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Teaching Information Literacy: Frameworks and Activities Trudi Jacobson Coordinator of User Education Programs University at Albany

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Presentation on theme: "Teaching Information Literacy: Frameworks and Activities Trudi Jacobson Coordinator of User Education Programs University at Albany"— Presentation transcript:

1 Teaching Information Literacy: Frameworks and Activities Trudi Jacobson Coordinator of User Education Programs University at Albany

2 Focus of the Day Active Learning: Exploration of the Technique Motivating Students Opportunity to Revise an Instruction Session

3 What do you hope to get out of this workshop?

4 Workshop Goals Become familiar with advantages (and challenges) of active learning/teaching Learn a number of ways to incorporate active learning into the IL classroom Understand affective issues Explore motivational techniques Begin to incorporate these techniques into a lesson plan

5 Why should we encourage active learning in our classes?

6 Constructed Learning Students are not a vessel to fill with knowledge Active learners work with information to derive meaning and understanding It is important for students to form new mental representations of the material Students construct and reconstruct new knowledge based on their experiences

7 The test of a good teacher…is, Do you regard learning as a noun or a verb? If as a noun, as a thing to be possessed and passed along, then you present your truths, neatly packaged, to your students.

8 But if you see learning as a verb, the process is different. The good teacher has learning, but tries to instill in students the desire to learn, and demonstrates the ways one goes about learning. Schorske, cited in McCleery (1986)

9 If a teacher covers the material, does that mean that students have learned? Or does learning mean engaging the students? Usually, teachers should cut down on what they cover and find creative ways to engage students in the subject matter. Oxman-Mitchelli

10 Learning is not a spectator sport. Students do not learn much just sitting in class listening to teachers… They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves. Chickering and Gamson

11 Advantages of Active Learning Retention Rates Attention Span Affective Factors Learning Styles

12 Examples of Active Learning Techniques Ideas from the literature Ideas for freshmen (and others) Ideas connected to Internet evaluation

13 Examples of Active Learning Techniques What techniques are you using?

14 Active Learning in the Classroom DrawbacksSolutions

15 Freewriting Flexible When What Why Quick Revealing

16 Tips Start small Borrow tested ideas and methods Work with a colleague Share ideas Co-teach Observe and comment Keep a journal

17 Another Freewriting Example What one thing from this session did you find most useful? Please jot down one question you still have.

18 Motivating Students Extrinsic motivation External and tangible Intrinsic motivation Internal and intangible

19 ARCS Model Attention Relevance Confidence Satisfaction John Keller Strategies for Stimulating the Motivation to Learn

20 ARCSAttention Capture interest and stimulate curiosity to learn New approaches Environmental change Varied activities

21 ARCSRelevance Meet personal needs and goals Share goals and objectives Familiar examples

22 ARCSConfidence Help learners feel they will succeed and can control their success What is expected of them Mastery experiences

23 ARCSSatisfaction Reinforce accomplishment with rewards (internal and external) Application opportunities

24 Practical Motivators Teaching behaviors Course design elements Active engagement Autonomy Authentic assessment

25 Teaching Behaviors Enthusiasm Clarity Interaction

26 Course Design Elements Course topics Course goals & objectives Methods of instruction Course assignments Syllabus First impressions: first day of class

27 Active Engagement Can you learn how to ride a bicycle or how to kiss from a lecture? (variation on a quote by Eric Sotto, When Teaching Becomes Learning)

28 Active Engagement Active Learning Cooperative Learning Writing to Learn Discovery Learning Active Engagement and the ARCS Model

29 Autonomy What autonomy do students generally have in a course? Autonomy and the ARCS model

30 Autonomy Course activity Course policy Course content Projects/assignments Student assessment

31 Authentic Assessment Students able to demonstrate what they know and what they are able to do Formative Summative

32 Authentic Assessment Rubrics Concept mapping Minute writing Cases Portfolios Authentic assessment and the ARCS model

33 Finishing thought Work that really counts pushes us to the brink of confusion. Peter Carruthers, Physicist

34 Time for Your Scenarios Session selection and revision (15-20 minutes) Brief reports: Pairs (10-15 minutes) Share a few of your ideas

35 What questions do you have?

36 Thanks to Lijuan Xu, co-author of Motivating Students in Information Literacy Classes, for permission to use and adapt several of the slides in this presentation

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