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2012 Information Literacy Summit Presentation

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Julie Arensdorf Greenberg, Instruction Services Librarian at Loras College …

Julie Arensdorf Greenberg, Instruction Services Librarian at Loras College
Bridging the Design: Moving from IL Standards to Skills through Tiered Instruction at Loras College
Presented at the Information Literacy Summit 2012 at Illinois State University and Moraine Valley Community College

Published in Education
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  • Designated Library instruction classroom, but students bring their own laptops
  • IL is one of five life-long learning skills addressed throughout the Loras curriculum.
  • What this means for library instruction, is that we get to see all first-year students in both the Modes of Inquiry and College Writing classes, since instructors in both courses are required to bring their classes into the Library at least once each semester.
  • Had students read questions aloud. Forced us to ask known-answer questions. Lots of demos with minimal student participation. If we demo more than one resource, we lose student interest and they don’t retain anything.
  • The existing program discussed higher-order IL concepts, such as the scholarly communication process, and taught isolated skills, such as truncation. However, the concepts covered during the library instruction sessions were often taught outside of the context of the course or assignment, taught discrete skills without demonstrating how to apply or transfer them.Students left not knowing how to search for articles, find books in the stacks, or even the difference between the catalog and article databases.Handouts were text-heavy—found students reading aloud; distressed if we varied from the handout, but without clear expectations for the trajectory/outcomes of the lesson.
  • What is the VALUE rubric:
  • Why we only mapped to ACRL standards
  • Why we only mapped to ACRL standards
  • Discuss breakdown of skills in their course as well as other courses, how scheduling sessions will differ, communicating need for students to have a topic chosen before session. Emphazing how students will benefit and how we incorporated their feedback into our new design.

Transcript

  • 1. BRIDGING THE DESIGN:MOVING FROM IL STANDARDS TO SKILLS THROUGH TIERED INSTRUCTION AT LORAS COLLEGE Julie Arensdorf Greenberg, MAT MSLS Instruction Services Librarian
  • 2. W HAT IS THE MOST CHALLENGING ASPECT OF INFORMATION LITERACY INSTRUCTION?T H E O RY P RACTICE
  • 3. W HAT IS THE MOST CHALLENGING ASPECT OF INFORMATION LITERACY INSTRUCTION?T H E O RY P RACTICE
  • 4. P ROCESS W HAT WORKED ( FOR US) CHALLENGES NEXT STEPS
  • 5. LORAS COLLEGE4-year, Catholic, liberal arts college founded in 18391,483 Full-time studentsLaptop campus
  • 6. L O R A S L I B R A RYThird-largest private collection in IowaDesignated library instruction spaceFour librarians
  • 7. ILATLORAS
  • 8. ILATLORAS
  • 9. E XISTING P ROGRAMT H E O RY P RACTICE
  • 10. E XISTING P ROGRAMFive (of nine) questions devoted to Canned exercises teachingthe difference between scholarly Boolean operators and truncationand popular sources and thescholarly communication processT H E O RY P RACTICE
  • 11. E XISTING P ROGRAMT H E O RY P RACTICE
  • 12. E XISTING P ROGRAMT H E O RY P RACTICE
  • 13. E XISTING P ROGRAMT H E O RY P RACTICE
  • 14. ADDIE DESIGN I MPLEMENTATIONA NALYSIS DEVELOPMENT E VA L UAT I O N
  • 15. ASSESS DEVELOP MEASURE OBJECTIVES DELIVER BLAAM BLENDED LIBRARIAN ADAPTED ADDIE MODEL
  • 16. ADDIE DESIGN I MPLEMENTATIONA NALYSIS DEVELOPMENT E VA L UAT I O N ASSESS DEVELOP MEASURE OBJECTIVES DELIVER BLAAM BLENDED LIBRARIAN ADAPTED ADDIE MODEL
  • 17. S TANDARDS O BJECTIVES LESSONS/ IMPLEMENT ASSESS /SKILLS ACTIVITIES DESIGN I MPLEMENTATION A NALYSIS DEVELOPMENT E VA L UAT I O N ASSESS DEVELOP MEASURE OBJECTIVES DELIVER
  • 18. S TA N DA R D S History of program, curriculum at Loras Met with stakeholders, librarians Reviewed literature, existing rubrics
  • 19. S TA N DA R D S History of program, curriculum at Loras Met with stakeholders, librarians Reviewed literature, existing rubrics
  • 20. S TA N DA R D S
  • 21. OBJECTIVES / SKILLS Worked from rubrics Brainstormed skills Mapped skills to standards
  • 22. OBJECTIVES / SKILLS UL MOI CWTUTORIAL
  • 23. LESSONS / ACTIVITIES Course goals (from standards) Specific objectives (from brainstormed skills) Brainstorm activities
  • 24. LESSONS / ACTIVITIES Course goals (from standards) Specific objectives (from brainstormed skills) Brainstorm activities
  • 25. YOUR TURN! ACRLSTANDARD HOW WILL YOU WHAT ACTIVITY KNOW STUDENTS WOULD BESTWHAT DO YOU HAVE LEARNED SUPPORT THISWANT STUDENTS TO THIS SKILL? OBJECTIVE?BE ABLE TO DO?
  • 26. IMPLEMENT Met with First-Year Experience (FYE) Team Communicated changes to faculty (what to expect) Explicit communication of session objectives to students
  • 27. ASSESS Formative & summative assessment Post-instruction session faculty feedback surveys Future: Student feedback surveys (Poll Everywhere?)
  • 28. W HAT W ORKEDLibrarian collaborationContinuous revision/incorporation of feedbackCommunication with facultyFaculty support of changesT H E O RY P RACTICE
  • 29. CHALLENGESScheduling: Tiered model and timeFaculty buy-inDifferent styles for different folkT H E O RY P RACTICE
  • 30. NEXT STEPSHow to measure and when?Assessment: pre/post-test?Upper-level instructionT H E O RY P RACTICE
  • 31. RECOMMENDED READINGSBell, S. J., & Shank, J. D. (2007). Academic librarianship by design: A blended librarian’s guide to the tools and techniques. Chicago, IL: American Library Association.Karshmer, E., & Bryan, J. E. (2011). Building a first-year information literacy experience: Integrating best practices in education and ACRL IL Competency Standards for Higher Education. The Journal of Academic Librarianship, 37(3), 255-266.
  • 32. QUESTIONS?julie.greenberg@loras.edu