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Beyond the Basics

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Presentation with Jenny Dale at the Metrolina Information Literacy Conference 2012

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Beyond the Basics

  1. 1. Lynda Kellam & Jenny Dale UNC Greensboro Day 42 - After hours by Sarah Cady on flickr (CC BY-NC-SA 2.0)
  2. 2. Introductions• Who are we?• What differences do you see between first- year and upper-level students?• Why is it important to talk about upper-level information literacy instruction?
  3. 3. The Lifecycle Faculty outreachAssessment Instructional and designevaluation Teaching
  4. 4. Working with teaching faculty• Outreach and communication• Collaboration and assignment development – Best practices • Be proactive • Share success stories • Fit assignment to available resources • Embedded practice Faculty outreach
  5. 5. Instructional Design• Create learning outcomes – S.M.A.R.T. outcomes – UNCG’s tiered Information Literacy SLOs Instructional design
  6. 6. Instructional Design• Design for flexibility – Teach for different backgrounds• Different competencies in different fields – Anthropology and Sociology – Political Science – Psychology – Science and Engineering Instructional design
  7. 7. Teaching complex concepts and resources• Dealing with different types of information• Examples – Kinesiology 711 (worksheet) – Media Studies 407 – Political Science 355M and 302 Teaching
  8. 8. Learning to teach upper level• Tips for the novice – Watch other librarians teach upper level classes – Seek out training opportunities – Communicate openly with teaching faculty – Take classes in the subject if necessary Teaching
  9. 9. Assessment• Formative Summative• In-class assessment – Poll everywhere – Worksheets• End product assessment – Speeches Assessment – Papers, bibliographies and evaluation• Other ideas?
  10. 10. Thanks! Jenny Dale, jedale2@uncg.eduLynda Kellam, lmkellam@uncg.edu

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