Technology & Information Literacy Instruction: A Model for Active Learning Environments

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A presentation given as part of a Texas Library Association webinar: “Innovative Approaches in Partnerships between Academic Librarians and Faculty,” Feb. 2010. Presents a model for designing information literacy instruction to maximize active learning.

Technology & Information Literacy Instruction: A Model for Active Learning Environments

  1. 1. Technology & Information Literacy Instruction: A Model for Active Learning Environments Jeremy W. Donald, MSLS Faculty Technology Liaison Trinity University San Antonio, TX
  2. 2. From George M. Piskurich, Rapid Instructional Design , 2 nd ed. Pfeiffer, 2006: <ul><li>“ The quality and success </li></ul><ul><li>of your instruction </li></ul><ul><li>can be measured by the </li></ul><ul><li>activities </li></ul><ul><li>you develop for it.” </li></ul>
  3. 3. Summary: <ul><li>Knowledge-type information (facts, wisdom, demonstrations) is BEST DELIVERED OUTSIDE THE CLASSROOM via technology . </li></ul><ul><li>Use class time to substantially address ONLY the 1-2 most challenging learning outcomes. </li></ul><ul><li>Class time is BEST USED for HANDS-ON EXPERIMENTATION WITH TOOLS and GUIDED REFLECTION on the results of that experimentation.  </li></ul>
  4. 4. The “Old” Model Coverage of Key IL Concepts (some remedial) Challenging Technologies Engaging Activities 50 Minutes!
  5. 5. A “New” Model for the 50 min. Library One-Shot 1 minute 25 minutes 2 minutes 9 minutes 13 minutes Completed before ILI Up until due date
  6. 6. <ul><li>Learning Management System/LibGuide: </li></ul><ul><ul><li>Library Pre-Assignment     </li></ul></ul><ul><ul><li>Tutorials      </li></ul></ul><ul><ul><li>Pretest/Survey  </li></ul></ul><ul><li>Visit to class when assignment is introduced: </li></ul><ul><ul><li>Explain your role </li></ul></ul><ul><ul><li>Sketch the research workflow </li></ul></ul><ul><li>                    </li></ul><ul><li>  </li></ul>   
  7. 7. <ul><li>Describe your role again & provide contact info, office hours </li></ul><ul><li>Goals for the session (should be the same as the students'!) </li></ul><ul><li>Session outline and materials </li></ul>
  8. 8. <ul><li>What do we need to know to be able start experimenting? </li></ul><ul><li>  What IL criteria do we need to learn and then apply to our active learning? </li></ul><ul><li>What are the relevant systems (e.g., fielded search, peer review, bills vs. laws)? </li></ul>
  9. 9. Laboratory: &quot;...to allow experimentation, testing, and hands on experience. Level of structure can vary&quot;
  10. 10. Behavior Modeling: Ask students to share the results of their experimentation, and you/they model the application of the criteria introduced earlier.
  11. 11. From your list of outcomes, ask students to self-assess what they learned. Encourage them to address perceived gaps with...
  12. 12. … office hours, research appts, peer tutors, LibGuides, post/self-instruction, tutorials, Help Desk...
  13. 13. IL outcomes for an Intro to Neuroscience course <ul><li>Students will be able to… </li></ul><ul><li>Look up a famous neuroscientist in print and online subject encyclopedias and biographical databases </li></ul><ul><li>Identify and locate three key works/contributions by this author </li></ul><ul><li>Determine the impact of these works on the relevant scientific literature </li></ul><ul><li>Create a bibliography of sources used </li></ul>
  14. 14. Subject Encyclopedias & Library Databases Citation Manager Library Catalog & ILL Citation Tracking 2 3 4 1 Online Tutorial Online Tutorial 7 minutes in class 12 minutes in class 1-2 min. in class
  15. 16. Drawbacks of This Model <ul><li>No thundering applause at end of class </li></ul><ul><li>Teaching faculty made anxious by your refusal to simply talk & demonstrate searching for 45 minutes </li></ul><ul><li>Legs get sore from providing guide-on-the-side assistance to practically every student during long activity segment </li></ul><ul><li>Cynical students feel cheated of opportunity to complain about boring, repetitive “library day” </li></ul>
  16. 17. <ul><li>Questions? </li></ul><ul><li>Activity for Librarians: </li></ul><ul><li>www.trinity.edu/jdonald/Instructional_Design_Activity.doc </li></ul>

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