Higher learning share
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    Higher learning share Higher learning share Presentation Transcript

    • Higher learningEffective and EngagingInformation LiteracyInstruction for Upper-LevelStudents
    • Introductions• Please introduce yourselves around your table, sharing: – Your name – Your home institution – Why you’re interested in upper-level information literacy instruction
    • Poll • What’s the main reason your table is interested in upper-level information literacy instruction? – Text response: 194568 and your answer to 22333 – Tweet: @poll 194568 – Web: http://tinyurl.com/acrlupperspoll
    • Why Uppers?• “In the zeal to impart generalized skills of analytical reasoning, critical thinking, and learning to learn, however, care should be taken to avoid overlooking the importance of subject-based knowledge in facilitating these very goals.” (Grafstein 2002, 200)
    • Perry’s Positions of Intellectual Development• Perry, William G., Jr. (1970), Forms of Intellectual and Ethical Development in the College Years: A Sch (New York: Holt, Rinehart, and Winston).• Dualism (either/or thinking)• Multiplicity (subjective knowledge)• Relativist (constructed knowledge)• http://www.csub.edu/tlc/options/resources/handouts/scholarship_teaching/ 5
    • Think/Pair/Share• What differences do you see between first-year and upper-level students?• Based on these differences, what challenges do we face in teaching upper-level information literacy sessions?
    • Snowball!Playing in the snow by Len Radin on flickr (CC BY-NC-SA 2.0)
    • Upper-Level IL Instruction Lifecycle Faculty Outreac h Assessm Instruction ent al design Teachin g
    • Faculty outreach
    • Faculty OutreachVirtue, A. & Esparza, L. (2013). Faculty reconnect.College & Research Libraries News, 74 (2): 80-99.•Multidimensional outreach program•“The Librarian Is In”•Library Salons•FacPack
    • Faculty OutreachMeulemans, Y., & Carr, A. (2013). Not at your service:Building genuine faculty-librarian partnerships. ReferenceServices Review, 41(1), 80-90.•Best practices for working faculty in collaborativerelationship.•“While we may market these programs, it is the quality ofrelationships that individual librarians have with their facultyis the major driver of an instruction program’s success.” (84)
    • Models for Faculty Outreach• Information literacy curriculum integration• Assignment creation workshops• Faculty LibGuides
    • Activity• At your table, discuss faculty outreach models that you’ve seen or tried that have been effective.
    • Best Practices for Faculty Outreach • Based on your conversations, what do you think are best practices for faculty outreach? – Text response: 272063 and your answer to 22333 – Tweet: @poll 272063 – Web: http://tinyurl.com/acrluppers2poll
    • Worksheet• Complete the Faculty Outreach section on your worksheet.
    • Instructional Design
    • Instructional Design• The ADDIE Model – Analysis – Design – Development – Implementation – Evaluation
    • Getting Started with ADDIE• Sample scenario: – Assignment: Write an 8-10 page paper applying one of the communication theories discussed in class (like attachment theory) to a situation of your choice. Use a minimum of 5 primary research articles.
    • Analyze• Instructional scenario• Learner characteristics• Instructor goals• Complete Analyze 1 and 2.
    • Writing Student Learning Outcomes• Relevant to instructional scenario• Appropriate for learners• Specific enough to be measurable
    • So, farewell then British Summer Time by Mukumbura on flickr (CC BY-SA 2.0)
    • Using Bloom’s TaxonomyUntitled by James BonTempo on flickr (CC BY-SA 2.0)
    • Using Bloom’s Taxonomy Create Synthesize, design, create Evaluate Select, choose, justify Analyze Compare, contrast, differentiate, explain Apply Apply, choose, interpret Understand Explain, compare, distinguish, summarize Remember Identify, define, describehttp://www.icc.edu/innovation/PDFS/assessmentEvaluation/RevisedBloomsChart_bloomsverbsmatrix.pdf
    • Anatomy of an SLO “The student will be able to” + action verb + “in order to” + task to complete or goal to achieve = Student Learning OutcomeUNCG Libraries Information Literacy SLOs
    • Examples• “Differentiate between reviews of literary works and literary criticism.” (ACRL LES)• “Gathers keywords related to the topic through reading background sources and knows keywords may include the names of laws, regulations, or court opinions.” (ACRL LPSS)
    • Worksheet• Complete Analyze 3.
    • SLO Workshop• Share your SLOs with someone sitting near you. – What suggestions do they have for you? – How could you revise your SLOs?
    • Teaching
    • Worksheet• Complete the Design section.
    • From SLOs to InstructionSession• Political Science 302• Political Science 511J• English 303• Kinesiology 711“Decontextualized data and information become knowledge only when someone, working within the framework of a discipline, integrates it into the knowledge-base of that discipline.” (Grafstein 2002, 200)
    • Brainstorm• What strategies have you found useful in your upper-level classes? – Text response: 326684 and your answer to 22333 – Tweet: @poll 326684 – Web: http://tinyurl.com/acrluppers3
    • Classroom Strategies that Work• Active learning• Sample strategies – Peer-teaching – Synthesis exercise – Think/Pair/Share or Write/Pair/Share – Jigsawing – Worksheets as both active learning and authentic assessment
    • Write/Pair/Share• Complete the Implementation section.• Share your tips with a partner.
    • Assessment
    • Assessment 101Two main types: formative and summative•Formative: formal or informal ongoingassessments used to improve teaching andstudent learning•Summative: formal assessment used todetermine program effectiveness and/orstudent learning
    • Classroom Assessment• Learner-Centered• Teacher-Directed• Mutually Beneficial• Formative• Context-Specific• Ongoing• Rooted in Good Teaching Practice (Angelo & Cross, 1993)
    • What can we assess?• Student learning• Our teaching
    • What tech tools can we use?• Clickers/Audience response systems• Learning management system• Google Forms• PollEverywhere• What else?
    • No tech options• One-minute paper / Muddiest point• Exit ticket• Paper survey• Worksheet• Fist to five• Voting cards
    • Worksheet• Complete the Assessment section.
    • Final thoughts• Complete the Wrap-up section.
    • Closing the loop round and round and round they go by Darwin Bell on flickr (CC BY-
    • Thank you!• Jenny Dale – jedale2@uncg.edu• Lynda Kellam – lmkellam@uncg.edu
    • References• Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass Publishers.• Anthony, K. (2010). Reconnecting the disconnects: Library outreach to faculty as addressed in the literature. College & Undergraduate Libraries, 17(1): 79-92. doi:10.1080/10691310903584817• Calkins, K.J. (2007). Best of the literature: Graduate student instruction. Public Services Quarterly, 3(3/4): 221-226.• Grafstein, A. (2002). A discipline-based approach to information literacy. The Journal of Academic Librarianship, 28(4): 197–204.• Hopkins, E. S. & Julian, S. (2008). “An evaluation of an upper-division, general education literacy program.” Communications in Information Literacy, 2(2).• Meulemans, Y., & Carr, A. (2013). Not at your service: Building genuine faculty- librarian partnerships. Reference Services Review, 41(1), 80-90.• O‘Malley, D. & Delwiche, F. A. (2012). Aligning library instruction with the needs of basic sciences graduate students: A case study.” Journal of the Medical Library Association, 100(4): 284-290.• Rosenblatt, S. (2010). They can find it, but they dont know what to do with it: Describing the use of scholarly literature by undergraduate students. Journal of Information Literacy, 4(2): 50-61.• Virtue, A. & Esparza, L. (2013). Faculty reconnect. College & Research Libraries News, 74 (2): 80-99.