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Interactive il teaching_strategies_day_one


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Interactive il teaching_strategies_day_one

  1. 1. Interactive Information Literacy Teaching Strategies
  2. 2. Resource List <ul><li>All print and electronic resources referenced in this class are listed here: </li></ul><ul><li> </li></ul><ul><li> </li></ul>
  3. 3. What Do You Call…
  4. 4. … This?
  5. 5. I call it a Coke…but-- <ul><li>Coke </li></ul><ul><li>Pop </li></ul><ul><li>Soda </li></ul><ul><li>Cola </li></ul><ul><li>Tonic </li></ul><ul><li>Drink </li></ul><ul><li>Soft drink </li></ul><ul><li>Can </li></ul><ul><li>Soda pop </li></ul><ul><li>Carbonated Beverage </li></ul><ul><li>? </li></ul>
  6. 6. Strategy: Using Language/Figures of Speech <ul><li>Great for teaching larger, abstract concepts used in a variety of research contexts </li></ul><ul><li>Uses terminology students connect with </li></ul><ul><li>Creates a conversation, active involvement </li></ul><ul><li>Creates meaning in a fun way </li></ul><ul><li>Synonyms, metaphor, simile, analogy </li></ul>
  7. 7. English Class <ul><li>Metaphor- -a figure of speech concisely comparing two things, saying that one is the other </li></ul><ul><li>Analogy --a cognitive process of transferring information from a particular subject (the analogue or source) to another particular subject (the target), and a linguistic expression corresponding to such a process. </li></ul><ul><li>Simile --A figure of speech comparing two unlike things, often introduced with the word &quot;like&quot; or &quot;as&quot; </li></ul>
  8. 8. <ul><li>Synonyms--“Coke can” </li></ul><ul><ul><li>Controlled vocabulary or search term selection </li></ul></ul><ul><li>“ pay-per-view” metaphor </li></ul><ul><ul><li>Quality of programming compared to quality of information </li></ul></ul><ul><ul><li>Information as a commodity </li></ul></ul><ul><ul><ul><li>“Garbage can as database” for an identity thief </li></ul></ul></ul><ul><ul><ul><li>Facebook/database </li></ul></ul></ul>Examples
  9. 9. Common Sources-- Metaphors and Analogies <ul><li>Sports </li></ul><ul><li>Shopping </li></ul><ul><li>Food </li></ul><ul><li>Cars </li></ul><ul><li>Pets </li></ul><ul><li>Technology </li></ul><ul><li>Weather </li></ul><ul><li>Family </li></ul><ul><li>Politics </li></ul><ul><li>? </li></ul>
  10. 10. Fishing for Analogies and Metaphors <ul><li>Students are the fish, how do you catch them? (know your students) </li></ul><ul><li>What kind of “hook” are you going to use? (concept(s) you are teaching) </li></ul><ul><li>Put a few lines in the water (brainstorm with colleagues) </li></ul><ul><li>Watch for good fishing spots (look for examples in real life) </li></ul>
  11. 11. Your Turn! <ul><li>Let’s take 5 minutes to discuss how you might use language creatively in your class! </li></ul><ul><li>Share an example with the group! </li></ul>
  12. 12. Strategy: Using Humorous Examples or Images
  13. 13. Make an Impression…
  14. 14. Strategy: (Humorous) Comparisons <ul><li>Web page evaluation </li></ul><ul><li>Articles </li></ul><ul><li>Scholarly vs. popular </li></ul>
  15. 15. Site Comparison: The Onion
  16. 16. vs. CNN
  17. 17. Article Comparison <ul><li>Exploding Head Syndrome </li></ul>
  18. 18. Weekly World News <ul><li>From the Weekly World News, May 24, 1994: </li></ul><ul><li>MOSCOW -- </li></ul><ul><li>Doctors are blaming a rare electrical imbalance in the brain for the bizarre death of a chess player whose head literally exploded in the middle of a championship game! </li></ul><ul><li>No one else was hurt in the fatal explosion but four players and three officials at the Moscow Candidate Masters' Chess Championship were sprayed with blood and brain matter when… </li></ul>
  19. 19. WWN, Cont’d. <ul><li>..Nikolai Titov's head suddenly blew apart. Experts say he suffered from a condition called Hyper-Cerebral Electrosis or HCE. </li></ul><ul><li>&quot;He was deep in concentration with his eyes focused on the board,&quot; says Titov's opponent, Vladimir Dobrynin. &quot;All of a sudden his hands flew to his temples and he screamed in pain. Everyone looked up from their games, startled by the noise. Then, as if someone had put a bomb in his cranium, his head popped like a firecracker.” </li></ul>
