North American Coordinating Council on Japanese Library Resources Training the Trainers Emily Werrell and Sharon Domier August 7-9, 2004

Information Literacy The ability to recognize when information is needed and to locate, evaluate and use effectively the needed information.

What should students be able to do (in terms of library research) by the time they finish school?

From BI to Information Literacy Integration into the curriculum Shared responsibility Focus on concepts rather than tools From “sage on the stage” to “guide on the side” Assess learning outcomes, not skills

Factors influencing current practice in library instruction Learning theory New approaches to teaching writing Research into information-seeking behavior

Writing Instruction Purpose of the research paper clarified Research process no longer isolated from the writing process From a generic, model research process to a flexible, individualized one

Barbara Fister’s study Research process is recursive Students don’t conduct research systematically By concentrating on tools, we misrepresent the nature of research Teach development of questions, selection of resources, judgment

Carol Kuhlthau’s research Challenged “model search” approach Studied the Information Search Process from the user’s perspective Identified gaps between systems of information provision and the user’s natural ISP Identified both cognitive and affective aspects of the ISP consistent with learning theory

ACRL Standards 1.Identifying information need and potential sources 2.*Information retrieval skills 3.Critical evaluation 4.Effective use of information 5.Ethical and legal use of information * traditional BI

Pedagogy for an information literacy program: supports diverse approaches to teaching; incorporates appropriate information technology; includes active and collaborative activities; encompasses critical thinking and reflection; responds to multiple learning styles; supports student-centered learning; builds on students’ existing knowledge; and links information literacy to ongoing coursework

Roundtable Describe the library instruction program at your institution Describe the resources that are available to you as a teaching librarian

Today’s agenda: Learning Theory Teaching Methods Teaching as Performance LUNCH! Lesson Planning Assessment Practice sessions Dinner Individual consultations with instructors

Learning Theory

Behaviorism Cognitive psychology Humanist psychology

Behaviorism Focus on observable behavior Stimulus/response External rewards/reinforcement Discrete learning tasks Active learning Emphasis on individual differences

Cognitive psychology Focus on how people perceive, organize, and interact with elements in their environment. Response to patterns and relationships, not learning by trial and error Knowledge is constructed in the learner’s mind, not “obtained” Discovery learning important

Humanist Psychology Focus on affective aspects of learning Intrinsic motivation Emotional needs must be met Material must have personal meaning or relevance

Theory to practice How might some of these learning theories be represented in your own presentation tomorrow?

Teaching methods

Teaching Methods Lecture and demonstration Emphasis on transmission of information Attention decreases with length Poor retention Doesn’t work well for problem-solving Addresses limited # of learning styles Misrepresents complex tasks

Teaching Methods Active learning Students learn and retain more Opportunity to learn in multiple ways Activity breaks monotony of session Provides realistic practice Increases student responsibility for learning Requires instructor to give up some control

Learning activities Hands-on practice Involving students in demonstrations Asking questions Brainstorming Group work/Discussion Peer teaching Writing

Taking the plunge You may be COVERING less, but you are TEACHING more. Need-to-know vs. nice-to-know Create an activity to reinforce each important concept Try the activity yourself before using it Manage risk and unpredictability You will improve with practice!

Let’s take a break!

Teaching as Performance

Preparation Getting their attention Body language and expression Voice Language Asking and answering questions Finale Don’t panic!

Lunch in the West Electronic Classroom

Lesson Planning

Setting goals and objectives What’s the difference? Incorporate IL standards or the SAILS Skill Sets as appropriate Get faculty input

Lesson planning Content Teaching methods Student participation Evaluation Materials

Assessment

Some definitions: Formative assessment Summative assessment Evaluation Quantitative and qualitative Classroom assessment techniques

Assessing Student Learning Decide what you are trying to teach Decide how learners can exhibit what they’ve learned Give them the opportunity to do so Evaluate the results Report your findings

Assessment of teaching Classroom activities On-the-spot classroom assessment Faculty feedback Surveys Videotaping Teaching portfolios Peer coaching

Break time!

Today’s agenda: Paired presentations and feedback Lunch Japanese-specific techniques Program development and promotion; working with faculty Wrap-up and evaluation Trial access to Japanese resources

Program Development

Delivery methods Presentation slide shows Usage guides Pathfinders Tutorials Research consultations Course-integrated sessions Formal courses Discussion boards

Working with Faculty Cultivate relationships Establish visibility Learn about the program and curriculum Build on small successes

Curriculum integration Campus-wide programs Curriculum mapping

Wrap-up