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Teaching Students "In" and "On" Today's Information Environment
 

Teaching Students "In" and "On" Today's Information Environment

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This is a presentation I gave to the College Board of Visitors. I also gave a modified version of this talk to some of the College faculty, and a much shorter version as part of a panel at Lilly South ...

This is a presentation I gave to the College Board of Visitors. I also gave a modified version of this talk to some of the College faculty, and a much shorter version as part of a panel at Lilly South 2012.

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  • And what to do with it
  • Something near and dear to my own heart
  • is a fancy term for being able to find information and use itUltimately, information literate people are those who have learned how to learn. They know how to learn because they know how knowledge is organized, how to find information, and how to use information in such a way that others can learn from them. They are people prepared for lifelong learning, because they can always find the information needed for any task or decision at hand.”
  • is a fancy term for being able to find information and use itUltimately, information literate people are those who have learned how to learn. They know how to learn because they know how knowledge is organized, how to find information, and how to use information in such a way that others can learn from them. They are people prepared for lifelong learning, because they can always find the information needed for any task or decision at hand.”
  • And what to do with it
  • And what to do with it
  • And what to do with it
  • And what to do with it
  • One-credit class about how to do research and use it
  • Not meant to be radical
  • Not meant to be radical
  • Not meant to be radical
  • Not meant to be radical
  • Not meant to be radical
  • Not meant to be radical
  • Not meant to be radical
  • Not meant to be radical
  • Not meant to be radical
  • Not meant to be radical
  • Allowed us to explore, in a safe , one-credit elective, what good online education would look like when done in a “Wake Forest Way”
  • We explored what happens when we take an instructor who has a background in teaching and pedagogy, the values of WFU, and an understanding of technology tools, and used those qualities in designing a course
  • We explored what happens when we take an instructor who has a background in teaching and pedagogy, the values of WFU, and an understanding of technology tools, and used those qualities in designing a course
  • We explored what happens when we take an instructor who has a background in teaching and pedagogy, the values of WFU, and an understanding of technology tools, and used those qualities in designing a course
  • We explored what happens when we take an instructor who has a background in teaching and pedagogy, the values of WFU, and an understanding of technology tools, and used those qualities in designing a course
  • We explored what happens when we take an instructor who has a background in teaching and pedagogy, the values of WFU, and an understanding of technology tools, and used those qualities in designing a course
  • active/reflective, sensing/intuitive, visual/verbal, sequential/global
  • active/reflective, sensing/intuitive, visual/verbal, sequential/global
  • active/reflective, sensing/intuitive, visual/verbal, sequential/global
  • active/reflective, sensing/intuitive, visual/verbal, sequential/global
  • example
  • example
  • example
  • example
  • example
  • Relationships: I know each of these students better than I knew the most vocal students in face-to-face classes
  • Knowledge of learning process: I am aware of exactly what each student knows and where they need to go.
  • More feedback: Students get feedback at least twice a week.Engaged participants: I have met individually with more of these students at this point than I would have during a face-to-face semester.

Teaching Students "In" and "On" Today's Information Environment Teaching Students "In" and "On" Today's Information Environment Presentation Transcript

  • Teaching Students “In” and “On”Today’s Information Environment Lauren Pressley Head of Instruction, ZSR Library
  • Agenda1. Academic Libraries2. Library Instruction3. Taking LIB100 Online4. The Online Class5. Student Reactions
  • Agenda1. Academic Libraries2. Library Instruction3. Taking LIB100 Online4. The Online Class5. Student Reactions
  • who we are | what we do | why we’re hereACADEMIC LIBRARIES
  • Libraries
  • THINK BACK ON YOUR LIBRARY EXPERIENCEelementary school
  • THINK BACK ON YOUR LIBRARY EXPERIENCEhigh school
  • THINK BACK ON YOUR LIBRARY EXPERIENCEcollege
  • THINK BACK ON YOUR LIBRARY EXPERIENCEcomplex systems
  • THINK BACK ON YOUR LIBRARY EXPERIENCEspecialized technologies
  • THINK BACK ON YOUR LIBRARY EXPERIENCEmaybe, even, at ZSR!
