatives Group David Del Testa, Dept. of History Doris Dysinger, Special Collections & University Archives Instructional Team (2006 and 2008) David Del Testa, Dept. of History Library and IT Staff: - Deb Balducci (2006 & 2008) - Abby Clobridge (2006 & 2008) - Doris Dysinger (2006) - Nancy Frazier (2008) - Daniel Mancusi (2008) - Isabella O’Neill (2008) Scholarship Del Testa, David and Abby Clobridge. From Internet Users to Digital Historians: A Student Project Praxis . Published paper and presentation for Equipe de recherche en Technologie educative: “Culture informationnelle et curriculum documentaire:” la naissance du projet scientifique. Lille, France. October 2008. Clobridge, Abby. Faculty-Librarian-IT Collaboration for Information Literacy: The World War II Poster Project. Educause 2008 Conference. Orlando, FL. October 2008. Clobridge, Abby and David Del Testa. "The World War II Poster Project: Building a Digital Library through Information Literacy Partnerships. " Chapter for Using Technology to Teach Information Literacy , ed. by Thomas P. Mackey and Trudi Jacobson. Published 2008. Del Testa, David. The World War II Poster Project. Mid-Atlantic Digital Library Conference. Lewisburg, PA. July 2008. Clobridge, Abby. Information Literacy: Reinforcing Student Skills Through the Creation of Two Digital Libraries. Co-author: David Del Testa. NERCOMP Annual Meeting. Providence, RI. March 2008. Photos: Abby Clobridge, Dan Mancusi, David Del Testa iStockPhoto StockExchange – sxc.hu

World War II Poster Project Timeline Project Planning Start of Classes Poster Selection Brainstorming Project Kick-Off First Impressions Pre-Test Library Tour Advanced Research Methods Displaying, Preserving, & Archiving Objects Working with Digital Images Building the Digital Collection Final Papers Assessment Project Wrap-Up

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