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Is245 eg 2 3 13 rev


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Guest session: Introduction to information literacy for UCLA MLIS students in IS245 course taught by Mary Maack. Download and view this slide show in NOTES view in order to see the entire content.

Guest session: Introduction to information literacy for UCLA MLIS students in IS245 course taught by Mary Maack. Download and view this slide show in NOTES view in order to see the entire content.

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  • As we proceed, I’ll try to stop from time to time to tell you why I’m using a particular technique - so you’ll l learn a little something about these teaching methods Before I get into the topics I was planning to cover, I’d like to know what you would like to talk about—I’ll try to address your interests during the session or at the end[WRITE ON FLIP CHART OR ON BOARD OR IN WORD DOC OR GOOGLE DOC]
  • Now let’s think about the phrases “bibliographic instruction” or BI & ”Information Literacy” or IL…WHEN YOU HEAR THOSE PHRASES, WHAT POPS TO MIND? [Write on flip chart or in Google Doc or on board...]Library Instruction became BI in the early 1970s and then morphed & expanded into IL in the early 1990s,defined as the ability to identify, locate, evaluate & use info effectively—later adding ETHICALLY What did we teach in the 70s & 80s? We had to teach what our physical libraries owned, but we included critical thinking, active learning & conceptsOur goal was to help people learn how to learn in any library, also the goal of IL
  • In the U.S., ACRL’s IL Competency Standards for Higher Ed provides a detailed outline of cognitive IL skills the U.K., SCONUL, the Society of College, National & University Libraries just updated their 1999 7 Pillars of Information Literacy to include attitudes & behaviors[SHOW SLIDE 17 OF SCONUL 7-PILLARS SLIDESHARE] ANYONE HEARD OF AASL? American Assoc of School Librarians—their Standards for the 21st-Century Learner include “Dispositions in Action,” their label for Affective skills: DOES AFFECTIVE MEAN? EmotionalExample: AASL Standard 1.2.7: Display persistence by continuing to pursue information to gain a broad perspective.
  • Other terms have been cropping up too...HAS ANYONE HEARD OF METALITERACY? an attempt to create an umbrella term for many different kinds of literacies (Mackey & Jacobson, Reframing IL as a Metaliteracy, C&RL 2011)TRANSLITERACY, focuses on communicating & sharing products of information researching (Wilkinson, Skills That Transfer, 2011: lately, a new phrase, DIGITAL LITERACY, which includes Computer Literacy (ALA OITP)Internationally, UNESCO is now using a combined concept, MIL or MEDIA & INFO LIT, as they do in RussiaWHAT DO ALL OF THESE HAVE IN COMMON?Improving information researching, critical thinking & the effective, ethical use of informationRegardless of where you work & who your users are...
  • Now, WIIFM... What’s in it for me?In addition to helping other people improve their IL skills, you can also use instructional skills in your own professional careers … for staff & student worker training,to present to colleagues & administrators, to city councils or community groups, at workshops, programs or conferences, in person or online, & to create instructional, publicity & promotional materialsSo the art of effective, persuasive communication using a variety of formats, is also crucial for many reasons
  • Here’s the Austin, TX Community College’s Boolean pool in SL on KnowHowIsland—you pick AND, OR or NOT and then move the pool toys to the proper spot to match the correct Boolean operator
  • There are also many professional development opportunities for librarians in VW’s—e.g., Valerie Hill’s Nov. 2012 presentation on her dissertation about librarians’ adoption of VWsI have a copy of her dissertation if anyone would like it.And I co-wrote a book chapter on librarian professional development in virtual worlds, which will be published in MarchIf you’re interested, you can find more images of SL librarian activities on one of my Pinterest Boards:
  • Ok--In a minute, we’re going to try out some active learning IL exercisesBut first, WHAT IS ACTIVE LEARNING ?Which words come to mind when you hear that phrase? Write on flip chart or in Google Doc…
