Dyad 48

Alexandra Loewen | Teaching Product

Marta M. Mejía Castañer | Teaching Product

This is my first time in the Summer Institute. I live in Puerto Rico. I wanted to do this for a long time, but this time because it is virtual, I am able to make it. I love digital literacy and media literacy, but I love more what can be taught with it. I have done free style art workshops for children during the summers and I can’t express the joy that is.

Some of my experience is in the banking industry in treasury, in government, in the Education, Science and Cultural Commission. Also, with National Archives and metadata projects. Studied psychology. Also, independent studies in plastic art, creative writing, photography, public communication, and now I am a Master’s in Librarianship candidate for August 2020. Love everything that promotes education, communication and creativity.

Alexandra Loewen: I am currently making a career change into academic librarianship. My first career was in business. Having just graduated with a Master of Library and Information Science degree this spring, I am now looking for a position as an academic librarian. I am hoping to eventually work as a business librarian, combining my two careers!

At one time I worked as a brand manager for a consumer packaged goods company, with responsibility for the marketing of particular brands to consumers. I learned a great deal about how advertising and marketing work, and how companies conduct consumer research (and what they do with that research!). This experience sparked my enduring, deep interest in all things media and news literacy. I hope to share my knowledge and passion by teaching this subject in the future.

WHO WE ARE:

(Teacher-Librarians | Higher Education)

OUR PARTNERSHIP: Our partnership this week was a creative, collaborative, and iterative process. We started with the topic of "fake news" and then did some brainstorming on what we might do for our project. Marta created some diagrams to help guide our thinking and discussion, which are included below. We decided to each create our own video, with some similar design elements. Our videos are lessons on fake news.

Our Learning Contexts: Media and Digital Literacy

Provide a brief description of the context in which you work and your learners to help readers better understand the unique work that evolves from your collaboration.

(Draft: Partner 1 : Adult Learners, Community Children and Higher Education.

PARTNER 1 : Marta M. Mejía Castañer

CONTEXT : Media and Digital Literacy

LEARNERS: Children, Adults and Higher Education

PARTNER 2 : Alexandra Loewen

CONTEXT: Media and Digital Literacy

LEARNERS: Undergraduates

Inquiry Question:

THE PURPOSE OF OUR INQUIRY: Briefly explain the focus of your Design Studio work. Depending on the type of partnership, you might have more than one purpose or inquiry question that guides your work. Creatively adapt this section to reflect the process and products of your collaborative work.

LESSON SUMMARY: Write a 1 - 2 sentence overview of your planned learning experience, including both anytime and real-time elements. (Draft: Who are the creators of fake news?)

TEACHING GOALS: What anytime and/or real-time digital teaching practices will you aim to accomplish in this lesson/project/work?

LEARNING OUTCOMES: What will learners be expected to know, understand, and be able to do during and after they engage with the sequence of tasks in this lesson/project/work?

TEXTS/TOOLS/TECHNOLOGIES AND RATIONALE: Identify the digital texts, tools and/or technologies that will be used in this lesson. Explain why you have selected these digital resources for this lesson.

Design Studio Project Planning Guide(s):

This Inquiry Plan Template documents our planning and learning this week.

[You may decide to outline key elements of your work below, or you can simply delete the next text box and point readers directly to your inquiry plan. Once your homeroom leader knows how you will work with your partner, they can help create separate inquiry plan templates for each person if needed.]

PARTNER 1

INSPIRE (Anytime): We discussed ideas together

ENGAGE (Anytime): We connected to exchange information

CONNECT (Real-time): We worked during Real-Time

CREATE (Anytime/Real-Time): WE worked the pro

PARTNER 2

INSPIRE (Anytime):

ENGAGE (Anytime):

CONNECT (Real-time):

CREATE (Anytime/Real-Time):

Digital Product 1:

I wanted to make a quick fun but retainable lesson about Fake News.

SEE THE VIDEO IN THE LINK BELOW

Anytime Teaching Artifact: https://spark.adobe.com/video/WtkaIcsJMLmLA

Draft: An anytime video lesson to get to know more about fake news.

Do we need to know?A story told with Adobe Spark Video.

Digital Product 2:

In 1-2 sentences, describe the sample LEARNING artifact(s) that you created this week and explain how it will be used in the lesson/project...

Learning Artifact: https://spark.adobe.com/video/AqmUkhb2UDQjb

GREAT JOB ALEXANDRA! -Marta

Our Overview Reflection Video:

Toward the end of the week, you'll insert a video here that introduces your work (and your compelling inquiry question) to others and summarizes your collaborative reflection of your learning this week. On Friday, you can move this section toward the beginning of your dyad page.

Thank you Alexandra for being such a great partner. We had a great time. It was great we were both West hard workers. Hope your new endeavor venue brings you lots of success .

This has been a wonderful, enriching week of learning and sharing. Thank you, Marta, for your partnership and friendship!

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