This document discusses strategies for differentiating online information literacy instruction. It begins by explaining differentiation in terms of content, process, and product based on Bloom's taxonomy and learning styles. It then describes the author's experience teaching an online library course and how they differentiated instruction over time. Specifically, they began by providing one tutorial but now offer multiple options for content delivery, independent research processes, and alternative assignment products. The document advocates providing choice, tiered activities, and opportunities for individual and group work to differentiate instruction and better address student needs and learning preferences.
The Experience of Writing the Comprehensive ExaminationChe-Wei Lee
This presentation was presented at the Research Apprenticeship Course Meeting for Dr. Jacob’s Doctoral Students
Wednesday, 8 October 2014, 2:30 – 3:30 p.m. (EDT)
Room 4321 Wesley W. Posvar Hall
University of Pittsburgh
Acting on PhD student feedback to create new learning resourcesLUL Sci-Eng Team
Participants in this LILAC2012 workshop will consider real-life PhD student feedback from traditional Information Literacy sessions and use it to create ideas for new learning resources. Colleagues from Leeds University Library will share their experiences and the learning materials they created for the revised PhD workshops they launched in September 2011.
The Experience of Writing the Comprehensive ExaminationChe-Wei Lee
This presentation was presented at the Research Apprenticeship Course Meeting for Dr. Jacob’s Doctoral Students
Wednesday, 8 October 2014, 2:30 – 3:30 p.m. (EDT)
Room 4321 Wesley W. Posvar Hall
University of Pittsburgh
Acting on PhD student feedback to create new learning resourcesLUL Sci-Eng Team
Participants in this LILAC2012 workshop will consider real-life PhD student feedback from traditional Information Literacy sessions and use it to create ideas for new learning resources. Colleagues from Leeds University Library will share their experiences and the learning materials they created for the revised PhD workshops they launched in September 2011.
Presented at Computers in Libraries 2016
As a late adopter to the LibGuide platform, our library was able to learn from earlier successes and failures of others. We took an evidence-based approach to design its guides based on iterative testing and data from Springshare and Google Analytics. I share what user data showed and how it led to a consistent look and feel.
Answering How and Why Questions of Library Impact on Undergraduate Student Le...Derek Rodriguez
These slides accompany a paper presented at ACRL 2013. In this paper I propose three criteria for selecting library impact research methods including creating credible connections between library use and student learning outcomes, getting behind the numbers to answer how and why questions of library impact, and working at scale. Examples illustrating these criteria are drawn from recent projects using the Understanding Library Impacts protocol.
Presented at Computers in Libraries 2016
As a late adopter to the LibGuide platform, our library was able to learn from earlier successes and failures of others. We took an evidence-based approach to design its guides based on iterative testing and data from Springshare and Google Analytics. I share what user data showed and how it led to a consistent look and feel.
Answering How and Why Questions of Library Impact on Undergraduate Student Le...Derek Rodriguez
These slides accompany a paper presented at ACRL 2013. In this paper I propose three criteria for selecting library impact research methods including creating credible connections between library use and student learning outcomes, getting behind the numbers to answer how and why questions of library impact, and working at scale. Examples illustrating these criteria are drawn from recent projects using the Understanding Library Impacts protocol.
SPARC Webcast: Libraries Leading the Way on Open Educational ResourcesNicole Allen
This webcast features three librarians who have been leading OER projects on their campuses. Each will provide an overview of the project, discuss the impact achieved for students, and provide practical tips and advice for other campuses exploring OER initiatives.
Marilyn Billings, Scholarly Communication & Special Initiatives Librarian, University of Massachusetts Amherst Libraries. Marilyn coordinates the Open Education Initiative, which has saved students more than $750,000 since 2011 by working with faculty to identify low-cost and free alternatives to expensive textbooks.
Kristi Jensen, Program Development Lead, eLearning Support Initiative, University of Minnesota Libraries. The University of Minnesota has emerged as a national leader through its Open Textbook Library, which is a searchable catalog of more than 100 open textbooks. The Libraries also partnered with other entities on campus for their Digital Course Pack project, which has helped streamline the course pack process and make materials more affordable for students.