  • Let’s say I want to do a paper onGENDER ISSUESIF I PLUG THOSE WORDS INTO GOOGLE, HOW MANY RESULTS WOULD I GET? Someone do the search & tell us what you get...I got 233 million WHAT IF YOU PUT QUOTES AROUND THE WORDS TO SEARCH THEM AS A PHRASE?Could you try that search & tell us how many you get? I got almost 5 millionSo, let’s focus this topic by asking some questions...Am I interested in this topic from the beginning of recorded history to the present... No...[EACH WILL DISSOLVE IN ON CLICK...]Time frame: 1995-2005Geographic Region: CaliforniaPerson/Group: African American womenEvent/Aspect: Higher education & state politics
  • Taking all of those limiters into account, here’s a possible argument or topic sentence for a research paper. Over a ten-year period in California, from 1995 to 2005, African-American women with higher education degrees had an increasing impact on state politics.IF YOU FIND TOO MUCH INFORMATION, WHAT COULD YOU DO TO FOCUS IT SOME MORE?the timeframe could be shortened, or you could compare data from one year to another.IF THERE’S TOO LITTLE INFORMATION, WHAT COULD YOU DO TO BROADEN IT?the timeframe could be broadened or you could change or drop other limiters.Ok, now I’d like you to get into 4 small groups to try this out yourselves
  • Here’s your topic: IMMIGRATIONYou have 5 minutes to come up with 2or more limiters on this topic& then a focused argument or topic sentence5 min.-- REPORT BACKIn every case, each group comes up with a different focused topicAnd for many students it’s a happy aha moment, as they realize they have tools they can use to focus even broad or vague topicsForcredit coursesI ask each student to do some homework—they need to use those limiters & submit 2 possible topic sentences or arguments for a research paperThen I pick the most researchable one for them to use for the course
  • Ok, that was a commonly used type of exercise technique--THINK/PAIR/SHAREWHAT WOULD YOU SAY IS THE ADVANTAGE OF THIS TECHNIQUE Inclusive, reaches all types of learners, gives people time to think about their answers, gives everyone the opportunity to share their ideas with at least one more person, makes it more likely to get dialogue going with whole class as learners may feel more confident about sharing their ideas after thinking & pairing for a portion of the exercise.
  • Now let’s do some self-reflection…How many of you would use a Think/Pair/Share type of exercise in teaching?And how many of you like that approach when you’re the learner?It’s interesting to note that often we like to teach in the same way we like to learn Can anyone think why Think-Pair-Share might not be the best approach? [Only reaching those who are like you]In order to have a better chance to reach all your learners, you should step outside your comfort zone & try to include other teaching methods in addition to your preferred ones.And, mixing teaching methods helps gain and maintain learners' attention throughout the instructional session.All lessons from our class and our books…
  • Let’s step back again...We just used a metacognitive teaching/learning technique WHAT DOES THAT MEAN?Thinking about what & how you learned while you’re learning. Engaging in metacognition helps with retention, transfer of learning, and developing lifelong learning abilities.So, it’s something you should model and encourage when you’re the teacher.
  • Ok, now here’s a VERY important point…Exercises like those we just went through should not exist in isolation
  • What does that mean?They need to be part of the ILI Planning process & meaningful to the learnerWhy?We’re not pouring information into a tabula rasa, an empty vessel...There’s a lot going on in each person’s lifeThis means knowing your audience and their needs, understanding the situation in which you will be working (resources, timing, facilities, equipment & politics), & being thoughtful and systematic in your planning. For more on these ideas, see our textbooksOk, we’re coming to the end of my time with you, so now I’d like to know...
  • WHAT I COVERED THAT WAS MEANINGFUL TO YOUPlease form groups of 4 or 5 & take 2 min. to create your own “What Stuck” list from what I just covered in today’s session2 minDOES ANYONE HAVE 10 or more items? PLEASE read YOUR list;Write items quickly on a flip chart [If time permits,] DOES ANYONE HAVE ANYTHING TO ADD?[Congratulate winning team & give out prizes & participation tokens to the rest of the class]WHAT WAS THE PURPOSE OF DOING THIS? Wrap-up, review, and summary. Also type of Classroom Assessment Technique:Helps instructor check to see if learning outcomes have been attained.
