Creating Significant Learning Experiences in Libraries
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Creating Significant Learning Experiences in Libraries

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Creating Significant Learning Experiences in Libraries Creating Significant Learning Experiences in Libraries Presentation Transcript

  • Creating Significant Learning Experiences in the Library
    Spencer Jardine
    Cowpoke in ISU’s Oboler Library
  • Write down answer on a piece of paper/3x5 card.
    What is your dream as a library instructor/teacher?
    What do you want your students/patrons to learn?
  • Significant Learning
    • Students will be engaged in their own learning
    • There will be a high energy level
    • The whole process will have important outcomes and results
    • Potential for changing lives in important ways
    --- L. Dee Fink. Creating Significant
    Learning Experiences(6).
  • Significant Learning Outcomes/Results
    • Enhances our individual lives
    • Enables us to contribute to many communities
    • Prepares us for the world of work
    (Fink 22)
  • Forces for Change
    Information technology
    New providers of educational services
    Globalization of higher education
    New kinds of students
    (Fink 12-13)
  • Foster life skills & values
    • Character
    • Conscience
    • Citizenship
    • Tolerance
    • Civility
    • Social responsibility
    National Association of State
    Universities and Land-Grant
    Colleges
    (See Fink 14-15)
  • Critical Competencies
    Conscientiousness, personal responsibility, & dependability
    Ability to act ethically
    Skill in oral and written communication
    Interpersonal & team skills
    Critical thinking skills
    Respect for people different from oneself
    Ability to change
    Ability and desire for lifelong learning
    (Fink 16)
  • Taxonomy of Significant Learning
    • Foundational knowledge
    • Application
    • Integration
    • Human Dimension
    • Caring
    • Learning how to learn
    (Fink 30)
  • Information Literacy
    • Forms the basis for lifelong learning
    • Is common to all disciplines, to all learning environments, and to all levels of education
    • Enables learners to
    - master content
    - extend their investigations
    - become more self-directed
    - assume greater control of learning
    (ACRL Information Literacy Standards)
  • Information-Literate Individuals Can
    • Determine the extent of information needed
    • Access the needed information effectively and efficiently
    • Evaluation information & its sources critically
    • Incorporate selected information into one’s own knowledge base
    • Use information effectively to accomplish a specific purpose
    • Understand the economic, social, & legal issues surrounding the use of information
    • Accesses and uses information ethically & legally
    (ACRL’s Information Literacy Standards)
  • “FIDeLity” Feedback
    • Frequent
    • Immediate
    • Discriminating
    (based on criteria & standards)
    • Done lovingly (or, supportively)
    (Fink 95)
  • Citation Assignment
    In conjunction with “Evaluating Information—Applying the CRAAP Test” (Green handout)
    Group exercise: evaluate an abstract
    Hands-on time to do research
    Complete “Citation Assignment”
    Assessment done according to rubric guidelines
    Cooperation of instructor
  • Cephalonian Method
    Print & hand out questions
    Ask students to read their question if it has a big letter B or says “2nd Floor.”
    Cons:
    Takes preparation
    Requires impromptu approach
    Pros:
    Gets students talking and asking questions
    Involves many students
    Great for tours
    Works for instruction
    Prompts the presenter  forgets less
  • Visual Quiz
    • Divide into groups
    • Prepare multiple-choice questions
    • Prepare large, color-coded letters
    • Groups consult and agree on one answer
    • They hold up the letter that corresponds to their answer
    Pros:
    • Good for review
    • Develops competition
    • Enhances team-working & communication skills
    Con:
    • Requires preparation
    • Takes time
  • One-Minute Essay
    What was the most important thing you learned in class today?
    What important question remains unanswered?
    How might you use what you learned today outside of class?
    Pros:
    • Can be answered on an evaluation form.
    • Gets students to think about their learning and how they might apply it.
    • Encourages critical thinking and recall.
    • Instructor can then give feedback.
  • Think—Pair--Share
    Ask a question
    Have class write down their answer
    Let students discuss answers in pairs
    Call on students to share or ask for responses from the whole class
    Pros:
    Encourages thinking
    Gets students to participate
    - More likely to share after talking with a peer
    Creates a more lively class
    Cons:
    Time
  • Should we make the effort to change or not?
    • Write down an answer.
    • What would you change?
    • Why?
    (Fink 1)
  • So long, partner!
    What was the most important thing you learned today?
    What important question remains unanswered?
    See Thomas Angelo and Patricia
    Cross’s Classroom Assessment
    Techniques: A Handbook for
    College Teachers (148-58).