Information Literacy was a challenging class for me. It took about six weeks before the readings, lectures, and concepts began to solidify. The group assignment for Info Lit was a great way to bring all the threads together at the end of the semester. I worked with Uti and Alisa to deliver an "educational event" (supposedly for young adults, at a public library) that would help the attendees learn the basics of gluten-free cooking.
We chose our topic because we had noticed an increasing number of people are coeliac, yet the ins and outs of cooking for someone with a gluten intolerance are not well-known. Presenting the basics of gluten-free cooking - selecting ingredients, choosing a recipe, and following a recipe - fit nicely into several aspects of information literacy.
From the report:
"Active learning strategies were guided by the theoretical framework made up of selected frames of information literacy (C. Bruce, 2008) and the GeST windows (M. Lupton, 2008), as well as faces of informed learning appropriate to the context and the content delivered. Faces of informed learning that were identified as relevant to the educational event included the sourcing of information (second face); processing of information (third face), and the wisdom, or seventh face."
As part of our "team effort" presentation, Alisa, Uti and I taught the class through a brief lecture, an activity, and a cooking demonstration. I had some help from Andrew (orange shirt) and Andre (green shirt) as I put together a gluten-free dish, Almond Asparagus Quinoa.
Following our presentation, several people told me they felt confident they could make the dish themselves, even those who hadn't eaten quinoa before that night. To me, this indicates that our information literacy session was a success. Additional feedback was very positive, and our audience was impressed by how much we were able to fit into our 30-minute teaching session.
The educational event was held on May 25, 2012.