Shan Sutton, Associate University Librarian for Research and Scholarly Communication, Oregon State University Libraries. The OSU libraries are partnering with the OSU Press for a pilot program to develop open access textbooks by OSU faculty members. The program issued an RFP in the fall, and recently announced four winning proposals that will be published in 2014-2015.
The Critical Role of Librarians In OER AdoptionUna Daly
Please join CCCOER on Tuesday, February 26, 10:00 am (Pacific time) to hear about the critical work that librarians do to support OER adoption at community colleges. This webinar will feature three projects where librarians are leading the way in searching, curating, and creating OER to expand student access and improve teaching practices.
card catalog cc-by-nc-sa reeding lessons
Paradise Valley Community College, AZ –Sheila Afnan-Manns and Kande Mickelson, faculty librarians will share how they worked with students in International Business to find and create OER to support course learning outcomes.
Houston Community College District, TX – Angela Secrest, director of library services, will share her libguides that support faculty in the process of finding and adopting high quality OER.
Open Course Library(OCL), WA – Shireen Deboo, OCL and Seattle Community Colleges district librarian will share her work with faculty to find, create, and curate open content for inclusion in the Washington State Community and Technical College’s Open Course Library.
This is the slideshow that was used during the CARL 2010 Conference at the Friday afternoon session called "People Make Research Guides" with presenters Jacqui, Jade and Kathlene.
Assessing collaboration: The effect of pedagogical alignment and shared learning outcomes for information literacy instruction in first year writing classes
Presentation given at LILAC (Librarian's Information Literacy Annual Conference) 2010 in Limerick, Ireland
Presenters: Sara D. Miller, Assistant Library Instruction Coordinator, and Nancy DeJoy, Director of First Year Writing, Michigan State University
A bibliography is a list of citations of sources such as books, .docxransayo
A bibliography is a list of citations of sources such as books, articles, and documents that were used for one’s research. Bibliographies may also be called ‘references’ especially when found at the end of an academic paper.
An annotation is a summary and/or evaluative comment. The purpose of an annotated bibliography is to inform the reader of the relevance, accuracy, and quality of the sources cited. Thus, an annotated bibliography consists of a citation followed by its descriptive summary and a critical review of the source.
Typically an annotated bibliography includes one or more of the following: summary, assessment, and reflection of the source. In this exercise we will practice writing an annotated bibliography with all three components.
Summary: Annotation provides summary of the source. It is important to paraphrase sources rather than directly copy and paste the content. Here are guiding questions: What are the main arguments? What is the point of this book or article? What topics are covered? If someone asked what this article/book is about, what would you say? The length of your annotations will determine how detailed your summary is.
Assessment: Writing an evaluative comment after summarizing the source. Here are guiding questions: Does it seem like a reliable and current source? Why? Is the research biased or objective? Are the facts well documented? Who is the author? Is s/he qualified in this subject? Is this source scholarly, popular, both? How does it compare with other sources in your bibliography?
Reflection: After summarizing and assessing the source, ask yourself whether or not the source fits your study. Here are guiding questions: Was this source helpful to you? How does it help you shape your argument? How can you use this source in your research project? Has it changed the way you think about your topic?Length:
An annotated bibliography is about 150-300 words in length including the brief summary, assessment, and reflection.
Citation of Article 1 in APA Styles
Summary: Annotation provides summary of the source. It is important to paraphrase sources rather than directly copy and paste the content. Here are guiding questions: What are the main arguments? What is the point of this book or article? What topics are covered? If someone asked what this article/book is about, what would you say? The length of your annotations will determine how detailed your summary is.
Assessment: Writing an evaluative comment after summarizing the source. Here are guiding questions: Does it seem like a reliable and current source? Why? Is the research biased or objective? Are the facts well documented? Who is the author? Is s/he qualified in this subject? Is this source scholarly, popular, both? How does it compare with other sources in your bibliography?
Reflection: After summarizing and assessing the source, ask yourself whether or not the source fits your study. Here are guiding questions: Was this .
Activate Your Learners! Active Learning Strategies for Fostering Participant ...Lisa S.
