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Beyond the Basics: Differentiation Strategies for Online Information Literacy Instruction
Beyond the Basics: Differentiation Strategies for Online Information Literacy Instruction
Beyond the Basics: Differentiation Strategies for Online Information Literacy Instruction
Beyond the Basics: Differentiation Strategies for Online Information Literacy Instruction
Beyond the Basics: Differentiation Strategies for Online Information Literacy Instruction
Beyond the Basics: Differentiation Strategies for Online Information Literacy Instruction
Beyond the Basics: Differentiation Strategies for Online Information Literacy Instruction
Beyond the Basics: Differentiation Strategies for Online Information Literacy Instruction
Beyond the Basics: Differentiation Strategies for Online Information Literacy Instruction
Beyond the Basics: Differentiation Strategies for Online Information Literacy Instruction
Beyond the Basics: Differentiation Strategies for Online Information Literacy Instruction
Beyond the Basics: Differentiation Strategies for Online Information Literacy Instruction
Beyond the Basics: Differentiation Strategies for Online Information Literacy Instruction
Beyond the Basics: Differentiation Strategies for Online Information Literacy Instruction
Beyond the Basics: Differentiation Strategies for Online Information Literacy Instruction
Beyond the Basics: Differentiation Strategies for Online Information Literacy Instruction
Beyond the Basics: Differentiation Strategies for Online Information Literacy Instruction
Beyond the Basics: Differentiation Strategies for Online Information Literacy Instruction
Beyond the Basics: Differentiation Strategies for Online Information Literacy Instruction
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Beyond the Basics: Differentiation Strategies for Online Information Literacy Instruction

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  • 1. Beyond the Basics: Differentiation Strategies to Enhance Online Information Literacy Instruction BrandonWest, M.Ed., M.L.S. Online Instruction/Instructional Design Librarian Penfield Library, SUNY Oswego June 29, 2014 ALA/LIRT Conference Program
  • 2. Differentiation • Bloom’s Taxonomy “Bloom’s New Taxonomy.”(2013). Maine Dept. of Education. www.maine.gov
  • 3. Differentiation • Learning Styles / Multiple intelligences (Gregory & Chapman, 2007) • Differentiation is an approach to instruction that incorporates a variety of strategies to address: • What students need to learn (Content) • How students learn about a topic (Process) • How students demonstrate what they learn (Product) (De Jesus, 2012)
  • 4. My Online Teaching Journey • Last fall, I taught information literacy online for the first time as an embedded librarian. • EDU 516: Research Methods in Education • Teaching faculty:“My students need to use the library to find research articles.”
  • 5. Content  Process  Product Content = What the students need to learn. • The students in EDU 516 need to learn how to use ERIC for their education research to locate 6 to 8 research articles and 1 dissertation or thesis. • This information would be used by students to craft a literature review.
  • 6. Content  Process  Product Then… • I posted an ERIC web tutorial available on Penfield Library’s website in Angel, our learning management system.
  • 7. Content  Process  Product Web tutorial Video tutorials Quick Guide Document • Now…
  • 8. Content  Process  Product • Podcasts • Wikis • Blogs • PDFs • Articles • Videos • Tutorials • Screencasts • LibGuides • Slideshows Provide students with content choices. Select options that appeal to a variety of learning styles and ability levels. Provide students with optional links/materials to allow them to delve more deeply into topics.
  • 9. Content  Process  Product Process = How students will learn the content. Then…. • The students would complete the tutorial, then search for articles. I also hosted a discussion board to answer questions.
  • 10. Content  Process  Product Now… • Students complete a tutorial of their choosing. • Students independently develop a search strategy; they can post their questions to the discussion board as questions arise. • Small groups of 2 or 3 students review each other’s strategies.
  • 11. Content  Process  Product Consider the structure of learning activities and the types of interactions students will have with their peers, the content, and the librarian. • Asynchronous vs. Synchronous activities/interactions (Mackey & Jacobson, 2011) • Provide tiered activities: beginner, intermediate, advanced (Cash, 2011) • Incorporate opportunities for individual and small group work into activities
  • 12. Content  Process  Product Product = How students demonstrate what they have learned. Then… The professor had a “Library Visit” assignment that asked them to submit a list of their 6 to 8 articles and 1 dissertation or thesis.
  • 13. Content  Process  Product Now… The students need to: • Provide APA citations for their selected resources • Evaluate how the sources benefit their action research project • Analyze themes in found the literature • Options for assignment: Write an annotated bibliography OR Create a presentation
  • 14. Content  Process  Product Assignment Criteria 0-4 pts– Few requirements met 5-9 pts– Most requirements met 10 pts– All requirements met 6 to 8 articles provided in APA format Less than 6 to 8 articles; more than 5 APA citation errors 6 to 8 articles, but more than 4 APA citation errors. 6 to 8 articles; 2 or less errors in APA format. 1 dissertation or thesis provided in APA format No dissertation or thesis provided At least 1 dissertation; less than 2 errors in APA citations. At least 1 dissertation or thesis, 1 or less errors in APA format. Explanation of why article/dissertation will benefit your research. No explanations provided Explanations are provided for ½ of resources Explanations are provided for ALL resources. Provide 4 themes that seem to run throughout the literature. No themes in literature are discussed Only 3 or fewer themes are discussed 4 or more themes are discussed
  • 15. Content  Process  Product Examples of possible products in online courses: • Discussions • Annotated bibliography • Present synchronously • Contribute to wikis • Develop a multimedia object using web tools • Blog/Journal entries These products help the librarian assess student understanding.
  • 16. Considerations •Time • Start small & incorporate differentiated instruction elements over time. •Accessibility – Section 508 •Student learning profiles • Self assessments
  • 17. @bwestlibrarian brandon.west@oswego.edu Presentation available at: www.slideshare.net/bwest2
  • 18. Interesting Reads & Other Sources Akdemir, O., & Koszalka,T. A. (2008). Investigating the relationships among instructional strategies and learning styles in online environments. Computers & Education, 50(4),1451-1461. doi: 10.1016/j.compedu.2007.01.004. Cercone, K. (2008). Characteristics of adult learners with implications for online learning design, AACE Journal, 16(2), 137- 159. • Carol Tomlinson – An expert in Educational Differentiation • Consult teaching literature available in Curriculum Material Libraries
  • 19. References Cash, R. (2011). Advancing differentiation:Thinking and learning for the 21st century. Minneapolis, MN: Free Spirit Publishing, Inc. De Jesus, O. (2012). Differentiated instruction: Can differentiated instruction provide success for all learners?. National Teacher Education Journal, 5(3), 5-11. Gregory, G., & Chapman, C. (2007). Differentiated instructional strategies: One size doesn’t fit all. London, UK: Corwin Press. Mackey,T. P., & Jacobson,T. E. (Eds.). (2011). Teaching information literacy online. NewYork, NY: Neal-Schuman Publishers.

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