Creating Significant Learning Experiences in Libraries

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Creating Significant Learning Experiences in Libraries

  1. 1. Creating Significant Learning Experiences in the Library<br />Spencer Jardine<br />Cowpoke in ISU’s Oboler Library<br />
  2. 2. Write down answer on a piece of paper/3x5 card.<br />What is your dream as a library instructor/teacher?<br />What do you want your students/patrons to learn?<br />
  3. 3. Significant Learning<br /><ul><li> Students will be engaged in their own learning
  4. 4. There will be a high energy level
  5. 5. The whole process will have important outcomes and results
  6. 6. Potential for changing lives in important ways</li></ul>--- L. Dee Fink. Creating Significant <br />Learning Experiences(6).<br />
  7. 7. Significant Learning Outcomes/Results<br /><ul><li> Enhances our individual lives
  8. 8. Enables us to contribute to many communities
  9. 9. Prepares us for the world of work</li></ul>(Fink 22)<br />
  10. 10. Forces for Change<br />Information technology<br />New providers of educational services<br />Globalization of higher education<br />New kinds of students<br /> (Fink 12-13)<br />
  11. 11. Foster life skills & values<br /><ul><li>Character
  12. 12. Conscience
  13. 13. Citizenship
  14. 14. Tolerance
  15. 15. Civility
  16. 16. Social responsibility</li></ul>National Association of State<br />Universities and Land-Grant<br />Colleges <br />(See Fink 14-15)<br />
  17. 17. Critical Competencies<br />Conscientiousness, personal responsibility, & dependability<br />Ability to act ethically<br />Skill in oral and written communication<br />Interpersonal & team skills<br />Critical thinking skills<br />Respect for people different from oneself<br />Ability to change<br />Ability and desire for lifelong learning<br /> (Fink 16)<br />
  18. 18. Taxonomy of Significant Learning<br /><ul><li> Foundational knowledge
  19. 19. Application
  20. 20. Integration
  21. 21. Human Dimension
  22. 22. Caring
  23. 23. Learning how to learn</li></ul>(Fink 30)<br />
  24. 24. Information Literacy<br /><ul><li>Forms the basis for lifelong learning
  25. 25. Is common to all disciplines, to all learning environments, and to all levels of education
  26. 26. Enables learners to </li></ul> - master content <br /> - extend their investigations<br /> - become more self-directed<br /> - assume greater control of learning<br /> (ACRL Information Literacy Standards)<br />
  27. 27. Information-Literate Individuals Can<br /><ul><li>Determine the extent of information needed
  28. 28. Access the needed information effectively and efficiently
  29. 29. Evaluation information & its sources critically
  30. 30. Incorporate selected information into one’s own knowledge base
  31. 31. Use information effectively to accomplish a specific purpose
  32. 32. Understand the economic, social, & legal issues surrounding the use of information
  33. 33. Accesses and uses information ethically & legally</li></ul>(ACRL’s Information Literacy Standards)<br />
  34. 34. “FIDeLity” Feedback<br /><ul><li>Frequent
  35. 35. Immediate
  36. 36. Discriminating </li></ul> (based on criteria & standards)<br /><ul><li>Done lovingly (or, supportively)</li></ul>(Fink 95)<br />
  37. 37. Citation Assignment<br />In conjunction with “Evaluating Information—Applying the CRAAP Test” (Green handout)<br />Group exercise: evaluate an abstract<br />Hands-on time to do research<br />Complete “Citation Assignment”<br />Assessment done according to rubric guidelines<br />Cooperation of instructor<br />
  38. 38. Cephalonian Method<br />Print & hand out questions<br />Ask students to read their question if it has a big letter B or says “2nd Floor.”<br />Cons:<br />Takes preparation<br />Requires impromptu approach<br />Pros:<br />Gets students talking and asking questions<br />Involves many students<br />Great for tours<br />Works for instruction<br />Prompts the presenter  forgets less<br />
  39. 39. Visual Quiz<br /><ul><li>Divide into groups
  40. 40. Prepare multiple-choice questions
  41. 41. Prepare large, color-coded letters
  42. 42. Groups consult and agree on one answer
  43. 43. They hold up the letter that corresponds to their answer</li></ul>Pros:<br /><ul><li>Good for review
  44. 44. Develops competition
  45. 45. Enhances team-working & communication skills</li></ul>Con:<br /><ul><li>Requires preparation
  46. 46. Takes time</li></li></ul><li>One-Minute Essay<br />What was the most important thing you learned in class today?<br />What important question remains unanswered?<br />How might you use what you learned today outside of class?<br />Pros:<br /><ul><li>Can be answered on an evaluation form.
  47. 47. Gets students to think about their learning and how they might apply it.
  48. 48. Encourages critical thinking and recall.
  49. 49. Instructor can then give feedback.</li></li></ul><li>Think—Pair--Share<br />Ask a question<br />Have class write down their answer<br />Let students discuss answers in pairs<br />Call on students to share or ask for responses from the whole class<br />Pros:<br />Encourages thinking<br />Gets students to participate<br /> - More likely to share after talking with a peer<br />Creates a more lively class<br />Cons:<br />Time<br />
  50. 50. Should we make the effort to change or not?<br /><ul><li> Write down an answer.
  51. 51. What would you change?
  52. 52. Why?</li></ul> (Fink 1)<br />
  53. 53. So long, partner!<br />What was the most important thing you learned today?<br />What important question remains unanswered?<br />See Thomas Angelo and Patricia<br />Cross’s Classroom Assessment <br />Techniques: A Handbook for<br />College Teachers (148-58).<br />

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