Creating Significant Learning Experiences in LibrariesPresentation 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?
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
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
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
Learning how to learn
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)
(based on criteria & standards)
Done lovingly (or, supportively)
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
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
Enhances team-working & communication skills
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?
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).