Creating Significant Learning Experiences in the LibrarySpencer JardineCowpoke 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 levelThe whole process will have important outcomes and resultsPotential for changing lives in important ways--- L. Dee Fink. Creating Significant Learning Experiences(6).

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

Significant Learning Outcomes/Results Enhances our individual lives Enables us to contribute to many communities Prepares us for the world of work(Fink 22)

Enhances our individual lives

Enables us to contribute to many communities

Prepares us for the world of work

Forces for ChangeInformation technologyNew providers of educational servicesGlobalization of higher educationNew kinds of students (Fink 12-13)

Foster life skills & valuesCharacterConscienceCitizenshipToleranceCivilitySocial responsibilityNational Association of StateUniversities and Land-GrantColleges (See Fink 14-15)

Character

Conscience

Citizenship

Tolerance

Civility

Social responsibility

Critical CompetenciesConscientiousness, personal responsibility, & dependabilityAbility to act ethicallySkill in oral and written communicationInterpersonal & team skillsCritical thinking skillsRespect for people different from oneselfAbility to changeAbility and desire for lifelong learning (Fink 16)

Taxonomy of Significant Learning Foundational knowledge ApplicationIntegration Human Dimension Caring Learning how to learn(Fink 30)

Foundational knowledge

Application

Integration

Human Dimension

Caring

Learning how to learn

Information LiteracyForms the basis for lifelong learningIs common to all disciplines, to all learning environments, and to all levels of educationEnables learners to - master content - extend their investigations - become more self-directed - assume greater control of learning (ACRL Information Literacy Standards)

Forms the basis for lifelong learning

Is common to all disciplines, to all learning environments, and to all levels of education

Enables learners to

Information-Literate Individuals CanDetermine the extent of information neededAccess the needed information effectively and efficientlyEvaluation information & its sources criticallyIncorporate selected information into one’s own knowledge baseUse information effectively to accomplish a specific purposeUnderstand the economic, social, & legal issues surrounding the use of informationAccesses and uses information ethically & legally(ACRL’s Information Literacy Standards)

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

“FIDeLity” FeedbackFrequent Immediate Discriminating (based on criteria & standards)Done lovingly (or, supportively)(Fink 95)

Frequent

Immediate

Discriminating

Done lovingly (or, supportively)

Citation AssignmentIn conjunction with “Evaluating Information—Applying the CRAAP Test” (Green handout)Group exercise: evaluate an abstractHands-on time to do researchComplete “Citation Assignment”Assessment done according to rubric guidelinesCooperation of instructor

Cephalonian MethodPrint & hand out questionsAsk students to read their question if it has a big letter B or says “2nd Floor.”Cons:Takes preparationRequires impromptu approachPros:Gets students talking and asking questionsInvolves many studentsGreat for toursWorks for instructionPrompts the presenter  forgets less

Visual QuizDivide into groupsPrepare multiple-choice questionsPrepare large, color-coded lettersGroups consult and agree on one answerThey hold up the letter that corresponds to their answerPros:Good for reviewDevelops competitionEnhances team-working & communication skillsCon:Requires preparationTakes time

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

Good for review

Develops competition

Enhances team-working & communication skills

Requires preparation

Takes time

One-Minute EssayWhat 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.

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--ShareAsk a questionHave class write down their answerLet students discuss answers in pairsCall on students to share or ask for responses from the whole classPros:Encourages thinkingGets students to participate - More likely to share after talking with a peerCreates a more lively classCons:Time

Should we make the effort to change or not? Write down an answer. What would you change? Why? (Fink 1)

Write down an answer.

What would you change?

Why?

So long, partner!What was the most important thing you learned today?What important question remains unanswered?See Thomas Angelo and PatriciaCross’s Classroom Assessment Techniques: A Handbook forCollege Teachers (148-58).