This document summarizes key findings from psychology research and how they can inform library services. It discusses how libraries can:
1) Understand patrons more fully by drawing on research in areas like cultural psychology, cognitive psychology, and social neuroscience.
2) Design services that situate information and resources in relevant contexts based on how stories and real-world tasks can promote learning.
3) Provide effective praise and feedback to patrons based on findings that effort-focused praise and rubrics can improve performance more than simple results.
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For More Relevant Presentation Visit my Website:
http://jobsforworld.blogspot.com/2015/12/presentation-of-education.html
The historical development of Abnormal Psychology or Psychopathology is worth studying. The progressive as well as conservative steps have contributed to a balanced view of abnormal behavior.
George Kelly - Personal Construct Theory- Princy HannahPRINCYHANNAHA
Personal construct theory or personal construct psychology is a theory of personality and cognition developed by the American psychologist George Kelly in the 1950s. The theory is concerned with the psychological reasons for actions.
There are many different kinds of ethical issues facing clinical psychologists. Some of the most common ones involve confidentiality, payments, relationships, and testimony.
experimental psychology history, experimental psychology lecture, beginning of experimental psychology, experimental method in psychology in English, experimental psychology introduction, a level psychology experimental method, nature of experimental psychology, experimental psychology overview
For More Relevant Presentation Visit my Website:
http://jobsforworld.blogspot.com/2015/12/presentation-of-education.html
The historical development of Abnormal Psychology or Psychopathology is worth studying. The progressive as well as conservative steps have contributed to a balanced view of abnormal behavior.
George Kelly - Personal Construct Theory- Princy HannahPRINCYHANNAHA
Personal construct theory or personal construct psychology is a theory of personality and cognition developed by the American psychologist George Kelly in the 1950s. The theory is concerned with the psychological reasons for actions.
There are many different kinds of ethical issues facing clinical psychologists. Some of the most common ones involve confidentiality, payments, relationships, and testimony.
According to psychologist Gordon Allport, social psychology is a discipline that uses scientific methods "to understand and explain how the thought, feeling and behavior of individuals are influenced by the actual, imagined or implied presence of other human beings" (1985).
Briefly this field has been discussed.
Clinical Psychology helps to analyze the human behaviours like mental, emotional and behavioural disorders and diagnose, treat and prevent mental disorders.
Read more: http://www.tauedu.org/school-of-behavioral-science.html
This short power point presentation deals with the beginning, scope, domains, concepts, challenges and directions for future research in this relatively new sub-field of Applied Psychology.
In 2007 – eight years ago- the Rocard report asked for renewing science education in Europe and advertised
inquiry based science education (IBSE) as the remedy for many problems we were facing in science education
those days. Several innovative education projects were launched and successfully implemented in many European
countries. Which lessons did we learn? Which questions do we still need to answer?
According to psychologist Gordon Allport, social psychology is a discipline that uses scientific methods "to understand and explain how the thought, feeling and behavior of individuals are influenced by the actual, imagined or implied presence of other human beings" (1985).
Briefly this field has been discussed.
Clinical Psychology helps to analyze the human behaviours like mental, emotional and behavioural disorders and diagnose, treat and prevent mental disorders.
Read more: http://www.tauedu.org/school-of-behavioral-science.html
This short power point presentation deals with the beginning, scope, domains, concepts, challenges and directions for future research in this relatively new sub-field of Applied Psychology.
In 2007 – eight years ago- the Rocard report asked for renewing science education in Europe and advertised
inquiry based science education (IBSE) as the remedy for many problems we were facing in science education
those days. Several innovative education projects were launched and successfully implemented in many European
countries. Which lessons did we learn? Which questions do we still need to answer?
Promoting Student Engagement and Imagination Through Project-Based LearningEduSkills OECD
This presentation was given by Joe Krajcik at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Report to the LILAC 2010 conference on a University of Manitoba project which used information literacy and evidence-based methodologies to have students test managers' "conventional wisdom" ideas and practices.
Your responses to your classmates must be substantive. Share ide.docxbunyansaturnina
Your responses to your classmates must be substantive. Share ideas, explore differences, and think critically about your classmates’ posts. Bring in information from your textbook, classroom resources or other credible sources that you find to contribute to the discussion. You are invited to share relevant audio, video, or images in your responses. You must cite and reference any sources you use, even in your responses to your classmates.
