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This I believe: Psychology research informs library service<br />Heather Coates, BS, CCRP<br />Masters student<br />School...
cultural psychology<br />distributed cognition<br />cognitive psychology<br />educational psychology<br />personality<br /...
Ideas<br />We need to understand<br />Practice makes perfect proficient<br />Praise makes a difference<br />Design matters...
we need to understand<br />
Stories are powerful<br />“Not everything that can be counted counts, and not everything that counts can be counted” <br /...
Put information in context<br />Situate information and resources within the discipline and topic<br />Use stories to enga...
practice makes  perfect proficient<br />
Ericsson, 1998<br />
Can we train experts?<br />BA/BS = 120 credit hours<br />8 hours of meaningful practice per credit hour<br />960 hours of ...
praise <br />matters<br />
What is feedback?<br />“…information provided by an agent regarding aspects of one’s performance or understanding…a conseq...
But in the real world, results are what matter.<br />
Librarians can improve student learning by…<br />Setting course- and program-specific information literacy goals<br />Prov...
design matters<br />
How can we present ourselves more like this…<br />
and less like this?<br />
In taking theoretical research findings and applying them to our practice, it is vital that we systematically measure thei...
“Good teachers are, after all, themselves students, and often look for ways to expand upon their existing knowledge.”<br /...
References<br />Adolphs, R. (2009). The social brain: Neural basis of social knowledge. Annual Review of Psychology, 60, 6...
Related news & media<br />The Data-driven Life<br />The Effort Effect<br />Renee Byer @ TEDxTokyo 2009<br />
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Current trends in psychology research - how can they improve library practice?

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A research presentation as part of an on-campus interview for an academic library position.

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Current trends in psychology research - how can they improve library practice?

  1. 1. This I believe: Psychology research informs library service<br />Heather Coates, BS, CCRP<br />Masters student<br />Schools of Library & Information Science<br />School of Informatics<br />Presented @ James Madison University on May 6, 2010<br />
  2. 2.
  3. 3. cultural psychology<br />distributed cognition<br />cognitive psychology<br />educational psychology<br />personality<br />assessment & measurement<br />social cognitive neuroscience<br />neuropsychology<br />
  4. 4. Ideas<br />We need to understand<br />Practice makes perfect proficient<br />Praise makes a difference<br />Design matters<br />
  5. 5. we need to understand<br />
  6. 6. Stories are powerful<br />“Not everything that can be counted counts, and not everything that counts can be counted” <br /> — Albert Einstein<br />
  7. 7.
  8. 8. Put information in context<br />Situate information and resources within the discipline and topic<br />Use stories to engage, to teach, to assess knowledge and application, to share social context?<br />Encourage students to use and apply knowledge in social, interactive tasks that represent real-world tasks and situations<br />
  9. 9. practice makes perfect proficient<br />
  10. 10.
  11. 11. Ericsson, 1998<br />
  12. 12.
  13. 13. Can we train experts?<br />BA/BS = 120 credit hours<br />8 hours of meaningful practice per credit hour<br />960 hours of meaningful practice<br />MA/MS ~ 36 credit hours<br />20 hours of meaningful practice per credit hour<br />720 hours of meaningful practice<br />
  14. 14.
  15. 15. praise <br />matters<br />
  16. 16.
  17. 17.
  18. 18.
  19. 19. What is feedback?<br />“…information provided by an agent regarding aspects of one’s performance or understanding…a consequence of performance”<br />“…fills a gap between what is understood and what is aimed to be understood”<br />Hattie & Timperley, 2007<br />
  20. 20. But in the real world, results are what matter.<br />
  21. 21. Librarians can improve student learning by…<br />Setting course- and program-specific information literacy goals<br />Provide effort-focused praise<br />Using well-developed rubrics<br />Incorporate hands-on activities during instruction<br />Monitoring our effectiveness through data-driven evaluation<br />
  22. 22. design matters<br />
  23. 23. How can we present ourselves more like this…<br />
  24. 24.
  25. 25.
  26. 26.
  27. 27.
  28. 28. and less like this?<br />
  29. 29.
  30. 30. In taking theoretical research findings and applying them to our practice, it is vital that we systematically measure their impact upon these practices.<br />
  31. 31. “Good teachers are, after all, themselves students, and often look for ways to expand upon their existing knowledge.”<br />Ferrance, 2000<br />
  32. 32. References<br />Adolphs, R. (2009). The social brain: Neural basis of social knowledge. Annual Review of Psychology, 60, 693-716.<br />Ericsson, K. A. (1998). The scientific study of expert levels of performance: General implications for optimal learning and creativity. High Ability Studies, 9(1), 75-100.<br />Ferrance, E. (2000). Action research. Themes in education. Providence, RI: LAB, Northeast and Island Regional Education Laboratory at Brown University. <br />Heine, S. J. & Buchtel, E. E. (2009). Personality: The universal and the culturally specific. Annual Review of Psychology, 60, 369-394.<br />Keil, F. C. (2006). Explanation and understanding. Annual Review of Psychology, 57, 227-254.<br />Lieberman, M. D. (2007). Social cognitive neuroscience: A review of core processes. Annual Review of Psychology, 58, 259-289.<br />
  33. 33. Related news & media<br />The Data-driven Life<br />The Effort Effect<br />Renee Byer @ TEDxTokyo 2009<br />

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