  • What are your questions?
  • If you think of any other questions later, please feel free to email me
  • Transcript

    • 1. Information LiteracyInstruction Esther Grassian IS245 6 Feb 2013 1
    • 2. Topics Library Instruction, BI, IL, etc. Teaching & Learning Libraries & Information-Seeking Active Learning Exercises “What Stuck?” 4
    • 3. Library Instruction? 5
    • 4. Bibliographic Instruction (BI) &Information Literacy (IL)? = ID, locate, evaluate & use information effectively (& ethically) 6
    • 5. IL Skills ACRL IL Competency Standards for Higher Education (2000) SCONUL: Seven Pillars of Information Literacy (2012) AASL Standards for the 21st-Century Learner [K-12] (2007) 7
    • 6. Other Terms... Metaliteracy Transliteracy Digital Literacy Media & Information Literacy (MIL) 8
    • 7. IL & Critical Thinking: Crucial for All! 9
    • 8. “WIIFM” by SueKing2011, March 20, 2012 CC: A-SA 10
    • 9. Go to the Learners… Online Tutorials & Exercises Begin Research (UC-wide) Videos Weigle Information Commons Music Video (U PA) Graphic Novel “Library of the Living Dead” (McPherson College) 11
    • 10. More… Facebook & Google+ Blogs, Chat & Texting for reference Twitter Mobile Apps Other Social Networking Sites & Tools Virtual Worlds (e.g., Second Life) 12
    • 11. 13
    • 12. 14
    • 13. Broader Scope.. IL in Accreditation Standards iSkills (ETS) Project SAILS TRAILS 15
    • 14. Active Learning? “Sailors dance with children” by Official U.S. Naval Imagery, 11 Jul 2012 CC: Attribution 16
    • 15. Active Learning “…having learners do …, write …, say something, play games, get up, move around, interact, … take part in learning …[&] in thinking about their own learning…”Grassian & Kaplowitz, Information Literacy Instruction: Theory and Practice, 2d ed. (2009: 95) 17
    • 16. Broad topic: Gender Issues Timeframe: 1995-2005 Geographic Region: California Person/Group: African-American women Event/Aspect: Higher education & state politics 18
    • 17. Topic Sentence/Argument“Over a ten-year period in California, from 1995 to 2005, African-American women with higher education degrees had an increasing impact on state politics.”
    • 18. Try it! IMMIGRATION – use 2 or more limiters:  Timeframe  Geographic region  Person/group  Event/aspect Focused Argument or Topic Sentence 20
    • 19. Think… What did you like? How would you do it differently? 21
    • 20. Think-Pair-Share “Comi-con 2011...” by Tony Aceves, July 23, 2011 CC: A-NC “Talking Girls– Edit 2” by Beppie K., March 28, 2006 CC: A-NC-SA “sharing ideas” by Mural Corps, July 7, 2011 CC:A-NC 22
    • 21. Self-Reflection… 23
    • 22. 24
    • 23. Exercises... 25
    • 24. ... in Context!“Crowds 5” by Bill Ward’s Brickpile, March 29, 2009 CC: Attribution 26
    • 25. What Stuck?•Form teams of 4 or 5•Create a numbered list: • Concepts/topics/ideas • Teaching Methods • Teaching Tips Adapted from: SCIL Works 2012 Joan Kaplowitz Transforming Information Literacy Instruction Using Learner-Centered Teaching. NY: Neal- Schumann, 2012. 27
    • 26. Remember to… Respect the past Use technology judiciously Take pleasure in empowering learners! 28
    • 27. YOUR QUESTIONS? “Question Mark Graffiti” by Bilal Kamoon, March 11, 2012 CC: A 29
    • 28. More Questions? Email Me! Esther Grassian 30