Cognitivist Information Literacy

Informa(on Literacy
Workshops
ITEC
800-‐ID#2

Allison
Hughes

→  Two
polls
will
ask
ques=ons
of
students
and
the
answers
may
be
surprising,
funny,
etc.

→  This
will
get
them
thinking
about
the
subject
area
of
informa=on
literacy
and
thinking
about
what

they
already
know
about
the
subject.

GAIN

ATTENTION

→  Outline
of
‘workshop
goals’
will
be
projected
on
screen,
printed
on
a
handout
and
available

electronically
on
the
workshop
LMS.
àAccessibility,
Sec=on
508

→  Show
main
ideas
that
the
workshop
will
cover
and
how
they
are
inter-‐related
and
how
they
relate

to
their
research
assignment.
(“Why
am
I
here??”)

INFORM

OBJECTIVES

→  Another
poll
asking
for
experiences
searching,
Googling
or
researching.

→  Re-‐create
a
few
and
show
the
‘goods’
and
‘bads’
of
diﬀerent
searches,
results
and
resources.

→  This
will
get
students
to
contextualize
the
workshop
in
rela=on
to
their
experience
using
the

internet
to
gather
informa=on.

STIMULATE

RECALL

→  Focus
on
breaking
material
into
chunks
that
align
with
the
‘workshop
goals’.

→  Every
concept
will
be
related
to
a
real
world
example,
either
to
the
assignment
at
hand
or
to
some

of
the
responses
received
in
the
last
poll.
à
Relatable
and
Contextualized

STIMULUS

MATERIAL

Chunk
1
To
begin
doing
research
for
your

assignment,
you
first
have
to
know
what

you
are
looking
for.

1.  Start
with
a
ques=on
that
you
are

hoping
to
answer
with
your
research.

2.  Revise
your
ques=on,
if
needed,
to

make
it
more
specific.

A.  The
more
specific
your
ques=on
is,

the
easier
it
will
be
to
find
sources

that
answer
your
research

ques=on.

→  A_er
each
‘chunk’
is
presented,
students
will
be
given
1-‐2
examples
of
the
actual
task
being

explained.

→  This
will
allow
the
students
to
take
the
theory
and
see
it
used
in
real
prac=ce.

LEARNER

GUIDANCE

Chunk
1

For
example,
which
of
these
research

ques5ons
do
you
think
would
lead
to
more

informa5ve
findings?

-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐

“Why
is
fast
food
bad
for
you?”

OR

“How
has
fast
food
contributed
to
the

childhood
obesity
epidemic?”

-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐

“When
did
taòos
become
popular?”

OR

“What
social
factors
have
contributed
to

the
rise
in
popularity
of
taòos
in
people

ages
18-‐25?”

-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐

→  A_er
students
have
been
offered
some
guidance
regarding
a
chunk,
they
will
then
be
asked
to

prac=ce
it,
since
each
chuck
is
needed
for
their
research
project.

→  This
will
give
students
the
opportunity
to
prac=ce
each
chunk
with
a
librarian
available
for
help.

ELICIT

PERFORMANCE

Chunk
1

Now
its
your
turn.

Think
of
3
versions
of
your
research

ques5on,
trying
to
make
it
as
specific
and

searchable
as
you
can.

When
you
are
finished
or
if
you
have
a

ques5on,
place
the
red
cup
next
to
you
on

top
of
your
computer
and
wait
for
your

instructor
or
the
librarian
to
come
by
and

review
you
ques5ons.

→  A_er
students
have
prac=ced
each
chunk,
the
instructor
and
librarian
will
go
around
and
check
each

student’s
work
checking
for
comple=on
and
understanding.

→  Feedback
will
simply
point
students
in
the
right
direc=on,
so
they
can
revise
their
own
work.

PROVIDE

FEEDBACK

Chunk
1

When
you
are
ﬁnished
or
if
you
have
a

ques5on,
place
the
red
cup
next
to
you
on

top
of
your
computer
and
wait
for
your

instructor
or
the
librarian
to
come
by
and

review
you
ques5ons.

Pick
the
one
you
like
best
and
revise
if

needed
based
on
instructor
feedback.

STIMULUS

MATERIAL

LEARNER

GUIDANCE

ELICIT

PERFORMANCE

PROVIDE

FEEDBACK

→ These
phases
will
be
repeated
itera=vely
for
each
chunk
listed
in
the

‘workshop
goals’.
Only
once
they
have
been
completed
for
all
chunks,
will

performance
be
assessed.

Chunk
2

Chunk
3

Chunk
4

→  Performance
will
ul=mately
be
assessed
in
the
comple=on
of
the
research
assignment
in
the

student’s
ENGL
100
class.

→  However,
a
15-‐ques=on
quiz
(used
solely
as
assessment,
not
for
grading)
would
allow
the
librarian

to
re-‐touch
on
any
concepts
that
appear
to
be
misunderstood.

•  The
quiz
could
be
given
anonymously,
in
a
poll
or
survey
format,
to
limit
test
anxiety
and
allow
for

immediate
feedback
for
the
whole
group
in
the
form
of
a
closing,
summary
discussion.

→  The
handout
could
also
provide
a
space
for
students
to
record
the
work
that
they
did
throughout
the

workshop
to
refer
back
to
later.

ASSESS

PERFORMANCE

→  The
end
of
the
workshop
will
work
to
allow
students
to
place
the
informa=on
that
they
have
just

learned
in
their
daily
lives—personal,
professional
and
academic.

•  Personal:
use
the
search
=ps
to
help
you
ﬁnd
the
informa=on
you’re
looking
for
quicker
and

more
eﬃciently.

Ø  Dis=nguishing
adver=sements
and
product
placements
versus
honest
reviews

Ø  Dis=nguishing
personal
promo=on
from
educated
recommenda=ons

•  Professional:
use
the
evalua=on
criteria
for
iden=fying
scams
and
fake
pos=ngs,
or
to
gather

suppor=ng
evidence
for
a
new
idea
you’d
like
to
propose.

•  Academic:
you
will
need
to
research
topics
in
the
future;
and
if
you’re
hoping
to
transfer,
your

research
may
need
to
be
more
in-‐depth
than
what
we’ve
done
today.

RETENTION

&

TRANSFER

Sources
Interac=ve:
Gagne's
Nine
Events
of
Instruc=on.
(2015).
Retrieved

October
12,
2015,
from
h`p://check-‐n-‐click.com/interac=ve-‐gagnes-‐
nine-‐events-‐of-‐instruc=on/

Brenner,
Eric.
(2015,
April)
Search
Tips.
Document.
Retrieved
October

9,
2015.

Brenner,
Eric.
(2015,
April)
Guidelines
and
Criteria
for
Evalua=ng
Web

Pages
&
Websites.
Document.
Retrieved
October
9,
2015.

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