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NFORMATON LTERACY Taking the ‘I’ out of Instruction Erin Davis, Joe Eshleman, Suzanne Hinnefeld, Tiffany McGregor, Julie Zamostny Learning Objectives • Identify 4 non-traditional methods of teaching in order to improve your instruction toolbox • List 3 characteristics of traditional and nontraditional teaching methods in order to explain their similarities and differences #loextakethei Groovin’ at a library open house Suzanne Hinnefeld - Goshen College Students who have had a positive introduction to libraries report higher use throughout their four years. (Kelly, 2002) Before… After… Groove-in learning outcomes • Students will identify librarians as helpful and friendly. • Students will be familiar with library building locations and service points. Learning outcomes, cont. • Students will know the purpose and extent of the reference collection. • Students will be able to identify items in the catalog and locate them on the shelf Planning a large scale open house Involve teaching faculty, library faculty and staff in the planning. Start early Define student learning objectives Gifts, limericks, schedules Dress rehearsal, adjustments Assessment of students’ learning • Students’ guides were stamped when they completed a learning objective. • Guides were collected and turned into colloquium professors for a grade. Evaluation of the Groove-in • Survey Monkey distributed to all first year students • 20% return rate I loved the groove in!!! It was quite an adventure! Thank you for making the orientation interesting. I’ll take information literacy for 500 Joe Eshleman Johnson & Wales University - Charlotte Using role-playing to engage ESL students Julie Zamostny Western Maryland Regional Library System Role-Playing © Original Artist www.cartoonstock.com 我愛學會 amo imparare Ik houd van te leren ich liebe zu erlernen αγαπώ να μάθω j'aime apprendre я люблю выучить Step 1: Match learning outcomes with methods Step 2: Planning a Role-Play Involve the class in the plan Mini-embedded librarian Assess group cohesion Increase familiarity Demonstrate rapport Step 3: Choosing the content Step 4: Results & Implementation Step 5: Evaluation and Assessment •Mini-embedded librarian •Instruction lab •Timely and relevant scenario •Might not work with large classes •Student worker involvement •Difficult to practice beforehand •Length of the class •Costuming/atmosphere building •Support of the professor •Support of the students •Skills into real-life context Talk amongst yourselves: Problem-based learning with groups Erin Davis – Utah State University Tiffany McGregor – Neumann University Problem based learning [PBL] is an educational method that uses problems as the starting point for student learning. (Bligh, 1995) SUBJECT: First-Year English Composition USU’s Merrill-Cazier Library Greater instructor buy-in Student engagement with genuine learning Improving IL program USU Learning Outcomes Create research plan Focus topic Locate sources Support claims & evidence Should fast food restaurants be held accountable for contributing to obesity in America? Like majors/ interests Problemsolving groups Guiding questions Corresponding LibGuide Teach Peers Own & Solve Problem Students Prefer real world themes Work well in groups Millennial Students NU Results of 2008 Revision IL Content increased Library Staff PR Reference sessions way up, understanding seemingly down. Learning Environment PBL Less talk, more action Studentcentered Little or no familiarity with resources Little or no research experience PBL Modifications Discovery & Explanation Idea & Example Generation Research Plan Activity Revisions • Lecture, Slides, Canned Examples • Brief Explanation, Student Suggestions Topic Brainstorming Keywords • Lecture, Slides, Canned Examples • Brief Explanation, Student Suggestions, Librarian Facilitated • Venn Diagram • Candy Database Exercise Boolean Operators 1.0 2.0 Children Human trafficking Asia Additional Elements Hands-on Paired Brainstorming Studentcentered Multi-layer Context Authentic Instructors “(A)ctually doing them, hands-on was great.” “The most helpful information I was given this semester was the database information…it really helped me with a few papers. Not just with my English papers.” “The hands-on experience!” References Bligh, J. (1995). Problem based, small group learning. BMJ, 311, 342-343. Kelly, M. (2002). Making the grade. Chicago: ALA. Contact Us Erin Davis Email her: [email protected] @erin_dini Tiffany McGregor Email her: [email protected] @ TiffanyMcGregor Julie Zamostny Email her: [email protected] @jzamostny Joe Eshleman Email him: [email protected] @joeeshleman Suzanne Hinnefeld Suzanne Hinnefeld Email her:her: [email protected] Email @ @shinnefeld Friend us on Facebook! How many • • • • A. 12 B. 10 C. 8 D. 6 ?