More Related Content
What's hot
What's hot (20)
Similar to Talking at Them Becomes Talking with Them: Moving to an Active Classroom with the Framework for Information Literacy
Similar to Talking at Them Becomes Talking with Them: Moving to an Active Classroom with the Framework for Information Literacy (20)
Recently uploaded
Recently uploaded (20)
Talking at Them Becomes Talking with Them: Moving to an Active Classroom with the Framework for Information Literacy
- 1. Talking at Them Becomes Talking with Them Moving to an active classroom with the Framework for Information Literacy Tania Alekson Student Experience Librarian Capilano University
- 2. CapU Library • Community college until 2009 • Teaching university, 4800 FTE • Low-barrier institution (GPA, $) • Specialty programs
- 3. CapU Librarians • 6 Librarians • 166 classes 2015/16 • 95 liaison classes • Up from 52 in 2012 • Adopted Framework last year • Adopted active teaching model
- 4. Search as Strategic Exploration Searching for information is often non-linear and iterative, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops.
- 5. Learning Objectives – pre-Framework • Understand the range of Library services and hours of service available to them and know where to access this information online • Have heard of information literacy as a concept and understand its role in their academic work. • Understand what assignment planning is. • Understand the role of topic choice in assignment planning and how to narrow topics to an appropriate size for their assignment. • Understand the importance of keywords in research and have practiced identifying and generating keywords. • Understand the basic differences between academic and non-academic sources for general topics and the role various resources can play in their assignments. • Understand what resources are available in the Library collection, how these relate to resources available on the internet, and where to both discover and access each type of resource. • Understand what resources can be discovered with the Discovery box and which can’t. • Have conducted a search using this tool, including key features. • Have conducted a practice search in a database not covered by Discovery.
- 6. Learning Objectives – post-Framework • Categorize information resource types according to their value in an academic environment • Explain the difference between Google and the library Discovery search • Break a research question or topic into its main concepts and create a keyword list for each concept • Conduct and narrow a keyword search in Discovery • Refine Discovery search results by date, format, and academic authority • Identify and access full-text online resources and print resources in Discovery • Identify their own skills as a researcher • Give one example of a task with which they might benefit from librarian guidance
- 7. Who’s an expert on decolonization? Draw two authorities that could help you understand this topic more thoroughly. What makes each of them an expert?
- 8. Draw an “expert” activity: • Directly speaks to Learning Outcome: • Describe “authority” for your topic • Discussion starter: academic authority • Discussion starter: identifying academic work • Broadens discussion in their work • Fun with smelly felts! • Good ice-breaker for groups
- 9. Who’s an expert on decolonization? Draw two authorities that could help you understand this topic more thoroughly. What makes each of them an expert?
- 10. Expert 1: Their ENGL 100 instructor Expert 2: Their Indigenous Film instructor Has studied deeply Knows resources Works at university Technical knowledge Cultural knowledge Personal history in culture Daughter of a Chief: alternative authority
- 11. Incorporating Student Practice • beyond specific skill acquisition • the right tool(s) for the goal • integration of student practice
- 14. Google is like coffee maker with no filter. The library databases are like coffee maker with filter that blocks all the coffee bean and makes the best coffee.
- 15. Google is like unsorted garbage. the garbage sorted into bottles, compost, cans, mixed paper, etc. The Library database is like
- 16. Framework Impact • Clean break from bibliographic instruction, fully immersed in information literacy • Facilitates active learning and discussion • Allows integration of actual student practice into the classroom
- 17. Images Used “Capilano University: Maclean’s College Profile.” Maclean’s Magazine. N.p., n.d. Web. 29 Apr. 2016. “Capilano University Viewbook 2015 -2016.” 10:41:43 UTC. ENGL 100 Students. Authority 1. N.p., 2016. Print. ---. Authority 2. N.p., 2016. Print. “Fire Wood, Wood, Pile, Stacked.” N.p., n.d. Web. 29 Apr. 2016. “Garbage.” N.p., n.d. Web. 29 Apr. 2016. “Good Morning Coffee.” N.p., n.d. Web. 29 Apr. 2016. Lake Mills, Wisconsin. “Coffee Mess.” N.p., n.d. Web. 29 Apr. 2016. Librarian. N.p. Print. ProjectManhattan. Recycling Bins at Haeundae Beach, Busan, South Korea. N.p., 2014. Wikimedia Commons. Web. 29 Apr. 2016.
- 18. Tania Alekson talekson@capilanou.ca Student Experience Librarian Capilano University ACRL Instruction Section Online Panel April 25, 2016
Editor's Notes
- Biggest areas: Bachelor of Business, Arts & Science (university transfer and associate degrees), Film Specialty programs: Bachelor of Visual Design, Jazz, Motion Picture Production, Tourism, Applied Behaviour Analysis (Autism), Music Therapy, Legal Studies, Liberal Studies No formal faculty research – most faculty are involved in their areas through small business, performance, some write books for public consumption
- Biggest areas: Bachelor of Business, Arts & Science (university transfer and associate degrees), Film Specialty programs: Bachelor of Visual Design, Jazz, Motion Picture Production, Tourism, Applied Behaviour Analysis (Autism), Music Therapy, Legal Studies, Liberal Studies No formal faculty research – most faculty are involved in their areas through small business, performance, some write books for public consumption
- Multiple retirements – 5 in 4 years Tania – Instruction Librarian, focused on the IL standards, introduced learning objectives, tried to move classes from strict demos (one computer, lecture style) to more organic approach to a research assignment (move through various steps of the process, student activities at each stage, purchased iPads so students could search themselves) Jocelyn – Teaching & Learning Librarian, worked on improving Learning Outcomes, introduced lesson planning en masse, widened variety of activities available and reimagined the classes as more discussion/conversation than demo. And then the Framework… Jocelyn hosted a workshop for Librarians in our area to discuss/dissect the Framework, imagine it in our classrooms Encourage LO development based on frames Encourage active learning throughout lesson Assessment built in to some classes (ENGL 100) and encouraged in others
- We get the students mostly in 1st or 2nd year Low-barrier institution + specialty programs = wildly differing research abilities Research is valued but culture of research is not the same as at a research institution Search as Strategic Exploration is often a good fit for entry-level classes Allows for some specific tool development within larger context of “What is research?” discussion.
