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Aligning Library Lessons with College Expectations

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Accompanying slides to the Rochester Regional Library Council Workshop held on December 7, 2015.

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Aligning Library Lessons with College Expectations

  1. 1. Aligning Library Lessons with College Expectations RRLC Workshop  December 7, 2015 Brandon West & Michelle Costello SUNY Geneseo
  2. 2. Workshop Objectives In today's session, participants will:  examine the similarities between information literacy standards for K-12 and higher education  participate in a sample activities from a first-year lesson to see concept-based instruction in action  work collaboratively to build a lesson that is focused on information literacy concepts
  3. 3. What do you think first-year college students need to know?
  4. 4. How would you go about teaching these skills?
  5. 5. First-Year students need to be able to:  Create and use a research question to develop a thesis  Critically read a scholarly or research article  Identify and search for scholarly literature; going beyond initial results  Evaluate scholarly literature  Properly cite ideas that are not their own  Paraphrase information instead of quoting sources
  6. 6. Faculty Feedback “I suppose development of a thesis position and breaking their argument down into parts is the most challenging task for them. If you are going to be talking about doing the library research to back up their arguments, then finding and identifying scholarly sources would be the primary challenge.” -Anonymous SUNY Geneseo Faculty Member
  7. 7. Faculty Feedback “Because they deal in generalities, they don’t want to follow something they find in research into any sort of argument - they want to use research or a published author’s comments as “proof” or “facts” or “correct information.” They will often cite INFORMATION from a source rather than seeing that information as the evidence of a certain ARGUMENT, which is what they should be engaging with since their own writing is argument-based, not informational.” -Anonymous SUNY Geneseo Faculty Member
  8. 8. We’re Not So Different... ALA framework for Informational Literacy Frame: Searching as Strategic Exploration  Exhibit mental flexibility and creativity  Persist in the face of search challenges, and know when they have enough information to complete the information task AASL Standards for the 21st-Century Learner 1 - Dispositions in Actions  Demonstrate creativity by using multiple resources and formats  Display persistence by continuing to pursue information to gain a broad perspective.
  9. 9. Lesson Planning Activity Design a lesson based on information literacy concepts Choose a skill from the AASL Standards Reflect - How might you teach that skill? With a partner, develop a short lesson that combines one skill and one disposition Record your sample lesson on your lesson plan template Be prepared to share your great ideas!

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