PEER RESPONSE:
Information literacy is a collection of skills that requires people to recognize when data is required and effectively find, analyze, and use that information. Information literacy is an essential life skill we all acquire. It involves evaluating the credibility of the sources if there is more reading or information to seek, asking who the author is, and other such information.
Concepts
Information literacy is described as the ability to recognize a need for information and locate, analyze, and use that knowledge morally and responsibly for a specific purpose. Knowledge literacy, on the other hand, is essential in every area of life. Being knowledge literate will assist you in conducting analysis, identifying appropriate sources for determining and comparing goods objectively to discover the excellent value, and problem-solving creatively (Thompson, 2007).
Concepts
1
.
Research as inquiry
: Asking questions is at the heart of the research process. Solid research queries are fluid, changing in response to the findings of the research background. The value of the theoretical framework should improve as our knowledge of the research subject develops.
Scholarship as conversation:
Experts in a field collaborate to exchange knowledge, discuss concepts, and better understand the subject matter. They often debate each other's ideas and seek other researchers' perspectives in their fields to put their theories to the test.
Information creation as a process
: Because of the intent of its layout, information is displayed in a variety of formats. It will be easier to choose suitable sources if you consider the method of information type development (Thompson, 2007).
Need for information literacy for college student
Information literacy helps me keep up with the ever-changing information landscape. It will help me verify and vet the correct data to look for or the most suitable sources to use. The skills I have obtained are essential in determining when I need information, analyze it, evaluate, and have courage in my ability to use the information creatively, effectively, and ethically. The skills will help me in seeking out opportunities to learn new things (Lloyd & Williamson, 2008).
Application to personal or professional life
Information literacy and concepts can produce "employees who can recognize and understand the central place. It helps in the integration and uses a variety of information from diverse print and digital sources. I will use the skills in the analysis of the inform.
Social and Cognitive Presence in Virtual Learning Environments Terry Anderson
Reviews and speculates on further development of the Community of Inquiry model (communitiesofinquiry.com) developed in Alberta by Randy Garrison, Terry Anderson, Walter Archer and Liam Rourke. This project developed theory and tools to measure teaching, cognitive and social presence in online environments
Research (supplemented by informal observation) over the past ten years has shown that students of all ages have particular difficulties finding, interacting with and using information; difficulties that are exacerbated by characteristics of the WWW and by the nature of students’ interaction with it. If we want students to develop as independent learners and problem –solvers, in and out of the classroom, we need to address these difficulties in a systematic way.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/informationliteracywhatwhyandhow.asp
An introduction to the frameworks and approaches in our new book, It's All about Thinking - Collaborating to Support All Learners (Brownlie and Schnellert). This edition focuses on English, Social Studies and Humanities, grades 5-12.
2022 - Fostering Strategic Science Communication related to TrustJohn C. Besley
This was a 1-hour talk for some colleagues at Northwestern. Laid out three things: What we've heard from talking to people in the scientific community about science communication, how we think about science communication through the lens of strategy, and how we study how scientists think about communication choices.
Similar to Current trends in psychology research - how can they improve library practice? (20)
LITA’s Altmetrics and Digital Analytics Interest Group is proud to present Heather Coates, Richard Naples, and Lauren Collister in our second free webinar of the season. Heather will introduce the concept of altmetrics with a quick "Altmetrics 101," Richard will discuss the Smithsonian's implementation of Altmetric, and Lauren will share the University of Pittsburgh's experience with Plum Analytics.
Gather evidence to demonstrate the impact of your researchIUPUI
This workshop is the 3rd in a series of 4 titled "Maximize your impact" offered by the IUPUI University Library Center for Digital Scholarship. Faculty must provide strong evidence of impact in order to achieve promotion and tenure. Having strong evidence in year 5 is made easier by strategic dissemination early in your tenure track. In this hands-on workshop, we will introduce key sources of evidence to support your case, demonstrate strategies for gathering this evidence, and provide a variety of examples. These sources include citation metrics, article level metrics, and altmetrics as indicators of impact to support your narrative of excellence.
An introduction to open science for the Library Journal webcast Case Studies for Open Science on February 9, 2016.
http://lj.libraryjournal.com/2016/01/webcasts/case-studies-for-open-science/
Academics must provide evidence to demonstrate the impact and outcomes of their scholarly work. This webinar, presented by librarians, will help faculty explore various forms of documentary evidence to support their case for excellence. Sponsored by the IUPUI Office of Academic Affairs.
Note: The webinar included demonstrations of Web of Science & Scopus, which the slides do not reflect.