  • THINK BACK ON YOUR LIBRARY EXPERIENCEas libraries change, what remains?
  • ManyChanges
  • SCARCITYthere were few resources; getting information was a challenge
  • ABUNDANCEnow there are many; finding the best is a challenge
  • LOCATING INFORMATIONwe helped people navigate complex systems
  • EVALUATINGnow, with so much information, we also help evaluate
  • ACQUIRING INFORMATIONwe helped people get what they found
  • USING INFORMATIONnow we help them use that information to build something
  • CoreValues
  • PRESERVATIONthis is what we were
  • PRESERVATIONthis is what we are
  • ACCESSthis is what we were
  • ACCESSthis is what we are
  • USING INFORMATIONthis is what we were
  • USING INFORMATIONthis is what we are
  • Deeply tied tothe researchand instructionmission of theuniversity.
  • Deeply tied tothe researchand instructionmission of theuniversity.
  • Deeply tied tothe researchand instructionmission of theuniversity.
  • WE DO THAT BYdigitizing and keeping things
  • WE DO THAT BYthinking of new ways to store and creating new ways to access info
  • WE DO THAT BYteaching people to navigate the information environment
  • Agenda1. Academic Libraries2. Library Instruction3. Taking LIB100 Online4. The Online Class5. Student Reactions
  • Agenda1. Academic Libraries2. Library Instruction3. Taking LIB100 Online4. The Online Class5. Student Reactions
  • how we teach | LIB100 | what we teachLIBRARY INSTRUCTION
  • InformationLiteracy
  • InformationLiteracy find | retrieve | analyze | use information
  • Allacademiclibrariesteach this.
  • WE DO THAT BYteaching people to navigate the information environment
  • ALL ACADEMIC LIBRARIES DO THIS:one-shot sessions
  • ALL ACADEMIC LIBRARIES DO THIS:workshops
  • ALL ACADEMIC LIBRARIES DO THIS:web-based tutorials
  • WFU goesfurther withLIB100/200
  • LIB100
  • WE TEACHlibrary research
  • WE TEACHweb research
  • WE TEACHinformation ethics
  • WE TEACHbibliographic management tools
  • WE TEACHthe changing information environment
  • WE TEACHthat librarians are helpful!!
  • guidingprinciplesof theprogram
  • GUIDING PRINCIPLESservice to the university
  • GUIDING PRINCIPLESeach library faculty member creates their own class
  • GUIDING PRINCIPLESour mission
  • Agenda1. Academic Libraries2. Library Instruction3. Taking LIB100 Online4. The Online Class5. Student Reactions
  • Agenda1. Academic Libraries2. Library Instruction3. Taking LIB100 Online4. The Online Class5. Student Reactions
  • timing | expertise | helping our students succeedTAKING LIB100 ONLINE
  • OUR SPIRITcreativity in how we serve our students and community
  • CHANGING IN RESPONSE TOtechnology exposure
  • CHANGING IN RESPONSE TOhighly scheduled students
  • CHANGING IN RESPONSE TOfast-paced daily life
  • CHANGING IN RESPONSE TOpersonal preferences
  • HelpingStudentsSucceed
  • HELPING STUDENTS SUCCEEDusing online technologies
  • HELPING STUDENTS SUCCEEDif they have to leave campus for a semester
  • HELPING STUDENTS SUCCEEDwhen they study abroad
  • HELPING STUDENTS SUCCEEDif they need the class but can’t fit it in their schedule
  • HELPING STUDENTS SUCCEEDprepare for graduate school or the career world
  • the timing was right
  • the timing was right Strategic Planning Committeeon Innovation in Technology and Information
  • the timing was right Strategic Planning Committeeon Innovation in Technology and Informationstaffingadjustments
  • the timing was right Strategic Planning Committeeon Innovation in Technology and Informationstaffing qualifiedadjustments instructor
  • why I taught lib100 online
  • why I taught lib100 online had taken online classes
  • why I taught lib100 online had taken online classesvery familiar with content
