This document discusses using active learning activities during first year information literacy sessions. It defines active learning as student-centered methods that encourage participation. Benefits include increased engagement and responsibility for learning. The session will provide an information literacy manual and allow participants to try activities. Sample activities include games like Jeopardy and grouping students to brainstorm synonyms. The document aims to refresh pedagogical approaches and involve students through small group work and questions.

1. Get Active!
Using Active Learning Activities
During First Year Information
Literacy Sessions
Lisa Shamchuk & Leah Plouffe
Grant MacEwan University Library
University of Alberta Library Session
August 28, 2012
10:00am – 11:30am

2. Outline
This session will:
• Discuss the importance of including active
learning techniques in IL.
• Present the IL manual used by the teaching team
to tailor sessions to their own style as well as the
particular class.
• Allow participants to try out numerous active
learning activities.

3. Background
• Information Literacy Assessment Project:
– Assess student learning during first year ENGL
102/111 IL sessions
– Pilot Winter 2012 term
– Future assessment planned for 2012-2013
• Needed to refresh and update the pedagogical
approaches to our sessions

4. Active Learning
Active learning refers to a student-
centred instruction method which
focuses on having students actively
participate in the learning process.

5. Active Learning
• Advantages:
– Increases student interest
– Increases student motivation
– Increases student involvement
– Allows students to express their ideas/opinions
– Allows students to practice their skills
– Improves group work dynamics
– Recognizes a variety of learning styles
– Encourages students to take responsibility for
their own learning

6. Tips for the Active Learning Classroom
• Talk informally with students as they arrive for class.
• Expect that students will participate and act accordingly.
• Arrange the classroom to encourage participation including
putting chairs in a cluster or circle if appropriate.
• Reduce anonymity by introducing yourself. Ask the class to relate
previous library experiences to you.
• Use small group discussion, questioning, and writing to allow for
non-threatening methods of student participation.
• Give students time to give responses, do not rush them.
• Reward students for participating by praising them or
paraphrasing what they say.
• Draw the students into discussions by showing the relevance of
the library to their studies.
• Allow students time to ask questions at the end of class.
• Use humour to add an element of fun to sessions.
(Drueke, 1992)

7. Training Manual
“Every day is a great day for hockey.”
Mario Lemeiux
• Project Background
• Active Learning rationale
• Lesson Plan Template
– Sample Lesson Plans
• Activity Instructions
• Activity Resources
– Also available on our intranet
• References

8. Pre-Game (optional) First Period Second Period Third Period Overtime
Introduction to (or review Identifying alternate Applying Boolean Logic Identifying Searching databases
of) the library and its synonyms and spellings popular/trade/academic
services articles
Jeopardy Taboo Human Booleans Sorting Journals Scrimmage
Review of library skills Topic keywords are declared Student clothing or birthdates Provided stacks of mixed Based on discovery principle,
(general library, catalogue, taboo and cannot be used to are used to demonstrate how types of journals are sorted students search databases on
periodicals, databases, etc) search. Students brainstorm Boolean operators can be and described by students. their topic without receiving
using Powerpoint Jeopardy other terms in pairs or used to narrow or widen a instruction and then discuss
game. groups. search. their methods before the
librarian demonstrates.
Shoot Out Synonym Race Shuffle and Deal Wanted Ad Librarian Needs a New Car
Students write questions on Students are placed in teams Students are given a playing Students write a wanted ad Students search for an item
slips of paper and throw them and given a keyword. Teams card, and stand when for academic journals, and discuss different results
to the front of the class. then race to come up with the instructor asks for certain describing their found via web, CBCA,
Questions are answered at most synonyms. combinations using AND, OR characteristics. 1search, catalogue, etc.
the end of the session, if not to demonstrate how Boolean
covered at the beginning or operators can be used to
during the class. narrow or widen a search.
Press Conference Coloured Shapes Resource Referee: Journals Resource Referee:
Databases
Coloured cards with library Premade coloured shapes Folders are filled with articles
questions are given to are given out to students. that might be found in Folders are filled with items
students at the beginning of Students stand when their different types of journals etc. that might be found on
class and answered card is described with AND, Students are asked to Google, different databases,
throughout at timely intervals. OR, NOT to demonstrate how examine contents and etc. Students are asked to
Boolean operators can be comment. examine contents and
used to narrow or widen a comment.
search.

9. Get Active!
• 6 stations
– 5 activities
– Training Manual
• 5 minutes at each station
1. Read the activity instructions
2. Examine any accompanying resources
3. Use questions provided to lead your discussion
• Listen for the bell to switch stations!

10. Reflection
Of the 5 activities, which one(s) could you see
yourself using in your sessions? Why?
What potential problems/issues can you foresee
with any of these activities?
What types of active learning activities are you
already doing in your sessions?

11. Questions?
Lisa Shamchuk
shamchukL@macewan.ca
Leah Plouffe
townsendL8@macewan.ca*

12. References
“Active learning" (2009). In S. Wallace (Ed.), A dictionary of education. Retrieved from 2012
from http://www.oxfordreference.com
Booth, C. (2011). Reflective teaching, effective learning: Instructional literacy for library
educators. Chicago: American Library Association.
Burkhardt, J. M., MacDonald, M. C., & Rathemacher, A. J. (2010). Teaching information literacy:
50 standards-based exercises for college students (2nd ed.). Chicago: American Library
Association.
Chen, K. & Lin, P. (2011). Information literacy in university library user education. Aslib
Proceedings, 63(4), 399-418. doi:10.1108/00012531111148967
Drueke, J. (1992). Active learning in the university library instruction classroom. Research
Strategies, 10 (Spring), pp. 77-83.
Holderied, A. C. (2011). Instructional design for the active: Employing interactive technologies
and active learning exercises to enhance information literacy. Journal of Information
Literacy, 5(1), 23-32. Retrieved from http://ojs.lboro.ac.uk/ojs/index.php/JIL
Sittler, R., & Cook, D. (2009). The library instruction cookbook. Chicago: Association of College and
Research Libraries.