Teaching data management in a lab environment (IASSIST 2014)IUPUI
Equipping researchers with the skills to effectively utilize data in the global data ecosystem requires proficiency with data literacies and electronic resource management. This is a valuable opportunity for libraries to leverage existing expertise and infrastructure to address a significant gap data literacy education. This session will describe a workshop for developing core skills in data literacy. In light of the significant gap between common practice and effective strategies emerging from specific research communities, we incorporated elements of a lab format to build proficiency with specific strategies. The lab format is traditionally used for training procedural skills in a controlled setting, which is also appropriate for teaching many daily data management practices. The focus of the curriculum is to teach data management strategies that support data quality, transparency, and re-use. Given the variety of data formats and types used in health and social sciences research, we adopted a skills-based approach that transcends particular domains or methodologies. Attendees applied selected strategies using a combination of their own research projects and a carefully defined case study to build proficiency.
Objectives: To explore potential collaborations between academic libraries and Clinical Translational Science Award (CTSA)-funded institutes with respect to
data management training and support.
Methods: The National Institutes of Health CTSAs have established a well-funded, crucial infrastructure supporting large-scale collaborative biomedical research. This infrastructure is also valuable for smaller, more localized research projects. While infrastructure and corresponding support is often available for large, well-funded projects, these services have generally not been extended to smaller projects. This is a missed opportunity on both accounts. Academic libraries providing data services can leverage CTSA-based resources, while CTSA-funded institutes can extend their reach beyond large biomedical projectsto serve the long tail of research data.
Results: A year-long series of conversations with the Indiana CTSI Data Management Team resulted in resource sharing, consensus building about key issues in data management, provision of expert feedback on a data management training curriculum, and several avenues for future collaborations.
Conclusions:Data management training for graduate students and early career researchers is a vital area of need that would benefit from the combined infrastructure and expertise of translational science institutes and academic libraries. Such partnerships can leverage the instructional, preservation, and access expertise in academic libraries, along with the storage, security, and analytical expertise in translational science institutes to improve the management, protection, and access of valuable research data.
Data sharing promotes many goals of the NIH research endeavor. It is particularly important for unique data that cannot be readily replicated. Data sharing allows scientists to expedite the translation of research results into knowledge, products, and procedures to improve human health. Do you know what a data sharing plan should include? Are you aware of common practices and standards for data sharing? Do you know what services are available to help share your data responsibly? This workshop will begin to address these questions. Q&A will follow the presentation. Anyone interested in or planning to apply for NIH funding should attend. Note: The NIH data-sharing policy applies to applicants seeking $500,000 or more in direct costs in any year of the proposed research.
Data sharing promotes many goals of the NIH research endeavor. It is particularly important for unique data that cannot be readily replicated. Data sharing allows scientists to expedite the translation of research results into knowledge, products, and procedures to improve human health. Do you know what a data sharing plan should include? Are you aware of common practices and standards for data sharing? Do you know what services are available to help share your data responsibly? This workshop will begin to address these questions. Q&A will follow the presentation. Anyone interested in or planning to apply for NIH funding should attend. Note: The NIH data-sharing policy applies to applicants seeking $500,000 or more in direct costs in any year of the proposed research.
Data Management Lab: Session 4 Slides (more details at http://ulib.iupui.edu/digitalscholarship/dataservices/datamgmtlab)
What you will learn:
1. Build awareness of research data management issues associated with digital data.
2. Introduce methods to address common data management issues and facilitate data integrity.
3. Introduce institutional resources supporting effective data management methods.
4. Build proficiency in applying these methods.
5. Build strategic skills that enable attendees to solve new data management problems.
Data Management Lab: Session 4 Review OutlineIUPUI
Data Management Lab: Session 4 Review Outline (more details at http://ulib.iupui.edu/digitalscholarship/dataservices/datamgmtlab)
What you will learn:
1. Build awareness of research data management issues associated with digital data.
2. Introduce methods to address common data management issues and facilitate data integrity.
3. Introduce institutional resources supporting effective data management methods.
4. Build proficiency in applying these methods.
5. Build strategic skills that enable attendees to solve new data management problems.
Data Management Lab: Session 3 slides (more details at http://ulib.iupui.edu/digitalscholarship/dataservices/datamgmtlab)
What you will learn:
1. Build awareness of research data management issues associated with digital data.
2. Introduce methods to address common data management issues and facilitate data integrity.
3. Introduce institutional resources supporting effective data management methods.
4. Build proficiency in applying these methods.
5. Build strategic skills that enable attendees to solve new data management problems.
Data Management Lab: Session 3 Data Entry Best PracticesIUPUI
Data Management Lab: Session 3 Data Entry Best Practices (more details at http://ulib.iupui.edu/digitalscholarship/dataservices/datamgmtlab)
What you will learn:
1. Build awareness of research data management issues associated with digital data.
2. Introduce methods to address common data management issues and facilitate data integrity.
3. Introduce institutional resources supporting effective data management methods.
4. Build proficiency in applying these methods.
5. Build strategic skills that enable attendees to solve new data management problems.
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!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
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for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Current trends in psychology research - how can they improve library practice?
