Annotating off the leash

For the final annotation that I was required to do for my course this semester, we were asked to reflect on HOW we chose our topic.

For me, my topic on MOOCs came from some reflection on some course materials assigned this week, plus trends I’ve noticed in the last few years. I’ve heard some talk about MOOCs “threatening universities’ hold on higher education,” although it seems like most everyone agrees on that one that universities aren’t going anywhere. After I watched the Jesse Stommel video/cruised his website on hybrid pedagogy, I got thinking about MOOCs a little more and got curious on what is being said about MOOCs in K-12.

I had a couple other ideas, like “playful learning” and teaching coding (even for kids), but I landed on MOOCs because I thought it was most related to Information Literacy and could complement what we’ve already talked about. Not necessarily a lack, but an extension!

I liked the freedom of sharing articles of our choice (mostly because I LOVE sharing articles–this is my primary use of Twitter, after all), but to be honest, the process of writing annotations doesn’t feel especially useful to me anymore. Four out of the five of the library science courses I’ve taken have included a significant annotation requirement. Obviously, annotations are a VITAL skill for librarians-in-training, but I feel like I get the point. (It’s sort of like being asked to do group project after group project–I get it, we’ll have to collaborate in the real world. But actually, I’m already not bad at it in the real world.) It’s just getting a little old–not that my fatigue with these exercises will prevent me from busting it the next time I’m assigned one. I always do.

I think searching for annotations is good for your information literacy skills, but also your reference/online search skills. With both of those areas, the main way to improve anyway is with practice!

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