ICT Literacy for Literatures in English

Compiled by Dr. Lesley Farmer, California State University Long Beach
 

 GENERAL:

Association of College & Research Libraries. (2008). Guidelines, standards, and frameworks for Literatures in English: https://www.ala.org/acrl/standards/researchcompetenciesles

The following wiki is useful for information literacy for Literatures in English: https://acrl.libguides.com/c.php?g=1190641&p=8708400

Common Core State Standards and state content standards also refer to K-12 ICT competencies (sometimes listed as information literacy, digital literacy, media literacy, or research skills).

MERLOT LINKS:

• Humanities/English/Literature
• Humanities/English/Language
• Academic Support Services/ ICT literacy
• Academic Support Services/Library and Information Services  
• MERLOT English community portal https://www.merlot.org/merlot/English.htm

LIBGUIDES:

• https://guides.lib.virginia.edu/english University of Virginia library guide to conducting research in English language and literature
• https://guides.lib.utexas.edu/englit University of Texas library guide to English literature, including genres
• https://libguides.xavier.edu/english Xavier University library resources and research guidance for projects in literature
• https://libguides.bodleian.ox.ac.uk/english Bodleian Libraries guide to English language and literature, including older English literature

ARTICLES and WEBSITES:

• Integrating ICT into English. http://effectivecurriculumideas.weebly.com/integrating-ict-into-english.html
• Andrews, R. (Ed.) (2004). The impact of ICT on literacy education. New York, NY: RoutledgeFalmer. http://ir.nmu.org.ua/bitstream/handle/123456789/134260/8e3c3d255ebe2a4844c5cba85a342806.pdf?sequence=1
• Beavis, C. (2010). English in the digital age: Making English digital. English in Australia, 45(2), 21-30. http://www98.griffith.edu.au/dspace/bitstream/handle/10072/37149/67227_1.pdf?sequence=1
• ICTs in English. (2011). Leichhardt, Australia: English Teachers Association NSW. http://www.englishteacher.com.au/AboutUs/OfficialStatements/ICTsinEnglish.aspx
• Margan, C. (2009). Internet resources in teaching literature. Revista de informatica Sociala, 7(12), 102-106. 
• McCracken, I., & Johnson, B. (2016). Sustainable partners: Librarians and instructors using threshold concepts to reinforce information literacy. Georgia International Conference on Information Literacy. Paper 40. http://digitalcommons.georgiasouthern.edu/gaintlit/2015/2015/40/ 
• Napier, Trenia et al. (2018). A Collaborative, Trilateral approach to bridging the information literacy cap in student writing. College & Research Libraries, 79(1), 120. . http://crl.acrl.org/index.php/crl/article/view/16609/18465
• Russo, A. (2016). Using content analysis to explore the learning process in an embedded information literacy pilot program. Community & Junior College Libraries, 22(3–4), 87–101.

  Share, J., & Mamikonyan, T. (2020). Preparing English Teachers with critical media literacy for the digital age. Contemporary Issues in Technology and Teacher Education (CITE Journal), 20(1). https://citejournal.org/volume-20/issue-1-20/english-language-arts/preparing-english-teachers-with-critical-media-literacy-for-the-digital-age 

  Ye Wang, & Xingang Zhang. (2018). Teaching innovation methods for literature majors based on higher education informatization. Educational Sciences: Theory & Practice, 18(6), 3052–3058.

  Zucker, L., & Hicks, T. (2019). 23 months x 22 scholars: Collaboration, negotiation, and the revision of a position statement on technology in English language arts. Contemporary Issues in Technology and Teacher Education (CITE Journal), 19(3).

  
  

LEARNING ACTIVITIES IDEA STARTERS:

• Ask students to research the same topic in two database aggregators (e.g.,MLA, JSTOR, Project MUSE), and compare the process and results. 
• Ask students select a seminal work on an English literature topic, and then identify sources that preceded and continued the conversation, analyzing the impact of the seminal work on the field. 
• Ask students to create a citation "web" using a citation analysis database, and conduct a content analysis of the linked authors by affiliation (workplace, academic preparation, geography, subject expertise). Do authors cite each other? Are there some authors who are outliers in the web? How do such connections impact information generation?   Have students research the impact of digital format in scholarly publication, including Open Source initiative. 
• Ask students to keep research logs in which they note changes in particular research directions as they identify resources, read, and incorporate new learning for a topic in English literature.
•  Ask students to compare book reviews from different sources for the same title. 
• Ask students to research the history of technology as it impacts literature (e.g., access to documents, writing, publishing). 
• Ask students to create a concept map about one piece of literature. 
• Ask students to create a digital story about one piece of literature. 
• Ask students to create an infographic about an aspect of English literature. 
• Ask students to create a graphic novel about one critical incident of an English literature author. 
• Ask students to produce a virtual museum about the times of a piece of literature (e.g., Canterbury Tales).
•  Ask students to critique and compare literature and the movie based on it. Ask students to create a timeline for a literary genre. 
• Ask students to create a timeline about literary criticism schools of thought or methodologies. 
• Ask students to research the creation, manufacturing, marketing, dissemination, and sales of a piece of writing. 
• Ask them to make a flowchart of that process. 
• Ask students to research the total cost of a publication, from growing the fiber (e.g., tree) to its processing, including all manufacturing/production costs, marketing and sales. 
• Ask students to research intellectual property law as it applies to publishing. 
• Ask students to interview personnel in different jobs within the publishing industry. Give students a two-part assignment: one having them trace the development of scholarship on a particular topic using the traditional “information cycle” model with the “invisible college” and print publication outlets; then have them expand/refine that model by tracing changes based on social media forums, or online communities.