Loex 2012

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  • Kay - Senior College - Unique focus on criminal justice - Founded in 1964 - Almost 15,000 students - racially and ethnically diverse student population - 12 full time library faculty, - 8 part-time library faculty - targeted library instruction class - english composition class; speech, research assignment and research methods courses - 11 teaching librarians - Library has their own digital classroom
  • Loex 2012

    1. 1. Blending, Mixing, and Processing: Strategies Used to Engage Students in the ClassroomMark Aaron Polger Karen Okamoto, Interlibrary Loan,Instruction/Reference Librarian Reference, & Instruction LibrarianCollege of Staten Island Lloyd Sealy LibraryCity University of New York John Jay College of Criminal JusticeMarkAaron.Polger@csi.cuny.edu City University of New Yorkwww.library.csi.cuny.edu/~polger KOkamoto@jjay.cuny.edu Sat May 5 9:50am-10:40am Breakout A
    2. 2. Agenda• Our Institutions• Obstacles• Your obstacles?• Blending• Mixing• Processing• Your teaching strategies?• Conclusion
    3. 3. • Founded in 1847• City University of New York (hereafter CUNY) is an urban public university consisting of 24 institutions• Campuses across five boroughs of New York City.• 11 senior colleges, seven community colleges, a graduate school, a law school, and a journalism school. CUNY serves 540,000 students
    4. 4. College of Staten Island (CSI)• Senior college spread over 200 acres• Largest CUNY college (in size).• Offers Bachelor, Master, and Ph.D. programs in various programs o Strengths: Nursing, Education, Business• Targeted one-shot classes (ENG 111).• 10 teaching librarians (12 full time)
    5. 5. John Jay College• Senior college• Approximately 15,000 students• Criminal justice focus• Targeted one-shot classes• 11 teaching librarians
    6. 6. • 3000 students enrolled in 20 college programs• Campuses in Manhattan and Brooklyn• Information Literacy is part of Core Competencies Division• 2-credit course taught by librarians• Every student is required to take this class• Full semester course (15 weeks) for 2 hours a week• Core Competencies Division also offers courses such as Freshmen Skills and Career Development
    7. 7. Obstacles• Students may not feel engaged or motivated because o Classes are non-credit bearing o They are not evaluated on their performance. o Why am I here? o Isnt LIB 100 a "library" course?• Trouble getting “buy in” from academic departments and individual teaching faculty.
    8. 8. Obstacles•• No “relationship building” between student and librarian.• Students may be overwhelmed by too much information.Students may forget everything afterwards.
    9. 9. Obstacles• Students need to learn different interfaces that may not be user- friendly.• Librarians providing instruction for large Undergraduate classes (in an auditorium/theater) is a challenge.
    10. 10. Obstacles• What obstacles do you face in your library instruction classes?
    11. 11. BlendingIntegrate different strategies to start the class and blending students lives into the class• Icebreakers• Storytelling• Visuals• Colorful handouts
    12. 12. Blending• Scaffolded learning• Theatrics o Information Cycle o Acting Out o Humor o Email and Phone Etiquette• Embed yourself into a course• Experiential learning o Hands-on learning o mini research
    13. 13. Mixing• Mix Media and Methods• Make the lesson memorable• Media Literacy o different news sources covering the same story o Show videos, a LibGuide, etc.. o Wikipedia assignments o Facebook profiles used to teach citations o Flickr tags to teach subjects
    14. 14. MixingDont sit still! Move around..• Engage students• Inspire and empower• Dont talk down• Create a dialogue• Ask questions• Kinesthetic learning o Boolean demonstration o Writing keywords on the white board
    15. 15. Technology & Realia• Document projector o library card, book, mobile device• Realia o journals and magazines, books
    16. 16. ProcessingIncorporate critical thinking exercises and group work• Metacognition o Tell students what they will learn• Practice, exercises, activities, group work
    17. 17. Processing• Mnemonics -- memory retention o CRAAP test --> Compare Web Sites• Group discussions o Learn from each other o Feedback o Teamwork
    18. 18. ProcessingCritical Self-Reflection•Journaling•Problem solving•Critical thinking•"Thinking about thinking"•Conceptualize, Apply, Synthesize, and Evaluate
    19. 19. Your teaching strategies1. On the handout, please write down some teaching strategies you use to engage students.2. We will then ask you to share and discuss these strategies with the person sitting closest to you.
    20. 20. Conclusion: Assessment & Follow-up• Assessment tool such as a quiz or questionnaire• Informally testing students’ comprehension of the material is important.• Emphasize importance of the tailored handout and contact information.• Emphasize our availability via phone, in-person, or email• We need to promote ourselves
    21. 21. Thank you for your attention!Mark Aaron Polger Karen Okamoto, Interlibrary Loan,Instruction/Reference Librarian Reference, & Instruction LibrarianCollege of Staten Island John Jay College of Criminal JusticeCity University of New York City University of New YorkMarkAaron.Polger@csi.cuny.edu KOkamoto@jjay.cuny.eduwww.library.csi.cuny.edu/~polger

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