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Prevett RUSA: Strategies for Pizazz, Rebuilding One-shots into Engaging Instruction Sessions
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Prevett RUSA: Strategies for Pizazz, Rebuilding One-shots into Engaging Instruction Sessions


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RUSA 2/10/14 Presentation

RUSA 2/10/14 Presentation

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  • Introduce myself, my job here at NSU and my credentials
  • Transcript

    • 1. Strategies for Pizazz: Rebuilding One-Shots into Engaging Instruction Sessions Trisha Prevett Reference Librarian Nova Southeastern University
    • 2. MLIS & ILIC
    • 3. • • • • • • • • One shots Preparing Organizing Creating Technology Fun! Examples Q&A through-out Photo from
    • 4. Q&A What type of instruction is your norm? Who is your audience? How do you determine content?
    • 5. What are One Shots? • 1980’s & 1990’s college faculty’s call for “orientations” or “library presentations” as a result of significant technological change –History of Information Literacy Instruction, Grassian & Kapolwitz • Morphed into IL, continually evolving—digital fluency, metaliteracy, threshold concepts…
    • 6.
    • 7. Q&A Reflect a moment on the process you take to put together a presentation. Can you describe it in a few words/phrases?
    • 8. Preparing : First Thoughts • Time constraints • Wants from professors or other stakeholders • Level/Age/Prior Knowledge • MICs-Most important concepts…think BIG picture!
    • 9. • How is this information going to be presented? – Lecture? Activities? Demonstrations? – Differentiation? Meeting the audience’s needs
    • 10. Q&A How do you account for different learning styles in your teaching?
    • 11. Organize • Make a plan, outline, rough draft • How will you keep on track? – – – – – Personal outline Library Guides PowerPoint Prezi Something else?
    • 12. Organize Now!
    • 13. Got the plan? Need the flow… • Content/MIC’s are the PROTEIN • Condiments & fixings make it good! • Assessment, making connections, active learning, building skills, buy in
    • 14. Putting it all together… • Start by assessing what they do know (formative) • Let this guide the amount of information (if you already know this ahead of time you can plan for this) • Activate audience’s prior knowledge, help them to make connections to the material • If they have no PK, frame the situation
    • 15. Q&A Are you assessing? How? Or why aren’t you? Any questions at this point?
    • 16. More Fixin’s • Active Learning! – Audience members gain knowledge by doing – Feeling confident? Try PBL: problems-based learning activities • Scaffold objectives, think building blocks! – Have the skills you impart build upon each other toward a final goal as you go through the presentation
    • 17. Buy-in • How do you get support for an idea? – Lay it out simply & clearly – Help audience make connections – “real world” examples BRIBERY!
    • 18. Think about your Delivery… Authenticity!
    • 19. Q&A How are you authentic when you teach/present?
    • 20. Incorporate Technology • Response systems – Poll Everywhere, Socrative, clickers • Videos • Streaming music • What’s hot? – list servs, tech blogs, librarian techie blogs
    • 21. Make it fun • Relax, laugh, smile • Use funny pictures or videos • Pick “hot topics” • Incentives – Giveaways – Prizes • Find your style and make it work
    • 22. That’s it!
    • 23. Examples!
    • 24. Tip Sheet Accessible via Google Drive
    • 25. References & More Info Burkhardt, J. M., & MacDonald, M. C. (2010). Teaching information literacy: 50 Standards-based exercises for college students. Chicago, IL: American Library Association. Grassian, E. S., & Kapolwitz, J. R. (2009). Information literacy instruction theory and practice. New York, NY: Neal-Schuman. Hofer, A. R., Townsend, L., & Brunetti, K. (2012). Troublesome concepts and information literacy: Investigating threshold concepts for IL instruction. Portal : Libraries and the Academy, 12(4), 387-405. Mackey, T. P., & Jacobson, T. E. (2011). Reframing information literacy as a metaliteracy. College & Research Libraries, 72(1), 62-78. Nentl, N., & Zietlow, R. (2008). Using bloom's taxonomy to teach critical thinking skills to business students. College & Undergraduate Libraries, 15(1-2), 159-172. Prevett, T. (2013). Razzle and dazzle ‘em: Stage directions for engaging instruction sessions. College & Research Libraries News, 74(6) 317-18. Tomlinson, C. A. (2008). The goals of differentiation. Educational Leadership, 66(3), 2630. Favorite blogs: EDUCASE, Information Wants To Be Free, The Next Web , Information Literacy Weblog List servs: ILI-L Information Literacy Instruction Discussion List, COLLIB-L College Libraries
    • 26. Questions? • Trisha Prevett Reference Librarian Alvin Sherman Library Nova Southeastern University • HHLib9 Online Conference Feb 26th & 27th –