  • why I taught lib100 online had taken online classesvery familiar with regularly content redesign course
  • why I taught lib100 online had taken online classesvery familiar with regularly content redesign course InstructionalDesign trainingand expertise
  • why I taught lib100 online had taken online classesvery familiar with regularly content redesign course Instructional instructionalDesign training technologyand expertise expertise
  • LIB100as a test-bed for online learning at WFU
  • We explored whathappens when we take
  • We explored whathappens when we take the values of WFU
  • We explored what happens when we take the values of WFUan instructor witha background inteaching andpedagogy
  • We explored what happens when we take the values of WFUan instructor with ana background in understanding ofteaching and tools forpedagogy instructional technology
  • & used those qualities in designing a course the values of WFUan instructor with ana background in understanding ofteaching and tools forpedagogy instructional technology
  • Agenda1. Academic Libraries2. Library Instruction3. Taking LIB100 Online4. The Online Class5. Student Reactions
  • Agenda1. Academic Libraries2. Library Instruction3. Taking LIB100 Online4. The Online Class5. Student Reactions
  • what it looked like | how it workedTHE ONLINE CLASS
  • BeforeClassBegan
  • PLANNINGlearning outcomes, assessment, curriculum mapping
  • EASY TO USE TOOLSGoogle Sites
  • EASY TO USE TOOLSGoogle Calendar
  • EASY TO USE TOOLSvideo
  • EASY TO USE TOOLSGoogle Docs
  • EASY TO USE TOOLSMeebo and Google +
  • EASY TO USE TOOLSSakai
  • OnceClassTookPlace
  • THE FRAMEWORKfull participation, not just reading
  • THE FRAMEWORKassignments and classwork to target multiple learning styles
  • THE FRAMEWORKsignificant opportunity for student/faculty engagement
  • THE “CLASSROOM”overview and explanation of course
  • THE “CLASSROOM”walkthrough of a day in the life
  • THE ASSESSMENTrequirements of class participation
  • THE ASSESSMENTassignments
  • THE ASSESSMENTguaranteeing student attendance
  • THE ASSESSMENTassessment of learning
  • THE ASSESSMENTFinal projects
  • Agenda1. Academic Libraries2. Library Instruction3. Taking LIB100 Online4. The Online Class5. Student Reactions
  • Agenda1. Academic Libraries2. Library Instruction3. Taking LIB100 Online4. The Online Class5. Student Reactions
  • before | during | after | reflectionsSTUDENT REACTIONS
  • SAMPLE WORKpersonal page and assignments
  • FOLLOW UPin person, email, and chat
  • SurveyResults
  • SURVEY RESULTSwould you do it again?
  • SURVEY RESULTStime required and student expectations
  • FINDINGSit’s the same course, but entirely redesigned
  • FINDINGSgood teaching takes time
  • FINDINGScritical to keep up for both students and instructor
  • FINDINGSmust schedule class time, office hours, and grading time
  • FINDINGScommunication will expand to fill time available
  • FINDINGSdetailed records are time consuming but necessary
  • WORTH ITbetter relationships with students
  • WORTH ITbetter learning took place
  • WORTH ITmore of a tutor/student model
  • WORTH ITa student’s response
  • Image Credits 1/3The Clementine Kendrick Burns School by brentdanley athttp://www.flickr.com/photos/brentdanley/1269924369King George School by daryl_mitchell at http://www.flickr.com/photos/daryl_mitchell/255315999library books by timetrax23 at http://www.flickr.com/photos/timetrax/376152628The card catalog... by dfulmer at http://www.flickr.com/photos/annarbor/4350627292How I Spend Free Time by urbanoasis at http://www.flickr.com/photos/urbanoasis/2214921967ZSR Library Research Services by zsrlibrary at http://www.flickr.com/photos/zsrlibrary/5388469323Question mark in Esbjerg by alexanderdrachmann at http://www.flickr.com/photos/drachmann/327122302i by mag3737 