1. This I believe: Psychology research informs library service Heather Coates, BS, CCRP Masters student Schools of Library & Information Science School of Informatics Presented @ James Madison University on May 6, 2010
2.
3. cultural psychology distributed cognition cognitive psychology educational psychology personality assessment & measurement social cognitive neuroscience neuropsychology
4. Ideas We need to understand Practice makes perfect proficient Praise makes a difference Design matters
6. Stories are powerful “Not everything that can be counted counts, and not everything that counts can be counted” — Albert Einstein
7.
8. Put information in context Situate information and resources within the discipline and topic Use stories to engage, to teach, to assess knowledge and application, to share social context? Encourage students to use and apply knowledge in social, interactive tasks that represent real-world tasks and situations
13. Can we train experts? BA/BS = 120 credit hours 8 hours of meaningful practice per credit hour 960 hours of meaningful practice MA/MS ~ 36 credit hours 20 hours of meaningful practice per credit hour 720 hours of meaningful practice
19. What is feedback? “…information provided by an agent regarding aspects of one’s performance or understanding…a consequence of performance” “…fills a gap between what is understood and what is aimed to be understood” Hattie & Timperley, 2007
20. But in the real world, results are what matter.
21. Librarians can improve student learning by… Setting course- and program-specific information literacy goals Provide effort-focused praise Using well-developed rubrics Incorporate hands-on activities during instruction Monitoring our effectiveness through data-driven evaluation
30. In taking theoretical research findings and applying them to our practice, it is vital that we systematically measure their impact upon these practices.
31. “Good teachers are, after all, themselves students, and often look for ways to expand upon their existing knowledge.” Ferrance, 2000
32. References Adolphs, R. (2009). The social brain: Neural basis of social knowledge. Annual Review of Psychology, 60, 693-716. Ericsson, K. A. (1998). The scientific study of expert levels of performance: General implications for optimal learning and creativity. High Ability Studies, 9(1), 75-100. Ferrance, E. (2000). Action research. Themes in education. Providence, RI: LAB, Northeast and Island Regional Education Laboratory at Brown University. Heine, S. J. & Buchtel, E. E. (2009). Personality: The universal and the culturally specific. Annual Review of Psychology, 60, 369-394. Keil, F. C. (2006). Explanation and understanding. Annual Review of Psychology, 57, 227-254. Lieberman, M. D. (2007). Social cognitive neuroscience: A review of core processes. Annual Review of Psychology, 58, 259-289.
33. Related news & media The Data-driven Life The Effort Effect Renee Byer @ TEDxTokyo 2009
Editor's Notes
Thanks for coming. When I was invited to campus, I was asked to talk about current trends in psychology and their impact on library service. I’ve been involved in psychological research since I was undergrad over a decade ago, so it’s hard for me to imagine being a librarian without psychology shaping my perspective…on information needs and behaviors, instruction, reference services, system design, information architecture, as well as program evaluation and research. Psychology has given librarians tools with which we can measure the impact and significance of our services on our patrons. I hope this presentation will introduce you to some of the ideas in the literature as they relate to serving students as learners.
Psychology is a broad discipline that seeks to understand the human mind; it encompasses many concepts, theories, and research approaches. It emerged the field of philosophy as a separate discipline around 1879 when Wilhelm Wundt established an experimental lab in Germany. A wealth of basic and applied research has led us to a better understanding of cognitive processes, how these processes relate to physiological activity, and has contributed to a variety of techniques useful in studying how people interact and process information.
Given the roughly 30 minutes I have today, I want to focus on how insights provided by recent psychology research can help us to improve library services. Specifically, I’ll talk about our understanding of students as learners and our practices as teachers. These ideas are not scientific interpretations of the research findings, but ideas inspired by them and applied to library services. As such, they need to be evaluated for validity and efficacy within the academic library setting.
