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Using Pop Culture to Teach Information Literacy

Using Pop Culture to Teach Information Literacy: Methods to Engage a New Generation by Linda D. Behen

Chapters 7, 8 & 9

This section outlines specific programs that incorporate pop culture.  She begins with assignments, games, and prizes all based on reality TV programs such as "Survivor" and "The Amazing Race" television series.  The students enjoyed the competition and did seem to be gaining information literacy skills as well.  Examples of the assignment cards are provided.  She then explains using game show formats and movies to teach as well, also providing examples and outlining her program.  The final section of the book gives practical suggestions on publicizing the programs to garner support and enthusiasm.  She gives tips on what worked in her situation.

 

Using Pop Culture to Teach Information Literacy

Using Pop Culture to Teach Information Literacy: Methods to Engage a New Generation by Linda D. Behen

Chapters 5 & 6

Now the author outlines a step-by-step approach to getting the administration and staff to buy-in to the idea of teaching information literacy using pop culture.  She insists that planning and collaboration are keys to getting more and more of the school into the habit of using information literacy models to access and use information to solve problems.  Even the best-laid plans need to be adapted and revised to stay current with the curriculum and pop culture.  By creating, initiating, presenting, modeling and improving the information literacy plan, help get the programs started.  The Behen outlines the scope and sequence of her plan, which is based on her high school's subjects.  Of course the ideas could be adapted to middle grades as well.  The information skills themselves are categorized as, publishing, technology and media, research, or a combination.  This section ends with a helpful checklist.

Using Pop Culture to Teach Information Literacy

Using Pop Culture to Teach Information Literacy: Methods to Engage a New Generation by Linda D. Behen

Chapters 3 & 4

The aim of this section is to find ways to engage students and to learn about them and from them by observing their interests and habits.  Make the library media center an inviting place.  Service should be top priority.  Try to purchase fiction titles that students request.  Weed often.  Listen to student tips for searching and pass those tips along to other students.  Chapter 4 ends with the following suggestions to engage and interest students:  coffee house, poetry slams, quote of the day, lunch chats, tea times, contests, book clubs, book making workshop, parents' night, and used book sale.  Behen says the goal is to make libraries relevant to students' lives.

Using Pop Culture to Teach Information Literacy

Using Pop Culture to Teach Information Literacy: Methods to Engage a New Generation by Linda D. Behen

Chapters 2 & 3

Because students want instant gratification, teachers and library media specialists need to help students succeed in locating information via academic databases; otherwise they will revert to Googling.  The author gives ideas on how to teach students to discern worthwhile, accurate information without wasting time, by using information literacy models like the Big6, and by completing evaluation sheets on each website they use to help them learn to discriminate.  Games and other activities are great, but only if there is a plan and structure to them, so that students go beyond information hunting and gathering and on to good critical-thinking skills.  There are several tips on locating and using appropriate pop culture like movies, music, sports, games, and reality television.

 

Using Pop Culture to Teach Information Literacy

Using Pop Culture to Teach Information Literacy: Methods to Engage a New Generation by Linda D. Behen

Introduction & Chapter 1

Behen is a school librarian in a Catholic academy in Cincinnati.  She seeks to pull students into her realm by staying informed about teen interests.  She notes that times and students continue to change, and suggests that many adults eventually succumb to newer ideas that teens embrace first.  She refuses to blame teen problems on pop culture and reminds the readers that pop culture used to be "dime novels, comic books, jazz music, tight jeans and ducktails, rock-and-roll movie, etc" at one time or another, insisting that pop culture partly defines each generation.  Behen chooses to use fads to help engage students in learning.

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