Mary Beth Parkinson, MCCC Sarah Hartman-Caverly, DCCC

Transcription

1 Mary Beth Parkinson, MCCC Sarah Hartman-Caverly, DCCC

2 Learning Goals Identify characteristics of inquiry-guided learning (IGL) Apply concepts of IGL to IL lessons Apply a Frame to an IL lesson plan Translate Knowledge Practices, Dispositions to learning outcomes Articulate how Frames impact IL teaching and learning

3 Warm Up Share a memory of a positive learning experience Identify common themes within your group

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6 Instructor Active learning Immersive learning Student-driven Intimacy small teacher-student ratio Experience; field work Interdisciplinary; integrated into curriculum Institutional culture Holistic meaningful to students lives Synthesis connections Positive attitude interest Creativity; sense of humor; relatability Humanity one-on-one connections Tolerant of failure/error Supporting students in working through things Practical application of theory Connecting abstract and real Visualization; gamification Include contrasting viewpoints Offering opinions on scholarly literature Story-telling Characteristics of Positive Learning Experiences Student Motivation; engagement Passion; interest in learning Accept risk be emboldened to try Empowered to learn from mistakes Acknowledge unknowns Humanity of peers

7 Discover IGL Attributes Compare Psychology IL lesson plans to identify: Strengths and weaknesses Responsibilities of instructor and student/learner Teaching strategies and style Challenges for both instructor and student/learner Please feel free to workshop lesson plans or assignments you brought with you in lieu of the materials provided!

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11 Discussion and Sharing Lesson Plan A Strengths Instructor-focused Works for 50-minute session Addresses teaching faculty goals Content is complete Takeaway library resources Accomplishable Some people prefer lectures Flexible can change things up throughout session Hybrid Interactive; engage students Discussions Hands-on Formative assessment Lesson Plan B Weaknesses Delete 2c Linking service; DOI; ILL (students will select full-text/peer review limits) Not engaging; can t assess student comprehension Students might sleep! Spin-off APA citation to follow-up session Too lecture-based Not responsive to students Instructor Responsibilities Teaching Strategies Style Lecture Collaboration with faculty Consider instructional responsibilities behavioral vs. conceptual learning Delete 3c Reassurance about contacting library; Linking service; Components of citation show them correct citation/errors instead Time-intensive too much for one session Disappointing classroom faculty Too ambitious; could be redundant to prior learning Higher stakes need a back up plan (won t work for all classes) Assigned small groups Alternatives to +/- cards: snowball fight, Poll Everywhere, do pre-class Collaboration with faculty Consider instructional responsibilities behavioral vs. conceptual learning Instructor Challenges Students having assignment ahead of time; familiarity with assignment Exhausting talking the whole time Stress it s all on you Student Responsibilities Student buy-in Note-taking Student Challenges Junior-Senior level Low student motivation Aural learning What are they walking away with? Scavenger hunt logistics; not focused on assignment Planning would take a long time Reliance on instructional technology Balancing IL content with classroom faculty expectations Personality fit Unfamiliarity with class rapport, environment dependent on student groups Time management Student involvement; motivation Can ask questions Student buy-in and engagement Sophomore-level (minimum) Student involvement class-dependent What are they walking away with?

12 Apply IGL Review and discuss the provided English Composition assignment Devise an IL lesson plan for the assignment Incorporate IGL principles Create clearly stated, measurable learning outcomes Please feel free to workshop lesson plans or assignments you brought with you in lieu of the materials provided!

13 Apply the Framework Enhance your English Composition IL lesson plan by: Incorporating an ACRL Frame(s) Identifying or creating learning outcomes related to the selected Frame(s) Please feel free to workshop lesson plans or assignments you brought with you in lieu of the materials provided!

14 Share English Composition IL Lesson Plan Frame(s) selected and associated learning outcomes Identify Frame(s) that were not selected, if any Discuss reasons/implications for this Facilitators will collect and record all associated group work to share with participants

