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PDI 2010 Cranston

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PDI 2010: Make Them Think

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PDI 2010 Cranston

  1. 1. Make Them Think:Revising Library Research Assignments for Powerful Critical Thinking Results<br />Professional Development Institute<br />Cathy Cranston<br />January 7, 2010<br />
  2. 2. What did I promise?<br />Come with ideas. Leave with results. <br />If you would like to find ways to get students to dig deeper for information than a quick Google or database search, come to this session to exchange ideas on how to make them think. Searching for and evaluating information is a cornerstone of lifelong learning. Research based assignments offer an opportunity for both skill building and deep thinking. This session will include time to work on revamping or creating an assignment that could be ready to go for the spring semester!<br /> <br />Goals and Target Audience: The goal of this session is to have faculty revise or create an assignment which includes specific information literacy learning outcomes and assessments. <br /> <br />Targeted audience: Faculty who have assignments that include library research, or those who would like to add critical thinking components to their course/assignment.<br />
  3. 3. Today’s Time<br />Introductions <br />Time Travel Exercise <br />Introduction to Information Literacy Learning Outcomes <br />Resources <br />Workshop an Assignment <br />Brainstorming<br />Testing <br />Sharing<br />Big Picture Thinking <br />Wrap-up / Questions / Contact details exchange / Evaluations<br />
  4. 4. Introductions<br />‘Round the room three times<br />Who we are<br />What prompted you to pick this PDI?<br />What are your most pressing concerns with student library research?<br />
  5. 5. What prompted me to host this PDI?<br />10 years of witnessing students research behaviors<br />Opportunity to talk about library research assignments with the people who create them<br />Interested in challenging assumptions about what “Library Instruction” and “Information Literacy” is and isn’t<br />Curiosity to see who would turn up and why<br />
  6. 6. TIME TRAVEL EXERCISE<br />
  7. 7. Time Travel Exercise<br />Example: <br />http://www.nytimes.com/2010/01/03/education/edlife/03adult-t.html?em<br />Scenarios worksheet<br />A couple of volunteers to demo and record<br />
  8. 8. Barbara Strauch – forthcoming April 2010<br />
  9. 9. The things we take for granted<br />How many steps did we take for granted between <br />
  10. 10. What are the stumbling blocks for students?<br />Narrowing the focus of a topic<br />Efficiently accessing information<br />Making sense of primary materials<br />Time management / procrastination<br />What do you see? more examples…<br />
  11. 11. INFORMATION<br />LITERACY LEARNING OUTCOMES<br />
  12. 12. Information Literacy<br />Association of College and Research Libraries<br />Information Literacy Competency Standards for Higher Education<br />http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm<br />General Standards Created/Codified 10 years ago<br />Standards in the disciplines<br />http://www.ala.org/ala/mgrps/divs/acrl/standards/infolit.cfm<br />
  13. 13. Information Literacy Objectives<br />“The IS Objectives provide terminal objectives, those that &quot;break down the overall objectives [the Competency Standards&apos; &apos;Outcomes&apos;] into specific discrete measurable results.“<br />http://www.ala.org/ala/mgrps/divs/acrl/standards/objectivesinformation.cfm<br />
  14. 14. RESOURCES<br />
  15. 15. Your LibGuide<br />http://libguides.colostate.edu/makethemthink<br />
  16. 16. YOUR ASSIGNMENT<br />
  17. 17. Your Assignment for Your Assignment<br />See worksheet<br />Brainstorm <br />work with a partner or small group<br />Take time to work on your assignment individually<br />Do some testing individually or with a partner<br />Share with the whole group<br />
  18. 18. BIG PICTURE THINKING<br />
  19. 19. It starts with an assignment…but where does it go from there? <br />Discussions with your librarian, colleagues, department, curriculum committees <br />Does the faculty in your area share the same concerns with students&apos; research skills? <br />Are there steps that can be taken to strategically address these concerns?  <br />Which classes should be targeted? Which assignments? Which grade levels?<br />
  20. 20. WRAP-UP<br />
  21. 21. Thank you for coming today<br />Final questions or comments?<br />Exchange contact information if you want to continue the conversation<br />Evaluations – please place in the envelope<br />

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