MacEwan University Librarians have revamped introductory information literacy programming to incorporate active learning activities. Our session will discuss the value of active learning, share the chart used to match activities with learning objectives, and allow participants to experience active learning activities that could be adapted for programming in all types of libraries.
Promoting Open Access and Open Educational Resources to FacultyNASIG
Heather Crozier, presenter
Student debt is a compelling issue and many institutions are investigating solutions to ease the financial burdens of their students. Increasing the use of open educational resources benefits students by reducing course costs. Adopting OER in the classroom allows faculty more freedom in choosing instructional tools. Faculty also benefit from open access publishing by increasing their exposure. However, on the campus of a small, private institution, attendance at workshops to spread awareness and increase the use of these materials was minimal. Faculty had the perception that free resources could not be the same quality as traditional resources. In order to dispel this myth, the Electronic Resources Librarian and Educational Technology Manager collaborated to create custom one hour sessions for individual departments, leveraging library/faculty liaison relationships and the expertise of the office of educational technology. In the session, faculty learn more about open access publishing options, the value of open educational resources, the quality of many open educational resources, and where to find these resources. The session uses the course management system to both disseminate the information shared in the session and create a forum for departments to share resources with each other. Through the CMS, faculty gain access to vetted resources. All attendants have editing privileges within the site after the workshop, allowing them to curate course-specific lists for sharing and future reference. Pilot sessions have been well received and wider implementation is planned for the next academic year.
Co-teaching has not been used extensively as a model for librarian-instructor collaboration. The presenter, the Graduate Librarian at the KSU College of Education, will take you on her journey from an occasional collaboration with instructors to co-teaching a course. The session will include a case study of implementing the co-teaching model and barriers in the faculty – librarian collaboration
Presenter(s): Olga Koz.
Are you interested in working with teaching faculty to make a difference in the academic achievement of students? Would you like to move from one-shot instructions to co-designing and co-teaching courses? If so, this presentation is for you!
The presentation for GaCOMO about the graduate studies librarian journey to improve graduate students learning outcomes through collaboration with teaching faculty
Too often students become lost in the expert voices found in secondary sources. How do we empower students to find their authentic voices in the writing process? How do we accomplish this while addressing the need for assessment? Two instructional librarians will discuss the pedagogical power and potential uses of primary sources for both students and educators. Educators can use primary sources in instruction to empower students to find their own voices in the writing process. Working with primary sources also helps students develop evaluative and critical thinking skills which are key measures of the Common Core Standards. During the session, the librarians will present a mini lesson which will engage the audience in the use of select primary source material.
One of the best opportunities in librarianship is writing book reviews. Writing book reviews is an easy method for starting an academic writing career. This activity also provides a venue for keeping up with current literature, whether leisure reading or for a particular collection. The speakers will provide some tips and insights into writing reviews since they are experienced in reviewing materials for Choice, Library Journal, and Children’s Literature Comprehensive Database.
Spotlight on Students: Student-Centered Strategies for Your Library's Social ...bwest2
Connecting with students via social media while balancing the demands on librarians and library staff can pose a challenge. Two academic librarians share effective strategies which alleviated the burden of maintaining the library's social media presence while boosting student participation. Participants will come away with the beginnings of a concrete social media strategy and best practices for encouraging student interaction utilizing contests and polls.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
3. Differentiation
• Learning Styles / Multiple intelligences
(Gregory & Chapman, 2007)
• Differentiation is an approach to instruction that
incorporates a variety of strategies to address:
• What students need to learn (Content)
• How students learn about a topic (Process)
• How students demonstrate what they learn (Product)
(De Jesus, 2012)
4. My Online Teaching Journey
• Last fall, I taught information literacy online for the
first time as an embedded librarian.
• EDU 516: Research Methods in Education
• Teaching faculty:“My students need to use the
library to find research articles.”
5. Content Process Product
Content = What the students need to learn.
• The students in EDU 516 need to learn how to use
ERIC for their education research to locate 6 to 8
research articles and 1 dissertation or thesis.
• This information would be used by students to craft
a literature review.
6. Content Process Product
Then…
• I posted an ERIC web tutorial available on Penfield
Library’s website in Angel, our learning management
system.