Presentation pattern/rhythm: Main ideaStories & ExamplesResearch pointsPractical application for library services
Stories & Examples:Have you ever noticed that the first questions to come to mind when something bad happens are why and how? We seek out the story behind the events in our lives.Stories connect discrete facts into a cohesive whole. Stories can be subtle, entertaining, and persuasive. Stories acknowledge the whole person, engaging us emotionally and cognitively. Stories allow us to overcome complexity by acknowledging contradictions. Stories balance the big picture with details and allow us to communicate our perspective of the world.The power of stories lies in the ability to take seemingly random bits of information and build a cohesive, compelling, and memorable whole that helps us make sense of our world. One of the challenges in passing the healthcare reform bill was the complexity involved. There were so many components and so many competing viewpoints that no one was able to come up with a convincing story FOR it; but the stories against it were powerful and simple – who can forget the death panels?Over the past 18 months, we’ve all heard reports that try to help us make sense of what happened and why. Those that are most memorable are able to handle both the big picture as well as the personal affects of the crisis. [play audio]
3. Research points: we need to understand OUR WORLD AND THE PEOPLE AROUND USWe have lots of ways to help us make sense of our world. Stories are one, explanations are another. Like stories, explanations have a social component. We can use explanations to predict what will happen, to diagnose a system failure, and to place blame. There are gaps in our explanations of things. We can choose to try to fill the gap by seeking out new information or we can decide to outsource it to someone else. Although many of our explanations are incomplete, we somehow manage to use them quite well until we are forced to face a gap. Often, trying to explain something to someone else makes us aware of the incompleteness of our own understanding (Keil, 2006). An interesting finding is that collectivist cultures tend to provide more situational explanations about behaviors, whereas individualist cultures tend to provide more dispositional explanations. (Keil, 2006)
4. Library service: we need to understandWhat this leads me to is that stories are a untapped instructional tool for information literacy. We can use stories to relate information literacy principles to topics that students are interested in. We can use stories to more fully engage students – emotionally as well as cognitively. We can use stories to put information into context when introducing them to new topics and when issues are complex. We can also use stories to convince students of the relevance of libraries, librarians, and information literacy to their lives. These stories don’t need necessarily need to be fiction; some of the most compelling stories I hear are on NPR. Although stories can oversimplify many situations, they are a great starting point for building basic understanding.
Presentation pattern/rhythm: Main ideaStories & ExamplesResearch pointsPractical application for library services
It’s a widely accepted rule in music and dance education as well as for training in many sports that practice the primary tool that will help us reach a high level of performance. In education, this idea of proficiency at a specific task is called mastery, in a broader context we call it expertise. Practice is one of two important components of developing expertise in information literacy that I’ll discuss today. The other is feedback, which I’ll talk about in a few moments.
3. Research points: practice makes proficientI’ve often heard people say that it takes 10,000 hours of practice to become an expert. But I wondered how much the quality of practice time mattered, if at all. So I tracked down the source of this claim. This figure from an article in the Journal of High Abilities describes three skill domains and the tasks used to assess expertise. The results reported indicate that across a wide range of domains with different levels of motor skill, strategy, and creativity, the power of meaningful practice stands. But, just doing an activity does not itself lead to improvement and doesn’t explain the high levels of performance we call expertise. Ericsson
The quick answer is no. But we can provide students with a solid foundation that will help them translate the skills they learn in the classroom to the workplace.
5. Library services: practice makes proficient a. In all major domains there has been an accumulation of effective methods for teaching the accumulated knowledge and skills (Ericsson, 1998); LIS is in the early stages of accumulation of methods to teach information literacy skills relevant to constantly evolving technologies b. the core assumption of deliberative practice is that expert performance is acquired gradually and that effective improvement of students’ performance depends on the teachers’ ability to isolate sequences of simple training tasks that the student can master sequentially (Ericsson, 1998)Where can these opportunities be provided within the existing undergraduate and graduate psychology curricula? 1. portfolio that demonstrates the range of information literacy skills and discipline knowledge 2. research journals for the methodology core 3. annotated bibliographies for the social and natural science core 4. literature review for upper level specialty content (could lead into a capstone) 5. have students develop quality criteria for specific types of information or sources; make them justify their choices and apply them to 3 sources
Presentation pattern/rhythm: Main idea: The research overwhelmingly agrees that we respond best to positive reinforcement, rather than punishment.Stories & Examples:
If you haven’t read this article, I recommend it. I just want to read three sentences from it that really surprised me.“Of those praised for their effort, 90 percent chose the harder set of puzzles. Of those praised for their intelligence, a majority chose the easy test. The “smart” kids took the cop-out. “
This summarizes the results from a study conducted by Dweck and her team. Experimenters and children acted out several scenarios with puppets. For each scenario, the child was asked to draw something. For half of the scenarios, the experimenters praised the child generically “You are a good drawer” and for the other half they were praised specifically “You did a good job drawing.”Questions A and B measured self-evaluation after the third successful scenario, while questions C-H were asked after the mistake scenarios were acted out by the child and teacher with puppets. Questions C and D addressed students self-evaluation through direct questions – did what happened in the apple story make you feel like you were good at drawing or not good at drawing? and did what happened in the apple story make you feel like a good boy/girl or not a good boy/girl? The persistence questions were forced choice questions that asked the children what they would do tomorrow. The differences in self-evaluation between the two types of praise after the mistake scenario are significant. The differences between persistence after the mistake scenarios are pretty striking.
