© Oakleaf, 2010 Welcome! Before we start, please list your hopes & fears for this week on the whiteboard. Thanks!

© Oakleaf, 2010 Topics What are we doing here? –Why am I here? –What’s in it for you? What is “teaching & learning” in the UW context? What is the Libraries role in T&L? What is your role in T&L? What’s the plan for this week?

© Oakleaf, 2010 UW Vision The University of Washington educates a diverse student body to become responsible global citizens and future leaders through a challenging learning environment informed by cutting-edge scholarship. Discovery is at the heart of our university. We discover timely solutions to the world’s most complex problems and enrich the lives of people throughout our community, the state of Washington, the nation, and the world. (http://www.washington.edu/discovery/)

© Oakleaf, 2010 UW Libraries Mission The University of Washington Libraries enriches the quality of life and advances intellectual discovery by connecting people with knowledge. (http://www.lib.washington.edu/about/vision2010/#mission)

© Oakleaf, 2010 Library Impact Map Campus Needs, Goals, & Outcomes Face to Face Instruction Online Tutorials Assignment Design LibGuides Reference Service ILL Reserves Collections Physical Space Other: Student Enrollment Student Retention Student Graduation Rates Student Success Student Achievement Student Learning Student Experience Faculty Teaching Other:

© Oakleaf, 2010 Plan for the Week Faculty Collaboration & Outreach Strategies: Developing Your Message –Write your “positioning statement” and “key messages” to describe your T&L services to faculty. Be ready the next time an opportunity presents itself! Teaching through Reference Services –Learn practical strategies for teaching at both the physical and virtual reference desk.

© Oakleaf, 2010 Plan for the Week Match Your Teaching & Learning Approach With Learner Needs –Leave with greater understanding of learner needs and a toolbox of teaching methods that meet them! Measuring Our Impact: Assessing Teaching & Learning –Learn about major categories of assessment tools, their benefits and limitations, and how to choose the “right” one for your needs.

© Oakleaf, 2010 Plan for the Week Creating Your Strategic Teaching & Learning Plan –Get a handle on your department by analyzing departmental structures, identifying entry points for instruction, and starting your curriculum map. Promoting Active Learning through Effective Lesson Plan Design –Bring your lesson outline (or just your brain) and leave with a draft lesson plan. Also, learn about (and use) the new UbD instructional design process.

© Oakleaf, 2010 Preparation Graduation/degree requirements for your liaison department/program/college Learning outcomes for the department/program/college Syllabi and/or assignments from core courses in the department/program Reference desk transcripts Lesson outlines Assignment sheets Other related materials

© Oakleaf, 2010 Librarian: Norman Liaison relationship: Has been the subject liaison to his department for 5 years, although it seems like no time has passed since he started. Thoughts and concerns about his instructional role: Collection development and work with demanding professional association has taken up the bulk of his time over the past few years, and sometimes he feels he barely has enough time to come up for air, let alone teaching library instruction sessions. He hasn’t tackled providing instruction for his department in any concrete way, although he always happily responds to requests from faculty to drop in and provide a quick library orientation for his students. Norman’s department is growing by leaps and bounds, and he feels overwhelmed just thinking about where to start. The idea of creating an instruction plan for his department seems completely daunting. Wouldn’t that just add to his workload?

© Oakleaf, 2010 Librarian: Karen Liaison relationship: Has a mildly active relationship with her department, keeping them in touch with issues and events. Thoughts and concerns about her instructional role: Karen teaches a handful of library instruction sessions each quarter for a 200-level course in her department. Having taught the workshops for a few years, she has the content down pat and preparing for each session involves little more than making a few updates to her class handout. She has only 50 minutes to cover “everything a student would need to know”, so she spends most of the class time telling students about the Libraries catalogs and a few databases. This leaves time for about 5 minutes for Q&A. She feels confident in everything she’s covering and has the same plan for each class, but sometimes she’s not sure how much students are retaining. Wouldn’t it be just as well for her to create a webpage that the students can use? The students don’t ask that many questions during her sessions, after all…..

© Oakleaf, 2010 Librarian: Robert Liaison relationship: Has been the subject liaison to his department for 15 years. A smaller department with no growth in faculty over the past 5 years, Robert is seen as another member of the department’s family and is regularly invited to faculty meetings. However, it bothers him that faculty in his department don’t see him as an equal, and the few times he has suggested trying something new, he’s felt resistance from the department. Thoughts and concerns about his instructional role: He has little time with students for instruction, since faculty in his department don’t want to take more class time for library workshops. Not wanting to ruffle any feathers, Robert has maintained the same amount of teaching for over 10 years, covering practically the same material during the 2-3 one-hour workshops he does per quarter.

© Oakleaf, 2010 Librarian: Helga Liaison relationship: Has a great relationship with her department, spending the past 7 years progressively strengthening her instruction sessions with their students. Thoughts and concerns about her instructional role: She’s confident in the classroom, providing a few active-learning activities that seem to engage students most of the time, but she’d like to be more structured in assessing what students are actually learning. She’s most motivated when working with students who are genuinely excited by research, and loves those moments when students really ‘get it’. She asks students for 30-second written evaluations at the end of her instruction sessions, but she’s hasn’t done much with this feedback yet. She has also considered creating pre/post-tests for students. She’d like to integrate technology into her teaching, but she hasn’t found the time to explore the tools she could use in the classroom, and doesn’t want to seem clueless approaching technology-minded colleagues with her questions.