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18 Lesson Plan Ideas Search as Strategic Exploration Authority is Constructed and Contextual Info. Creation as a Process ACRL Frames Learning Outcomes Instructional Strategies Find and select sources Be motivated to find authoritative sources Use appropriate research tools Impact on credibility Info. Has Value Summarize and cite sources Citation generator Video clip Peer reviewed articles w/ guided note-taker handout Demonstrate research tools, limits In pairs: Evaluate and make selection decision on assigned sources Develop evaluation criteria (credibility; relevance) -- inductive Class discussion on source quality Info. Has Value Scholarship as Conversation Annotate and evaluate sources Proper citation/attribution Find assigned source type If time allows: Determine found source quality Search as Strategic Exploration Scope of info need Adapt search strategy Seek guidance Flexibility and creativity Differentiate abstract from annotation Strategy for source evaluation Why are we here?/assignment requirements discussion Abstract vs. Annotation mini-lecture Small-groups by topics: Identify abstract or annotation with provided materials Source evaluation criteria mini-lecture Understand source quality Apply criteria to found source using guided questions Draft annotation Annotation creation w/ citation generator for citation formatting Draft a citation Handout w/ annotation requirements from assignment

19 Lesson Plan Ideas, cont d. ACRL Frames Learning Outcomes Instructional Strategies Search as Strategic Exploration Finding sources Utilizing appropriate research tool Evaluating sources Demo. Catalog and database searching w/ limits (ex. Peer reviewed) Small groups by topic of source they want to locate Decide which source bets fit topic (relevance) Brainstorming / convergent thinking Evaluate websites provided with guided questions/suggestions Information has Value Citing sources Show library resources (ex. LibGuides) for annotation/citation guidelines Create citation for source located in previous activity Time permitting draft annotation Research process Library resources (vs. open Web) Discuss elements key to assignment Research as Inquiry Search as Strategic Exploration Information Creation as a Process Authority is Constructed and Contextual Search strategy Matching info. And source types Understand different levels of source quality/credibility Identify role/components of annotated bib. Demonstrate search Constructivist approach search for information about assigned topic (ex. Gaelic football) Search type matrix newspaper article vs. scholarly article Handout Annotated bibliography Research as Inquiry Search strategy Search lab Narrowing search results Thoughout: Promote library reference services

20 Reflecting on the Framework Strengths and weaknesses W: Verbosity; unsuccessful technical writing; too much jargon S: Theoretical and conceptual complexity, weight Relationship to Standards (2000) Too basic/behavioral; Frames give us more flexibility to design learning goals etc. Reflect lower order thinking skills Adopted by Middle States -- accreditation Teaching strategies and styles Fit better with experiential/active learning models Learning outcomes Can be established and assessed from knowledge practices, particularly higher level skills and concepts Dispositions are not measurable but these habits of mind are the lasting learning outcomes Fit more closely with emergent pedagogy (ex. IGL) make students independent learners Transferable academic, professional, personal lives Frames are not explicitly scaffolded (just novice/expert need more degrees of ability) Stay tuned for more from ACRL<.

21 Reflecting on the Framework, cont d. Responsibilities of instructional librarians, students Developing measurable learning outcomes Partnerships - collaborate with teaching faculty to implement information literacy more holistically Work to flip IL sessions so that behavioral skills are learned prior to session, which will focus more on conceptual knowledge, Frames, incorporate IGL strategies, etc. Challenges for instructional librarians, students Assessment must be more holistic and integrated into curriculum must work more closely with classroom faculty to integrate across curriculum Challenged in silo d academic institutions Online learning how do we adapt Frames and IGL instructional strategies for virtual learning Embedding in online courses; Library Guides/Guide on the Side; instructional/tutorial videos Activities must be tied to assessment students don t do optional Google tools webinars, Forms for activities Scaling is an issue embedding, synchronous webinars can t be offered for all courses/sections Reliance on teaching faculty for information, time with students, academic freedom they set parameters Need to be persistent, creative, bold

22 Reflecting on the Framework, cont d. Implications for stakeholders: administration, classroom faculty, etc. Classroom faculty might take them more seriously but we need to collaborate on developing concrete learning outcomes Limited reach beyond information professionals hard to establish buy-in from teaching faculty; administrators Not yet adopted by Middle States Lack of administrative support (ex. instructional technology)

23 Final Thoughts Teaching Strategies Learning Outcomes New things I will try: Things I will try to let go Guide on the Side (or similar) for asynchronous online learning/assessment Pre/post testing assess students prior knowledge More online teaching; flipped model to make better use of F2F time Curate YouTube channel/playlist for tutorials Examine own information / professional privilege Evaluating, annotating, synthesizing critical interaction with sources Traditional IL (one shot) model Finding, selecting deemphasize behavioral skills to introduce conceptual/metacognitive skills

24 Thank you for your participation! Mary Beth Parkinson Sarah Hartman-Caverly tclclibs.org