Presentation on theme: "National University Library"— Presentation transcript:
1 National University Library Seeking the BalancePedagogy of Instruction Across the Disciplines vs. Scaffolding with Just-in-TimeNational University LibraryRobin Lockerby, Asst. Dir-Public ServicesLisa Burgert, Reference/Education LiaisonBarbara Stillwell, Multimedia QA LibrarianSteve Fleisher, Reference/Business Liaison
2 AbstractNational University Library’s Information Literacy Plan calls for three levels of library instruction: Orientation, Introduction to the Discipline, and Advanced Research. Learning outcomes are linked to course outcomes and the pedagogy is based on content organization for each discipline. The implementation of this plan is growing and more faculty are embedding links to the tutorials/recorded presentations in their classes. However, to meet student learning needs, the Library has also implemented several just-in-time tutorials that help students at their point of need and support (“scaffold”) the learning process. This poster session illustrates each of these processes and the underlying pedagogies used.
3 Theory & Pedagogy Theory Theorist Characteristics Pedagogies BehaviorismClassical ConditioningOperant ConditioningConnectionismPavlovSkinnerThorndikeStimuli responseReinforcement, reward & feedbackPrior experienceTask analysisMastery learning (basic skills)Programmed instructionModelingSmall Unit MasteryExercisesHands-on practiceSkill checklistsCognitivismCognitive Information processingMeaningful LearningSituated CognitionDual CodingAtkinsonAndersonBrown, CollinsPaivio“Aha” phenomenon (insight)Organize information into patterns (not parts)Assimilation of new knowledgePersonal meaningLecture and Textbook tied to what student knowsDiscoveryShared Experiences
4 Theory & Pedagogy Constructivist Andragogy Theory Theorist CharacteristicsPedagogiesConstructivistDevelopmental TheoryDiscovery LearningSociohistorical TheoryPiagetBrunerVygotskyCognitive development ReadinessConstruct knowledgePersonal meaningProblem solvingDiscoveryMetacognitionStudent-centeredDiscovery & ExperimentShare ExperienceEngagementActive Learning w/ teacher as facilitatorAndragogyAdult Learner ModelMalcolm KnowlesWhySelf-directedExperiencePractical/Real-lifeNeed/Life-centeredInternal motivationProblem SolvingCase StudiesScenarios
5 Information Literacy Plan OrientationIntroduction to Research in the DisciplineAdvanced ResearchCourse-RelatedJust-in-Time On-Demand Point of UseOnline TutorialTarget ClassesStudent-centeredWeb-based
6 Instructional Design ADDIE Model HOTS Process A nalyze Design Develop ImplementEvaluateHOTSHigherOrderThinkingSkillsProcessLearning OutcomesCourse OutcomesACRL StandardsDiscipline RelatedFaculty CollaborationLibrary Instruction Template for DisciplineEmbedded InstructionAssessment (skills)Evaluation (program)