Information Literacy Faculty Fellows: Final Project Submission Form: Submission #58

Submission Number: 58
Submission ID: 68
Submission UUID: d48ee136-b89d-40f2-9231-016d33932bec

Created: Fri, 07/21/2023 - 08:47
Completed: Fri, 07/21/2023 - 08:48
Changed: Fri, 07/21/2023 - 08:48

Remote IP address: 10.42.18.79
Submitted by: fredrikssonm
Language: English

Is draft: No
Current page: Complete
Title of Project Information Literacy Changes to Course Syllabus for FST 375
Your Name Shanker, Priyadarshini
Email Address shankerp@uncw.edu
School or College College of Humanities, Social Sciences, and the Arts
College of Humanities, Social Sciences, and the Arts Film Studies
Please describe your project This project aims to update a previous syllabus, FST 380: Introduction to Bollywood Cinema, taught as an online synchronous course (OLSYN) in Spring 2021. The updated syllabus is for a proposed Summer I course, FST 375: Studies in Global Film History – Bollywood, to be taught online synchronously in Summer 2023. Since the Spring 2021 course had to pivot from being a Face-to-Face (F2F) course to an OLSYN course, owing to the pandemic, it was not organically designed to assimilate online synchronous strategies. This ILFF project updated the syllabus, assignments, teaching plan, and course design to incorporate the best teaching practices for online synchronous courses. This revision was achieved by meeting with Eva Sclippa, the Film Studies Liaison Librarian; Jennifer Sias, the Senior Instructional Designer at the Office of Distance Education and eLearning; and Karen Thompson, Instructional Technologist at the Office of Distance Education and eLearning, to receive inputs towards reframing the curriculum and pedagogy.

The revision of the course focuses on two frameworks for Information Literacy for Higher Education: Information Creation as a Process; and Scholarship as Conversation. The upgraded syllabus exploits three central ideas. The first identifies and structures each synchronous session as a mix of presentational (lectures by the instructor, oral presentations by the students) and interactional activities (group discussions using techniques like fishbowl or breakout rooms, polling, or Q&A sessions). The second consolidates pedagogical processes toward engaging students during synchronous sessions by stating clear agendas, structuring breaks and pauses, using formal and informal polls, conducting quick participation pulses, and inviting guest speakers. Finally, the third idea intends to thoughtfully connect the synchronous sessions (lectures and discussions) to the asynchronous sessions (screenings) by incentivizing the students to participate in offline questions related to the screening, not via grading but via building an interactive discussion community.
Please choose at least one audience Upper-division undergraduates
Please choose at least one project category Assignment, Syllabus, Teaching Plan, Course design
Please choose at least one Frame that your project incorporates Information Creation as a Process, Scholarship as Conversation
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What does the "U" in UNCW stand for? university
Submission date 2023-05-05