- ENGL 100 LOs before the Framework Progression through IL skills – a lesson plan NOT good LOs, our first attempt Aligned with former standards but weighted to meeting needs of specific assignments, not larger development of skills and concepts Missing the threshold concept – you know it or you don’t. Not a lot of room for further development
- LO’s for ENGL 100 after the Framework Streamlined Many of same skills are taught, but different environment Skills and concepts can be enhanced for deeper learning down the road
- Very popular opening exercise, came out of Framework workshop: Draw an expert Classroom set-up Tables arranged in groups of 4, sideways to screen Most “business” is within the groups, orientation facilitates this Large flipchart paper and felts on tables when students arrive Instruction slide, requires minimal explanation; who would you want to get reliable information from to be able to write about this topic? Who has specialized knowledge that would make your paper/project more interesting? How can you cover multiple perspectives and voices that would be impacted by or involved with or have deep knowledge of your topic? Indigenous Filmmakers cohort, ENGL 100 No previous Library training, no research background Technical/creative program ENGL 100 instructor is immersed in indigenizing efforts on campus, set decolonization as the topic for the course.
- Reasons this activity is so popular: Students aren’t intimidated by it. They may take a few minutes to get going, but inevitably someone has ideas to get the ball rolling Drawing task takes them out of the mindset they have to produce a “perfect” result, gives focus to the discussion, creative element allows participation by those not as verbally comfortable Always get at least one academic in the crowd, use this as a springboard for lecture/discussion on what is academic authority, why do we care about it, why do instructors insist on academic resources The characteristics of the academic the students describe in their drawing pre-imagine the criteria for identifying an academic work: advanced degrees, higher learning setting, rigor of research, depth of knowledge in area Always some great suggestions for more unusual sources, hopefully these give the students ideas when they get into their own research Opens the possibility of interviews and other more dynamic sources Students enjoy drawing and playing with the felts, creates a relaxed atmosphere in the classroom the conversation seems much more relaxed and free, more participation from all members than other kinds of discussions
- Going back to example from Indigenous Filmmakers ENGL 100 class…
- One group’s efforts Creative spirit evident – great likenesses! Also made notes, not shown here Brought out exactly the kinds of authorities I might have suggested in a lecture, but these were their own ideas Contextualized in their own frame of knowledge but expandable to other sources they have access to Characterizations spot on – clearly identified why these would be good experts for their paper Searching as Strategic Exploration Framework concept: Identify interested parties, such as scholars, organizations, governments, and industries, which might produce information about a topic and determine how to access that information.
- Searching as Strategic Exploration Framework concept: Match information needs and search strategies to search tools Not only allows for broader, richer discussion but allows Librarians to incorporate actual practice into our lessons Can’t fight it – need to contextualize it When is the students’ natural inclination, to go straight to Google, for example, a good choice? What do they benefit from it? When is it not the best place to go? Validates their experience but allows for change of habits going forward
- My class: show this slide and get them to come up with statements about Google and the Library Collection (or Discovery) on post its They do this before and after we demo & practice with Discovery
- Tailor the slide to the example topic. This is violent video games.
- Jocelyn has built another activity that has produced some very interesting results. Create a metaphor to explain the difference between Google and the library databases – can substitute Library collection or discovery.
- Double duty – student learning and we’ll be using some of these for a Library marketing campaign next fall!
- The framework has allowed for a different conversation around Library instruction to emerge. No longer so hung up in tool-based, lecture/demo classes Fits with student success model developing on our campus and in our library Discussions are livelier and less of a chore the students have to get through Some issues: are the students coming away with the information we want them to have. Quality of discussion can vary from class to class and pacing means there is often not time to correct erroneous information Validation of student research behaviours while providing an alternate path that they will hopefully adopt when appropriate
- The framework has allowed for a different conversation around Library instruction to emerge. No longer so hung up in tool-based, lecture/demo classes Fits with student success model developing on our campus and in our library Discussions are livelier and less of a chore the students have to get through Some issues: are the students coming away with the information we want them to have. Quality of discussion can vary from class to class and pacing means there is often not time to correct erroneous information Validation of student research behaviours while providing an alternate path that they will hopefully adopt when appropriate
- The framework has allowed for a different conversation around Library instruction to emerge. No longer so hung up in tool-based, lecture/demo classes Fits with student success model developing on our campus and in our library Discussions are livelier and less of a chore the students have to get through Some issues: are the students coming away with the information we want them to have. Quality of discussion can vary from class to class and pacing means there is often not time to correct erroneous information Validation of student research behaviours while providing an alternate path that they will hopefully adopt when appropriate