1 Lesson Plan
Lesson Plan
Learners: Adults (graduate students, librarians)
Duration and Format: This lesson is designed to be completed within 90 minutes, or can be adapted for an online module.
Summary
Learning Objectives
- Define traditional knowledge.
- Identify the motivations for knowledge protection and how they might differ between stakeholders.
- Apply professional ethical principles to the practice of digitizing traditional knowledge.
Resources
The following resources can be delivered in advance to prepare for the lesson, shown during the lesson or provided for further reading after the lesson.
Resources used in this lesson:
- Digitizing Traditional Knowledge Presentation
- Authentic case study
- Community Considerations Scorecard
Readings/Videos:
Anderson, J. (2010). Indigenous/traditional knowledge and intellectual property. Center for the Study of the Public Domain. https://web.law.duke.edu/cspd/itkpaper/
Capurro, R. (2008). Intercultural information ethics. In Kenneth E. Himma & Herman T. Tavani (eds.): The Handbook of Information and Computer Ethics. New Jersey: Wiley, 2008, 639-665.
Ezeanya-Esiobu, C. (2017). How Africa can use its traditional knowledge to make progress. Ted Talks. https://www.ted.com/talks/chika_ezeanya_esiobu_how_africa_can_use_its_traditional_knowledge_to_make_progress
Prior Knowledge
Students will not need to have any prior knowledge before completing this lesson, however an interest in digital libraries, repositories, or organizing information is recommended. This resource is introductory.
| Agenda | Description | Adaptations for Different Learning Environments |
| Identify Prior Knowledge | Students will assess their own prior knowledge by answering this question:
What is traditional knowledge as you understand it now? Provide one example of TK from your own community. Follow up question: Of the examples provided, can they be digitized? If so, how? |
For an online environment, these questions can be delivered in a Google Jamboard, discussion board or Google doc. In person, this can happen as a whole-class discussion. |
| 1. Direct Instruction | Deliver a presentation which describes: 1.) a definition of TK, 2.) why traditional knowledge might be preserved, 3.) ethical considerations for digitizing traditional knowledge, and 4.) examples of digital traditional knowledge collections. | This presentation can be delivered live in person, in a webinar or recorded for a virtual format. |
| 2. Guided Practice | Using the examples of preservation from direct instruction (last 2 slides), the instructor will guide the audience through an example to identify applications (or lack of) policy and ethical consideration. | For an online environment, an example can be presented, and discussed in a discussion board, or presented as a think-aloud by the instructor. In person, this can be a live, interactive session. |
| 3. Independent Practice | Independently, students will examine an authentic case study. Using the community considerations scorecard, students will review the case, and identify ethical considerations and improvements. | The framework is in Google docs and can be printed or completed online. Students can work individually or in groups with those assigned to the same case. Time should be allowed to review the case, and students should be encouraged to highlight and make notations. |
| Closing, Sharing, Reflection | Students will share their findings from the case studies. Instructors should ask students to consider why choices might have been made and where improvements could be made. |
Assessment
Students will complete a scorecard based on a case study. Scorecards can be reviewed by the instructor to gauge understanding of different takeaways from the content. An exit ticket can also be implemented to ask students to document their takeaways from the session.
