Assistant Professor of Media and Society Lisa Patti and Assistant Professor of Media and Society Leah Shafer co-wrote an article, “Extreme Searching: Multi-Modal Media Research,” which has been published in the inaugural issue of the online journal, Journal of Interactive Technology and Pedagogy (JiTP).
“We were inspired by our previous experiences working collaboratively and feel that working together produces sharper ideas with greater insight that engages a wider range of ideas,” explains Shafer. “We are both passionate about teaching, and feel that sharing our ideas and insights with each other, and with a larger audience, makes us more responsible colleagues, better teachers, and more engaged citizens.”
The result of collaboration with the Library and Digital Learning Center, the article outlines an assignment sequence that introduces students to effective research methods through a series of engaging, interactive, and collaborative tasks that lead to the development of a multi-modal research dossier and a media project.
Looking to push students beyond Google, both Patti and Shafer feel that student researchers benefit from collaborative input and a sense of personal investment in the process. As a result, they created this assignment to combine interactive group activities with frequent opportunities for reflection and feedback.
“Student work is at the center of the article: we are deeply committed to fostering meaningful classroom experiences, particularly around using media tools and research strategies,” explains Shafer. “We were fervently interested in making research into a lively, interactive, and deeply meaningful experience.”
The assignment was initially developed and used with a 100-level introduction to media studies course at the Colleges and has continued to be used as the basic structure for the class “Introduction to Media and Society,” the core course for the media and society major.
The article features links to 18 HWS students’ class projects in order to demonstrate the importance of storyboarding and scripting during the preproduction process and the value of shaping a coherent and compelling research narrative.
Both Patti and Shafer credit the helpful insight experience of both HWS’s research librarians and the staff of the Digital Learning Center as central to the development of the assignment’s technological and conceptual parameters.
“We are lucky to have the support and assistance of these teams, both in the planning stages and as leaders of workshops, drafters of technology guidelines, bloggers of best practices, and responders to student queries, both in person and via e-mail,” credit Patti and Shafer in the introduction to the article.
Read the full article online: