UGA : COE : EPIT : SLM : MAF : 6340 : Assignments : IME

 

Don't be limited by the "instructional materials" label.  Most items found in school libraries are good targets for this Exhibition, because most well-designed materials for children and youth can be put to an instructional use. We hope to see both low-tech and high-tech Exhibits. Examples of instructional material formats include picture books, DVDs, young adult fiction, intermediate fiction, hi-lo materials, ESOL materials, easy nonfiction, nonfiction, biography, story collections, paperbacks, big books, video, sound recordings, maps and globes, electronic fiction on CDs, games, math manipulatives, science equipment, professional books, periodicals for students, teacher’s periodicals, Web resources, instructional computer programs, posters, pictures, and many more. Some of these "formats" are really genres, and some can be further subdivided.  We will not explore antiquated formats.

While we want a variety of formats represented, do not hesitate to choose a type of print material as your topic. Books come in many different genres, and we need to thoroughly understand these.

Task
Choose an instructional materials format (or type or genre of material).  It should be a type, not a specific item, brand name, or website.  Register your choice by filling in an online form (see below).  Prepare a live exhibit for our class about this format that covers the points in the rubric below. Simultaneously, create parallel materials online for permanent access. 

A key part of this instructional experience must be the opportunity for classmates to examine some items through the appropriate senses.  For example, an audiofile must be heard, a book must be handled, and software must be demonstrated via a computer.

Your exhibit should take no more room than one of our class tables, but may take less.  You are free to use a tri-fold board, poster, computer (alone or in combination), or any other media or material to compose your exhibit, as long as the space limitation is met.  You can put things on top of it, in front of it, behind it, hang things from it, etc. You may certainly bring technology as part of your exhibit. Our classroom equipment is available on a first-come, first-served basis

On the scheduled day, we will set aside time to explore the Exhibits.  Picture a Conference Exhibit Hall, in which scores of representatives display their materials and speak one-on-one with interested conference attendees.  Create an exhibit that will be self-explanatory, hands-on if possible, appealing, and present an adequate opportunity for viewers to get a good idea of what this material is like.  Create a (1-page or less) handout or some other tangible take-home item that covers the major points.  Paper copies of the handout are optional - but be sure to include this handout in your submitted materials.

You will have an opportunity to view other Exhibits as well.   A major goal of this assignment has always been for all class members to benefit from a compilation of these exhibits.  If you collect the materials, you will have a head start when it is your turn to research and order these items.

Keep in mind that the primary motivation for this task is to provide resources for your classmates to use. Therefore, consider spending more time (or at least as much) on the handout as you do the display - or at least equivalent time. It should be possible to duplicate items between the exhibit itself and the online materials.

If a classmate choose a topic of very broad scope, and you have your heart set on the same topic (format), approach that classmate and discuss a subdivision of the broad topic.

Elements
See rubric below for context:

• Definition or description: In some cases obvious, in others not -- make sure to tell us what your format is, and what it's like, as if you are describing it to someone who has never seen one before. 
  
• Selection criteria: the Bishop text presents general criteria along with specific format criteria.  For example, quality of binding is an important criterion for books, while length is an important consideration for videos or DVDs. List specific criteria for your chosen format.
  
• Sources or vendors: provide a starting list of suppliers for your format.
• Useful tips: these are little "tricks" that users need to know.  For example, a simple tip for DVDs is that the optional captioning is helpful for ESOL speakers or audio-impaired learners.
  
• Personal recommendations:  After you have studied this format, you will form some recommendations for the rest of us. For example, you may learn from talking to media specialists that a particular publishing house produces reliably high-quality non-fiction books.  These recommendations can be personal opinions.
  
• Instructional uses:  Any material bought for a media center must somehow tie to instruction (remembering that reading for pleasure is easily supported by many curricular objectives).  Once an item is on hand, how might a teacher use it? For example, YA fiction books or videos and DVDs can be used to start teens talking about important issues within the context of a particular class.
• Make sure to cite your sources, using inline citations.
• Finally, provide sort of auto-feedback or comment avenue. All class members will leave comments for some exhibits.  Set up a way to do this (sticky notes; suggestion box; etc.)