3. Research points on feedback v praiseThis is the model proposed by Dweck after years of research in this area.
3. Research points on specific, effort-focused praiseGood instruction is vital, but we all need feedback to check our understanding, add detail, and revise errors.a. the research indicates optimizing feedback is complex because the response to various types of feedback depend on the situation (Hattie & Timperley, 2007) b. “specific goals are more effective than general or non-specific ones, primarily because they focus students’ attention, and feedback can be more directed.” (Hattie & Timperley, 2007) c. feedback is effective when it consists of information about progress, and/or about how to proceed (Hattie & Timperley, 2007) d. four levels at which feedback can be directed: task, process, self-regulation, self (personal) (Hattie & Timperley, 2007) e. “There is considerable evidence that providing written comments (specific feedback related to the task) is more effective than providing grades (Hattie & Timperley, 2007) f. feedback related to the process is most useful when it assists students in rejecting erroneous hypotheses and provides direction for searching and strategizing (Hattie & Timperley, 2007) g. feedback at the process level appears to be more effective than at the task level for enhancing deeper learning (Hattie & Timperley, 2007) h. Instruction happens first, feedback happens second. (Hattie & Timperley, 2007)i. students often view feedback as the responsibility of someone else, usually teachers, whose job it is to provide feedback information by deciding for the students how well they are doing, what the goals are, and what to do next. (Hattie & Timperley, 2007) j. A number of studies identified greater tendencies for East Asians compared with North Americans to attribute school achievement to effort and not to abilities (Heine & Buchtel, 2009) k.In comparison with Namericans, Easiansembrance personal avoidance goals, rate opportunities to lose as more important than opportunities to win, persist more on a task after failure and less after success (Heine & Buchtel, 2009)
4. Stories & Examples: Impact on library service (cont…): One response in the blogosphereto the NY Magazine article and Dweck’s forthcoming book is that results are what matter in the real world, so feedback has a limited role outside of education. I think the writer misunderstood the broad nature of feedback and its role in learning. Even if I trained like an Olympic runner, I wouldn’t necessarily be able to compete against one. While following the right process will not guarantee that the result or outcome is what we want, it’s necessary for non-experts to have a procedure to follow until they have internalized the complex rules that lead to the successful result. None of us learns instantaneously; we all require time, practice, and feedback to learn new skills. Praising the specific behaviors that lead to success (as defined by experts) is an effective way to shape our students growth.
4. Impact on library service:Undergrads: identify by major or selected career path, work with them in small groups; Grad students: identify according to program, professional goals, and stage of program, work with individually;Work with faculty to have copies of assignments or be involved in incorporating information literacy into assignments; Provide effort-focused praise;Use pre-tests (even if they are verbal response questions) to make students aware of knowledge gaps before instruction;Work with faculty to provide task- and process-specific feedback on course assignments;Using rubrics to guide task-specific feedback and build students’ self-regulation skillsThere are two arguments for hands-on activities during library instruction related to feedback research: 1) because it increases the availability of timely and relevant feedback or allows for more instruction when appropriate; 2) the best opportunities for feedback are often correcting a mistake
In the past ten years or so, we’ve seen the huge success of several products that take complex tasks or processes and make them simpler for us? Unfortunately, the research literature on human-computer interaction is quite large and more than I could explore for this presentation. But this is one question I would like to explore.
There is a wealth of research on human-computer interaction and good design, but much of it is contradictory or specific to particular situations or groups. This is a potentially rich area of collaboration for librarians to work with psychologists as well as designers to redesign the online presence of libraries.