Learning Outcomes, Instructional Design, and the 50-MInute Information Literacy Session
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Brief presentation on using outcomes and design principles to streamline an information literacy session with time constraints
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Learning Outcomes, Instructional Design, and the 50-MInute Information Literacy Session
- 1. Learning Outcomes, Instructional Design, and the 50-Minute Information Literacy Session Sara Miller Instruction Librarian Michigan State University
- 3. Wikipedia – Why or why not? Plagiarism 50-minute expectations: Subject Headings Finding Books Library Tour Popular vs. Scholarly Boolean Operators LC Call Numbers Finding Articles Primary Sources Evaluating Web sites Where’s the coffee? Digital Collections Search Strategy Newspaper Articles Gov’t Documents Subject-Specific Indexes
- 4. Assessment Wikipedia – Why or why not? Plagiarism 50-minute expectations: Subject Headings Finding Books Library Tour Popular vs. Scholarly Learning Boolean Operators Styles LC Call Numbers Finding Articles Primary Sources Engagement Evaluating Web sites Where’s the coffee? Digital Collections Search Strategy Newspaper Articles Gov’t Documents Active Learning Subject-Specific Indexes
- 5. “Too much information can only overwhelm and confuse (students), and they will 'often tune out’” -Jacobson and Xu (2004)
- 6. What do students actually need the most?
- 7. Design Thinking: Identifying the problem before identifying the solution Finding out what student needs are before planning the instruction session
- 8. What do students actually need the most? Using Google Scholar-but what does scholarly mean? EVALUATION
- 9. Learning Outcomes “that which a student should be able to do successfully at the end of a significant educational experience” -Spady, 2003
- 10. Learning Outcomes Students will critically evaluate information in order to determine its acceptability for inclusion in their research
- 11. Objectives What students will specifically be able to do as a result of the session. Skills, tools, etc.
- 12. Instructional Design Hitting multiple birds with one stone Designed in: Assessment Activities Learning Styles
- 13. Case Study 20-25 students Detailed guide - after session Whole class is activity
- 15. Class-Length Exercise Scholarly Article Background Information Opinion Piece Book Web site
- 17. Advantages • Insight • Data collection • In-class assessment • Build on students’ prior knowledge • Fast paced • Authentic environment • Relevancy • Less lecturing!
- 18. Disadvantages • Caution with tone • General • For Beginners
- 19. Needs Assessment · 48% of searches : questionable authority Need: EVALUATION · Search engine used to start 50-100% of the time (except books) Need: AWARENESS
- 20. Needs Assessment · 40% search for book with non-library resource Need: AWARENESS · Keywords plus “opinion,” “history,” or “background.” Need: EFFICIENCY
- 21. Redesign! Take the time Rethink student needs Eliminate the extras
- 22. Questions? Sara Miller Michigan State University Libraries smiller@mail.lib.msu.edu (517)432-6123 x.185 Jacobson, T. E., & Xu, L. (2004). Motivating students in information literacy classes. New York: Neal-Schuman Publishers. Spady, W. G. (Ed.) (2003) Encyclopedia of Education (2nd ed.). New York: MacMillan Reference USA.