  20. 20. Headache: The Journal of Head and Face Pain* <ul><li>Evans, R., & Pearce, J. (2001, June). Exploding Head Syndrome. Headache: The Journal of Head & Face Pain, 41(6), 602-603. Retrieved December 2, 2007, from Academic Search Complete database. </li></ul><ul><li>*Ouch. </li></ul>
  21. 22. Comparisons: Classroom Potential <ul><li>Give students one source and see what else they can find--is it real? </li></ul><ul><li>Validate (or invalidate) by searching a variety of sources </li></ul><ul><li>Direct comparisons--Search for bias, parody, consistency of facts across resources </li></ul><ul><li>Bias--Fox vs. CNN; different disciplines? Journalism vs. scholarship/Medicine vs. Psychology </li></ul><ul><li>Is there a corporate entity behind scholarly work? Example--positive article about Atkins Diet in scholarly journal, but sponsored by Atkins Corp. </li></ul>
  22. 23. Strategy: Let’s Play with Print! <ul><li>Research shows students often have a great deal of difficulty selecting and narrowing their topic* </li></ul><ul><li>Libraries have great print resources that help teach and reinforce information literacy concepts in a variety of ways! </li></ul><ul><ul><ul><ul><li>*Quarton, B. (2003, June). Research Skills and the New Undergraduate. Journal of Instructional Psychology, 30(2), 120. Retrieved December 2, 2007, from Academic Search Complete database. </li></ul></ul></ul></ul>
  23. 24. Useful Print Resources <ul><li>CQ Researcher </li></ul><ul><li>Subject encyclopedias (Encyclopedia of Psychology, Religion, Philosophy) </li></ul><ul><li>Periodicals </li></ul>
  24. 25. Print Resources: Classroom Potential <ul><li>CQ Researcher (or other current, topical resource) </li></ul><ul><li>Excellent for exploring a variety of current topics </li></ul><ul><li>Concise, interesting articles </li></ul><ul><li>Other, more in-depth sources are cited </li></ul><ul><li>Offers statistical information, pro-con arguments on controversial issues </li></ul>
  25. 26. Subject/Topic Encyclopedias <ul><li>Students are often unaware of these wonderful, scholarly resources </li></ul><ul><li>Generally, sources of this type offer a better, more in depth overview than the web or a general encyclopedia </li></ul><ul><li>Opportunities for students to explore other, cited resources </li></ul>
  26. 27. Periodicals <ul><li>Scholarly vs. Popular </li></ul><ul><li>Give them criteria have them review in teams </li></ul><ul><li>Evaluate and share, offer feedback </li></ul><ul><li>Tricks! Publications like Science, Nature, New Yorker or Discover can prove challenging to evaluate </li></ul><ul><li>Print vs. online full text </li></ul>
  27. 28. Strategy: Boolehuh? <ul><li>Boolean searching is an essential concept for effective database searching </li></ul><ul><li>I learned it via Venn diagrams. Ugh. </li></ul><ul><li>What are some other, more effective ways to teach students about this idea? </li></ul>
  28. 29. Boolean Operators AND -- NOT -- OR --NEAR
  29. 30. cars AND trucks library OR libraries dolphins NOT football
  30. 31. Boolean Shoes <ul><li>Use the students, get them up and moving and illustrate boolean concepts based on the kinds of shoes they are wearing: </li></ul><ul><li>Black AND brown shoes (NO Results!) </li></ul><ul><li>Flip flops OR sandals </li></ul><ul><li>Sneakers NOT Reebok </li></ul>
  31. 32. Strategy: Make it Memorable With Mnemonics <ul><li>The Five W’s of Information Evaluation </li></ul><ul><li>The ABC 3 of web page evaluation </li></ul><ul><li>SQ3R-for critical thinking </li></ul><ul><li>CRAAP test </li></ul><ul><li>Others? </li></ul>
  32. 33. Five W’s <ul><li>Who-authority </li></ul><ul><li>What-topic, consistency </li></ul><ul><li>Where-where did you find it? </li></ul><ul><li>When-when was it published? Last updated? </li></ul><ul><li>Why-Bias- is it trying to influence or inform? Persuade, sell, entertain? </li></ul>
  33. 34. ABC 3 <ul><li>Authority </li></ul><ul><li>Bias </li></ul><ul><li>Content </li></ul><ul><li>Consistency </li></ul><ul><li>Currency </li></ul>
  34. 35. Discussion: Do you ever?