7. Content Process Product
Web tutorial Video tutorials Quick Guide Document
• Now…
8. Content Process Product
• Podcasts
• Wikis
• Blogs
• PDFs
• Articles
• Videos
• Tutorials
• Screencasts
• LibGuides
• Slideshows
Provide students with content choices. Select options that appeal to a
variety of learning styles and ability levels.
Provide students with
optional
links/materials to
allow them to delve
more deeply into
topics.
9. Content Process Product
Process = How students will learn the content.
Then….
• The students would complete the tutorial, then search
for articles. I also hosted a discussion board to answer
questions.
10. Content Process Product
Now…
• Students complete a tutorial of their choosing.
• Students independently develop a search strategy; they can
post their questions to the discussion board as questions
arise.
• Small groups of 2 or 3 students review each other’s
strategies.
11. Content Process Product
Consider the structure of learning activities and the types of
interactions students will have with their peers, the content, and the
librarian.
• Asynchronous vs. Synchronous activities/interactions
(Mackey & Jacobson, 2011)
• Provide tiered activities: beginner, intermediate, advanced
(Cash, 2011)
• Incorporate opportunities for individual and small group work into
activities
12. Content Process Product
Product = How students demonstrate what they have
learned.
Then…
The professor had a “Library Visit” assignment that
asked them to submit a list of their 6 to 8 articles and 1
dissertation or thesis.
13. Content Process Product
Now…
The students need to:
• Provide APA citations for their selected resources
• Evaluate how the sources benefit their action research project
• Analyze themes in found the literature
• Options for assignment:
Write an annotated bibliography OR Create a presentation
14. Content Process Product
Assignment Criteria 0-4 pts– Few requirements
met
5-9 pts– Most requirements
met
10 pts– All requirements
met
6 to 8 articles provided
in APA format
Less than 6 to 8 articles;
more than 5 APA
citation errors
6 to 8 articles, but more
than 4 APA citation
errors.
6 to 8 articles; 2 or less
errors in APA format.
1 dissertation or thesis
provided in APA format
No dissertation or thesis
provided
At least 1 dissertation;
less than 2 errors in APA
citations.
At least 1 dissertation or
thesis, 1 or less errors in
APA format.
Explanation of why
article/dissertation will
benefit your research.
No explanations
provided
Explanations are
provided for ½ of
resources
Explanations are
provided for ALL
resources.
Provide 4 themes that
seem to run throughout
the literature.
No themes in literature
are discussed
Only 3 or fewer themes
are discussed
4 or more themes are
discussed
15. Content Process Product
Examples of possible products in online courses:
• Discussions
• Annotated bibliography
• Present synchronously
• Contribute to wikis
• Develop a multimedia object using web tools
• Blog/Journal entries
These products help the librarian assess student understanding.
16. Considerations
•Time
• Start small & incorporate differentiated instruction
elements over time.
•Accessibility – Section 508
•Student learning profiles
• Self assessments
18. Interesting Reads & Other Sources
Akdemir, O., & Koszalka,T. A. (2008). Investigating the relationships
among instructional strategies and learning styles in online
environments. Computers & Education, 50(4),1451-1461.
doi: 10.1016/j.compedu.2007.01.004.
Cercone, K. (2008). Characteristics of adult learners with
implications for online learning design, AACE Journal, 16(2), 137-
159.
• Carol Tomlinson – An expert in Educational Differentiation
• Consult teaching literature available in Curriculum Material Libraries
19. References
Cash, R. (2011). Advancing differentiation:Thinking and learning for the 21st
century. Minneapolis, MN: Free Spirit Publishing, Inc.
De Jesus, O. (2012). Differentiated instruction: Can differentiated instruction
provide success for all learners?. National Teacher Education Journal,
5(3), 5-11.
Gregory, G., & Chapman, C. (2007). Differentiated instructional strategies:
One size doesn’t fit all. London, UK: Corwin Press.
Mackey,T. P., & Jacobson,T. E. (Eds.). (2011). Teaching information literacy
online. NewYork, NY: Neal-Schuman Publishers.