at http://www.flickr.com/photos/mag3737/3048932335C is for Cookie by AMagill at http://www.flickr.com/photos/amagill/34754258Cookie Porn by natesgirl at http://www.flickr.com/photos/joygant/3323214649We begin by charting a course by Dunechaser at http://www.flickr.com/photos/dunechaser/1721982928the pilt p-500 by Mr. Wright at http://www.flickr.com/photos/40954787@N00/7283732Apple Picking by amiefedora at http://www.flickr.com/photos/amiefedora/3924847124Please Pass The Pie by Poppy Wright at http://www.flickr.com/photos/poppywright/406081608CITHARA SANCTORUM by benchilada at http://www.flickr.com/photos/benchilada/5555053074Giltching Screen 3 by Thoth, God of Knowledge at http://www.flickr.com/photos/thoth-god/4255394730#66/365 by crumpart at http://www.flickr.com/photos/crumpart/3337159791MacBook Connections by William Hook at http://www.flickr.com/photos/williamhook/2981325027/Day Three Hundred and Fourteen by orbandomonkos.hu at http://www.flickr.com/photos/euouae/640221710732-365-01-04-11 by malloreigh at http://www.flickr.com/photos/malloreigh/5580160943
  • Image Credits 2/3Archives: Closed Stacks by zsrlibrary at http://www.flickr.com/photos/zsrlibrary/6687440437LIB100 Class by zsrlibrary at http://www.flickr.com/photos/zsrlibrary/6352508028IKBLC Groups Study 39 by UBC Library at http://www.flickr.com/photos/ubclibrary/2702151942Giz Leads Graduate Student ThinkPad Orientation by zsrlibrary athttp://www.flickr.com/photos/zsrlibrary/4924795497Accounting 111: "allowance for Doubtful Accounts" Assignment by zsrlibrary athttp://www.flickr.com/photos/zsrlibrary/4119790443Bookshelves by Ole Begemann at http://www.flickr.com/photos/ole/4118111240No Denial by Don Solo at http://www.flickr.com/photos/donsolo/2462966749Mendeley in the Graduate Seminar by Christopher Long athttp://www.flickr.com/photos/45298653@N00/6723885889Valentines Day 2011 by Yahoo! Blog at http://www.flickr.com/photos/yodelanecdotal/6385145183Mary Beth: Service with a Smile by zsrlibrary at http://www.flickr.com/photos/zsrlibrary/5455164218Library Faculty in the Procession by zsrlibrary at http://www.flickr.com/photos/zsrlibrary/5455182156ZSR Lobby View by zsrlibrary at http://www.flickr.com/photos/zsrlibrary/5358115872Giz Asks! by zsrlibrary at http://www.flickr.com/photos/zsrlibrary/4934656564Mini Teleconference Kit by Nicolas Fleury at http://www.flickr.com/photos/45468830@N07/5425462950/Someones Lost Schedule Book by Alfonso Surroca at http://www.flickr.com/photos/88723106@N00/51024419/"When speed gets in the blood, one must drive to life..." by Jerry Charlotte Miller athttp://www.flickr.com/photos/23961199@N05/3051019058/Coffee and a Book by Rebecca Krebs at http://www.flickr.com/photos/12590212@N07/5351528081/
  • Image Credits 3/3Online test= open cheat! by Jared Stein at http://www.flickr.com/photos/5tein/2348649408Sickly by Jen Gallardo at http://www.flickr.com/photos/40198520@N00/5264828063/"Puedo Viajar Sin Nada..." by John Perivolaris at http://www.flickr.com/photos/dr_john2005/3077572730/128 by NickB_Rock at http://www.flickr.com/photos/nickbrokalakis/4315562106Going somewhere? by Mark Kidsley at http://www.flickr.com/photos/markkidsley/3695711792Laboratory by tk-link at http://www.flickr.com/photos/tk-link/2575598759Before & After: The Vanity by Taylor McConnell at http://www.flickr.com/photos/taylormcconnell/4883604846Chau numero tres by Xava du at http://www.flickr.com/photos/7933170@N03/652332630/2010 TRAC 10K by Sangudo at http://www.flickr.com/photos/sangudo/4680385538Journal by Helena at http://www.flickr.com/photos/52889837@N00/12887050572:20 by Chris Jagers at http://www.flickr.com/photos/33989236@N00/6215291763/Instruments of Torture Cropped by Angela http://www.flickr.com/photos/60329741@N00/2238851942/
  • QUESTIONS? COMMENTS?