Transcript North American Coordinating Council on Japanese Library

North American Coordinating
Council on Japanese Library
Resources
Training the Trainers
Emily Werrell and Sharon Domier
August 7-9, 2004
Information Literacy
The ability to recognize when
information is needed and to locate,
evaluate and use effectively the
needed information.
What should students be
able to do (in terms of library
research) by the time they
finish school?
From BI to Information
Literacy
Integration into the curriculum
 Shared responsibility
 Focus on concepts rather than tools
 From “sage on the stage” to “guide on
the side”
 Assess learning outcomes, not skills
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Factors influencing current
practice in library instruction
Learning theory
 New approaches to teaching writing
 Research into information-seeking
behavior
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Writing Instruction
Purpose of the research paper
clarified
 Research process no longer isolated
from the writing process
 From a generic, model research
process to a flexible, individualized
one
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Barbara Fister’s study
Research process is recursive
 Students don’t conduct research
systematically
 By concentrating on tools, we
misrepresent the nature of research
 Teach development of questions,
selection of resources, judgment
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Carol Kuhlthau’s research
Challenged “model search” approach
 Studied the Information Search
Process from the user’s perspective
 Identified gaps between systems of
information provision and the user’s
natural ISP
 Identified both cognitive and affective
aspects of the ISP consistent with
learning theory
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ACRL Standards
1. Identifying information need and
potential sources
2. *Information retrieval skills
3. Critical evaluation
4. Effective use of information
5. Ethical and legal use of information
* traditional BI
Pedagogy for an information
literacy program:
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supports diverse approaches to teaching;
incorporates appropriate information
technology;
includes active and collaborative activities;
encompasses critical thinking and reflection;
responds to multiple learning styles;
supports student-centered learning;
builds on students’ existing knowledge; and
links information literacy to ongoing
coursework
Roundtable
Describe the library instruction
program at your institution
 Describe the resources that are
available to you as a teaching librarian
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Today’s agenda:
Learning Theory
 Teaching Methods
 Teaching as Performance
 LUNCH!
 Lesson Planning
 Assessment
 Practice sessions
 Dinner
 Individual consultations with instructors
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Learning Theory
Learning Theory
Behaviorism
 Cognitive psychology
 Humanist psychology
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Behaviorism
Focus on observable behavior
 Stimulus/response
 External rewards/reinforcement
 Discrete learning tasks
 Active learning
 Emphasis on individual differences
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Cognitive psychology
Focus on how people perceive,
organize, and interact with elements
in their environment.
 Response to patterns and
relationships, not learning by trial and
error
 Knowledge is constructed in the
learner’s mind, not “obtained”
 Discovery learning important
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Humanist Psychology
Focus on affective aspects of learning
 Intrinsic motivation
 Emotional needs must be met
 Material must have personal meaning
or relevance
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Theory to practice
How might some of these learning
theories be represented in your own
presentation tomorrow?
Teaching methods
Teaching Methods
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Lecture and demonstration
Emphasis on transmission of
information
 Attention decreases with length
 Poor retention
 Doesn’t work well for problem-solving
 Addresses limited # of learning styles
 Misrepresents complex tasks
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Teaching Methods
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Active learning
Students learn and retain more
 Opportunity to learn in multiple ways
 Activity breaks monotony of session
 Provides realistic practice
 Increases student responsibility for
learning
 Requires instructor to give up some
control
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Learning activities
Hands-on practice
 Involving students in demonstrations
 Asking questions
 Brainstorming
 Group work/Discussion
 Peer teaching
 Writing
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Taking the plunge
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You may be COVERING less, but you
are TEACHING more.
Need-to-know vs. nice-to-know
Create an activity to reinforce each
important concept
Try the activity yourself before using it
Manage risk and unpredictability
You will improve with practice!
Let’s take a break!
Teaching as Performance
Teaching as Performance
Preparation
 Getting their attention
 Body language and expression
 Voice
 Language
 Asking and answering questions
 Finale
 Don’t panic!
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Lunch
in the West Electronic Classroom
Lesson Planning
Lesson Planning
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Setting goals and objectives
What’s the difference?
 Incorporate IL standards or the SAILS
Skill Sets as appropriate
 Get faculty input
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Lesson planning
Content
 Teaching methods
 Student participation
 Evaluation
 Materials
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Assessment
Assessment
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Some definitions:
Formative assessment
 Summative assessment
 Evaluation
 Quantitative and qualitative
 Classroom assessment techniques
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Assessing Student Learning
Decide what you are trying to teach
 Decide how learners can exhibit what
they’ve learned
 Give them the opportunity to do so
 Evaluate the results
 Report your findings
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Assessment of teaching
Classroom activities
 On-the-spot classroom assessment
 Faculty feedback
 Surveys
 Videotaping
 Teaching portfolios
 Peer coaching
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Break time!
Today’s agenda:
Paired presentations and feedback
 Lunch
 Japanese-specific techniques
 Program development and promotion;
working with faculty
 Wrap-up and evaluation
 Trial access to Japanese resources
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Program Development
Program Development
 Delivery
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methods
Presentation slide shows
Usage guides
Pathfinders
Tutorials
Research consultations
Course-integrated sessions
Formal courses
Discussion boards
Working with Faculty
Cultivate relationships
 Establish visibility
 Learn about the program and
curriculum
 Build on small successes
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Curriculum integration
Campus-wide programs
 Curriculum mapping
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Wrap-up