Teaching Information Literacy Through Interaction Christina Prucha Logan College of Chiropractic June 6, 2012 MOBIUS Conference

Argument: Interactive teaching works because it is theoretically sound It doesn’t require small class sizesIt doesn’t even require technology

Logan’s Experience Large class sizes One computer No wi-fi Unreliable cell service Lecture-style teaching has been traditional norm Student comments after the class usually reflected that they learned about databases, hours, and basic information, but very seldom about searching, our catalogs, or our eBooks No one EVER told us they enjoyed the class

Intrapersonal Theories Behaviorist – stimulus/response; must DO something, must have a measurable outcome Example: Learning to search through trial and error Cognitivist – mental processes; new knowledge is acquired based on prior learning, active engagement with task Example: Approaches learning to use search with the question of how have I done this before? What do I already know?

Socio-cultural/Relational Theories Socio-cultural theories – influence of interaction on learning; observation, practice, motivation Example: Librarian leads class through a search which the students then imitate. Could also be done as a small group activity Relational theories – awareness of the different ways learning can be experienced Example: Class imagines how an expert would approach the task of searching as opposed to a novice searcher. May conclude with discussing how they might more expertly approach the task.

Interactive Teaching in Action Reading indicated that this could be successfully pulled off Created a lesson plan that was Group-based Discussion-based Problem-based ACTIVE Student-centered safe

Group-based According to Vygotsky (1978), there is a difference between one’s actual level of capability and what one can do with the help of a more experienced learner (peer or instructor). (ZPD) At first, we learn with the help of the more experienced. Gradually, we internalize the process and can work independently. Groups allow for the various levels of learners to contribute and get something from a class. Active learning is allowed and encouraged for all. Example: Once the class is seated, I group people geographically with numbered cards. Each group will solve one problem, as a group, for the class. One person from group 3 demonstrates how to limit a search to find only DVDs on diversified adjusting. The searcher’s group, while not typing, is there to guide the typist. And, sometimes, often actually, the rest of the group chimes in.

Discussion-based Discussion promotes critical thinking and ownership of the learning. Answers are not handed to students. Students discuss, analyze, and rationalize to come to the answer. Instructor is a participant who guides but does not dominate. Discussion also invites students to explore different ways to approach questions and when certain approaches are better than others. Example: Show students that we have three different catalog options and ask a group to lead us in figuring out what each catalog does and how the three are related. This one usually turns into a large group discussion of what each catalog offers and which catalog is best used in certain situations.

Problem-based Inquiry Problems allow students to explore different possibilities and to interact with each other and learn from each other as they solve the problem at hand Allows the instructor to be a participant who guides rather than one who hands down knowledge Encourages discovery of the multiple means to meet an end Example: One person from a group teaches the others how to place and remove a hold using the WebPAC. In the process, the class learns that there are at least two ways to request an item. Rather than being told, they discovered the information and they thought about it. The more learned are still engaged because they help others “discover” the answers and they might have learned something in the process too. From both a socio-cultural and rational perspective, the exercise fits very strongly.

Student-centered Did not want to spend time on areas that students were knowledgeable in, so I attempted to make it student-centered through mini-assessments that helped me adjust the discussion as appropriate Example: When I held this class last week, I asked how many had used the library before and almost everyone had. We skimmed over doing a basic keyword search because they were all shouting the procedure as we went through it. Likewise, when they aren’t able to answer a mini-quiz question as a group, I know it’s time to add another example or two. It’s not perfect, and we are working to improve it, but it’s better than nothing and gives some indication of where the class is at.

Safe environment When you ask students to participate and demonstrate, you ask them to take risks. You need to mitigate the risks so that they don’t shut down or refuse to try. Because the questions are answered as groups, no one is put on the spot. The small group, or even entire class, owns responsibility for the answer and with the help of the more experienced learners, the class is usually successful. Example: I use groups and candy. Groups keep the spotlight off any one person and two bags of candy go a long way towards helping people get over their fears. The person who does the typing usually gets a couple pieces and the other group members get some too.

Results More vocal classes Takes longer to get through examples More involvement After class responses were broader. They mentioned learning more things than they had previously. Two trimesters in a row, students stopped to say that they enjoyed the class.

Future Improvements Students’ needs-analysis will be conducted which will help curriculum development Longer term assessment is needed Still figuring out better ways to approach the mini- assessments

Questions???