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
    (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.”
    Takes preparation
    Requires impromptu approach
    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
    • Good for review
    • Develops competition
    • Enhances team-working & communication skills
    • 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?
    • 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
    Encourages thinking
    Gets students to participate
    - More likely to share after talking with a peer
    Creates a more lively class
  • 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).