  35. 36. Helpful Resources <ul><li>Perdue University OWL </li></ul><ul><li> </li></ul><ul><li>OWL Materials-Writing a Research Paper </li></ul><ul><li> </li></ul>
  36. 37. Helpful Method-SQ3R for Critical Thinking <ul><li>Survey </li></ul><ul><li>Question </li></ul><ul><li>Read </li></ul><ul><li>Recite </li></ul><ul><li>Review </li></ul><ul><li>WRITE! </li></ul>
  37. 38. Strategy: Use a Game <ul><li>Information Literacy Game </li></ul><ul><li>Information Literacy Jeopardy </li></ul><ul><li>Word search </li></ul><ul><li>“ Information Literacy Bingo” </li></ul>
  38. 39. Information Literacy Game <ul><li>General concepts in board game format from UNC-Greensboro </li></ul><ul><li>Multiple players </li></ul><ul><li>Fun, interactive--students can chose an avatar/identity </li></ul><ul><li>UNC-G makes files available for other libraries to share </li></ul>
  39. 40. Information Literacy Jeopardy <ul><li>Any popular game is adaptable </li></ul><ul><li>Really helps reinforcing concepts like Plagiarism </li></ul><ul><li>Example of “answer” from Murphy Library/UW LaCrosse Library Jeopardy: </li></ul><ul><li>To take or disguise ideas or words of others as your own; to use another’s idea without crediting the source. </li></ul><ul><li>Question: “What is plagiarism?” </li></ul><ul><ul><ul><ul><li> </li></ul></ul></ul></ul>
  40. 41. Discussion: Competition! <ul><li>Competition=engagement </li></ul><ul><li>How else might we engage students in competitive endeavors in the classroom? </li></ul><ul><li>Contests, Trivia, “Battles,” Teams </li></ul>
  41. 42. Strategy: Use an Online Tutorial <ul><li>Yours, or, well, ‘borrow’ one! </li></ul><ul><li>There are lots of good ones out there </li></ul><ul><li>Great for exploring topics in a hands-on process </li></ul><ul><li>Excellent for use with difficult or time consuming topics like plagiarism </li></ul>
  42. 43. Online Tutorial: Example <ul><li>Acadia University </li></ul><ul><li>“ You Quote it, You Note it” </li></ul><ul><li> </li></ul>
  43. 44. Strategy: Concept to Search Terms <ul><li>Frustration: You’ve spent time teaching boolean searching, search terms, etc.--then you move to hands on searching. </li></ul><ul><li>Still, students type in their topic as a complete sentence! </li></ul>
  44. 45. Topic <ul><li>The role of women in the Civil War </li></ul><ul><li>“ Mindwalking through” </li></ul>
  45. 46. Key Concepts <ul><li>Women Role Civil War </li></ul>
  46. 47. Keywords Women Role Civil War <ul><li>Gender </li></ul><ul><li>Wife </li></ul><ul><li>Wives </li></ul><ul><li>Home </li></ul><ul><li>Family </li></ul><ul><li>Nurse </li></ul><ul><li>Spy </li></ul><ul><li>War btw. The States </li></ul><ul><li>United States </li></ul><ul><li>History </li></ul><ul><li>American Civil War, 1861-1865 </li></ul>
  47. 48. Strategy: Make a Logical Leap <ul><li>Everyday information leads to scholarship </li></ul><ul><li>Instructor prompts discussion with students about different information needs in a typical student’s life, different information sources they might use to fill that need, and why a source is useful. </li></ul><ul><li>Example: Where do you look when you need info about-- </li></ul><ul><li>A movie you might like to see? </li></ul><ul><li>The weather for the upcoming weekend? </li></ul><ul><li>Information about a celebrity or political figure? </li></ul>
  48. 49. Then… Instructor explains that, similarly, there are different sources of academic information and each has its uses. List each source and its characteristics. Magazines/Newspapers Books/Monographs Scholarly Journals <ul><li>Most current info </li></ul><ul><li>Good for topics in the news </li></ul><ul><li>Thorough treatment </li></ul><ul><li>Written by experts </li></ul><ul><li>Present research </li></ul><ul><li>Review articles </li></ul><ul><li>Very specialized </li></ul>
  49. 50. Icebreakers or… This One Goes to 11!
  50. 51. A Few Icebreakers to Get Your Class Going! <ul><li>Use candy as an incentive/prize for responses </li></ul><ul><li>Inform students that it's &quot;o.k.&quot; to interrupt librarians </li></ul><ul><li>Ask students about their previous experience(s) in using the library, good/bad, successful/unsuccessful, etc. </li></ul><ul><li>Begin with a library orientation video </li></ul><ul><ul><li>3 Letter body parts! </li></ul></ul><ul><li>Discussion: How do you break the ice? </li></ul><ul><ul><ul><ul><li>ACRL Brainstorm, </li></ul></ul></ul></ul>
  51. 52. Video-Be careful! <ul><li>Queue it up carefully! </li></ul><ul><li>Make sure it works </li></ul><ul><li>Test ahead of time </li></ul><ul><li>Make sure it is still there </li></ul><ul><ul><li> </li></ul></ul><ul><ul><li>12:31 </li></ul></ul>
  52. 53. Icebreakers <ul><li>Use icebreakers to set the tone for your lecture </li></ul><ul><li>If you get students attention from the beginning, it's easier to keep it </li></ul><ul><li>Students stop listening after the first seven minutes of class, so keep icebreakers on hand even for use in the middle of a session </li></ul>
  53. 54. Questions? Comments? <ul><li>What strategies do you use? </li></ul>
  54. 55. End of Day One! <ul><li>Questions? </li></ul><ul><li>Russell Palmer </li></ul><ul><li>1.800.999.8558 </li></ul><ul><li>x4916 </li></ul><ul><li>[email_address] </li></ul>