Thursday, March 3rd, 11:00am
Taking the Lead: approaches and justification for librarian designed copyright curricula
This presentation will focus on approaches to music copyright education.
Tammy Ravas will share her experiences developing and teaching a fully online course, Who Owns Culture: An Introduction to Copyright. The course is open to all undergraduates, introduces students to practices of borrowing in music and other creative expressions, as well as related legal cases. She will share assessment strategies showing how students’ attitudes and perceptions changed over the course.
Two research-based approaches to developing copyright curricula will also be shared. DeLaurenti will share results from a phenomenological study designed to understand undergraduate students’ beliefs and perceptions related to music copyright. She will demonstrate how phenomenology serves as an ideal framework to understand undergraduate students’ experiences and how it can be used to inform a co-developed curriculum between librarians and students.
Folk-Farber will present her qualitative research with graduate music students. Informed by prior research with professional musicians, she will share the findings of new focus group research with master- and doctoral-level performance majors. Her presentation will demonstrate how she is using these findings to develop a customized instructional module on Fair Use as part of the UCSB scholarly communications outreach program.
- Tammy Ravas, University of Montana
- Kathleen DeLaurenti, College of William and Mary
- Kyra Folk-Farber, University of California, Santa Barbara
Teaching Performance Based-Research Skills: student reflections and experiences
I will discuss a program in which I provided instrument-specific research instruction to students during their weekly studio repertoire class time. Students attended one library session over the academic year, based upon their instrument and year of study (1st years, 2nd years, etc.); class content varied accordingly. I initiated the project in an attempt to come up with an alternative to the annual one-shot library class, which was relevant only to the newest students.
Over the course of the year, I met with 165 music majors in small groups to provide hands-on library instruction. Student responses were gathered at the end of each session via a One-Minute Paper; with this, they were able to reflect on their immediate experience, and I had the opportunity to respond to their questions. At the end of the year, students were invited to complete a more detailed survey, asking about which resources/skills they had used since their library session, as well as their perception of the session’s value.
I will review the initial year-long program, as well as the changes made for its second year (the current 2015-2016 academic year). This will include a discussion of content, student reflection and responses, variances in faculty support and participation, and the challenges for the future.
- Kristina Shanton, Ithaca College
- Live Streaming?