This document discusses simple ways to add active learning to library instruction. It describes how the University of North Texas used a library instruction assessment software and adding a worksheet increased student success from 11% to 38%. The document recommends designing instruction using experience, practice, and application. It explains that active learning engages students and facilitates assessment and teacher learning. Some simple strategies suggested include using worksheets, dividing students into groups for searches, and using cards to illustrate Boolean concepts.

1. SIMPLE WAYS TO ADD ACTIVE LEARNING TO YOUR LIBRARY INSTRUCTION Lilly Ramin , Annie Downey, & Gayla Byerly Texas Library Association, April 17, 2008 Dallas, Texas

2. Why bother? UNT used Library Instruction Software for Assessment (LISA) Assessed 575 students 11% could perform a subject search after instruction Added a worksheet to instruction Success rate increased to 38 Other studies prove it works as well

3. Design for Active Learning 1. Experience Activity that brings the student’s experience into the teaching situation Ex: worksheet 2. Practice Activity where the student is provided an opportunity to demonstrate their understanding of the new information Ex: Assessment with LISA 3. Application Opportunity to apply the information to a new situation Ex: Research paper assignment

4. Why it works Students take an active role in learning Students are more engaged Students feel more comfortable participating and asking questions Takes into account that learning is a process

5. Why it works (cont.) Facilitates assessment Learning is demonstrated to the learner BY the learner Facilitates teacher learning Different learning styles and domains can be accommodated and addressed Learning becomes personally meaningful

6. Why it’s hard Requires teacher to take risks Can feel chaotic and like classroom control has been lost Strict time limits We have a lot of content we want to cover

7. Simple Strategies Honor Silence!!! Expect participation Give students time to think When students answer questions, reward them Make contact with students that look interested Allow time for informal questions at the end http://www.killerclips.com/greeting.php?mqg=23431

8. Worksheets Individually or in groups Short and simple Customized for a specific subject area or audience

9. Group Search Divide into groups of four Assign each group member with a role Leader Searcher Recorder Reporter Assign each group a searching task

10. Deck of Cards Boolean Give each student a card Ask students to hold up cards that meet specific criteria to illustrate Boolean concepts Explain the concepts as you go (have them hold up a card that meets the criteria for the search)

11. Questions? Lilly Ramin Lilly.ramin@unt.edu Annie Downey Annie.downey@unt.edu Gayla Byerly Gayla.byerly@unt.edu