© Oakleaf, 2010 Librarian: Maria Liaison relationship: She is liaison to a small department, but she spends most of her time managing another unit, heading up a busy copyright working group, & supervising 2 staff members. Thoughts and concerns about her instructional role: She teaches a 1-hour workshop each quarter to graduate students in her department. She is engaged and motivated by student research, and in her few consultations with them, she works with them at length about their interests, as well as her work on copyright issues. She wishes she could teach more, since working with students is the only time she really connects with library users directly. But she doesn’t want to add too much to her workload, faculty in her department feel their students are well equipped to handle research on their own. She also occasionally teaches a quarter-long course to Library Science students on a topic of little relation to her current work.

© Oakleaf, 2010 Think of a time… What is your best teaching memory? What were you doing? What were your students doing? What was so memorable about it? How did it make you feel? How do you think it made your students feel? What about it would you like to repeat? Is there anything about it you’d like to change?

© Oakleaf, 2010 Coin of the Realm What’s most important to your institution? Your faculty? Your students? What do you to contribute to it? What are you doing that is less important than contributing to it?

© Oakleaf, 2010 If you are repeating what you did 2 years ago, is something wrong? When in doubt… Do something good Be of good heart Fail forwards Bounce back Celebrate learning and Learn MORE. Adapted from Robert Chambers

© Oakleaf, 2010 Reflecting on this Session What did you find most useful? What did you learn? What challenged your thinking? What will you do in follow up? –What do you want to learn more about? –What do need to do to move forward? –Who do you need to talk to move forward? –Are there implications for policy changes?

© Oakleaf, 2010 What’s your outreach goal? What do you want to accomplish? How will you know when you’ve achieved it? How do your goals tie into the Libraries’ goals? Institutional goals? Are you prepared for success?

© Oakleaf, 2010 Outreach is about Connecting Outreach is about connecting users needs with library services that fulfill those needs. What can you discover about the target users to make the service deliver what they need? If the service has been in place (in an individual library, or in other libraries), then information about service users exist. Otherwise, use published literature & discussions with librarians to make educated guesses about user needs.

© Oakleaf, 2010 What do you know? What do you know about student/faculty teaching & learning needs? What do you know about how students and faculty behave in a T&L environment? –What are their expectations? –What are they willing to contribute? Unwilling? –How do they choose among competing services? What are three reasons why students/faculty would want to participate in your service?

© Oakleaf, 2010 Looking through the Window They KnowThey Don’t Know We Know We Don’t Know What do we know about helping students complete information/research tasks for their academic work? What do faculty know?

Drawing “Your T&L Service”

© Oakleaf, 2010 What do you see? What are the characteristics of your T&L service? What are the benefits that the service provides to students/faculty? What value does the service offer to students/faculty? How does it differ from competing services? What makes it unique?

© Oakleaf, 2010 Positioning Statement How do you want faculty to perceive your service? Write a paragraph that describes your service as you want faculty to view it. –This paragraph should convey a clear, vivid, compelling picture of the service. –This paragraph is for an internal audience (yourself & colleagues), not faculty.

© Oakleaf, 2010 Key Message Now, write one sentence, for a faculty audience, that conveys the main attributes of your service. (Other possible audiences include students, administrators, even parents.) The key message should be easy to say and remember—ideally, no more than 10 words. It should be something you could say to your colleague, at the reference desk, in a presentation, or walking across campus.

© Oakleaf, 2010 Getting the Message Out What resources can be used to “market” your T&L service? What opportunities do you have to convey the message? What relationships do you have among the target audience that you can leverage? Who among your colleagues can help? Are there related services that you could market as a group or “service family”? What’s a reasonable timeline for getting started?

© Oakleaf, 2010 Reference Desk Instruction Encourage learner to become independent. –Hands in pockets. –Don’t sit down. Explain one step at a time. Check for comprehension. (see Feliciter article in folder)

© Oakleaf, 2010 Catch Them Being Good: An Illustrative Example Librarian: This is a great question! Librarian: I can tell that you’ve already thought a lot about this topic. Librarian: You already know what types of sources you need to answer the question, Librarian: and you also know that you need to present both sides of the issue you’re researching. Librarian: That gives us a lot of information to start our search with.

© Oakleaf, 2010 Think Aloud: An Illustrative Example Librarian: Ok, I see you’re using the term “anti- smoking campaign”. Librarian: I’ll enter the same terms in the search box. Librarian: Hmm…no results. Well, that happens sometimes. Librarian: Let’s try another way of saying that… Librarian: How about “smoking cessation”? Does that get at your topic too? Librarian: Great. That worked much better! Sometimes databases use different terms that what we use in conversation. It’s always a good idea to be flexible and experiment with different words.

© Oakleaf, 2010 Show, Don’t Tell: An Illustrative Example Librarian: Ok, now that we know your keywords, let’s get started with searching for the books you need. Librarian: I’m going to begin sending you pages. The first is the library home page. [http://www.library.org] Do you see that? Librarian: Super. Now…I’m going to click the link labeled “Catalog” at the top of the screen. [http://www.library.org/catalog] Librarian: Go ahead and enter your keywords in the search box. Librarian: Well done. Librarian: This is a nice result list! [http://www.library.org/catalog/search] What looks good to you?

© Oakleaf, 2010 Chunk It Up: An Example from the Transcripts (10:45:34) librarian: there are several ways to find lit criticism (10:45:49) librarian: One way is to search the (10:45:52) librarian: library catalog by keyword using text title & the word "criticism" (10:46:07) librarian: so for example...moby dick and criticism (10:46:21) librarian: although you'll find tons for moby dick! (10:46:39) Patron: lol (10:46:55) librarian: You find whole books, but also book chapters (if you're looking for something shorter than a book) (10:47:16) librarian: Another way to find criticism for books, is to look for articles in a database called MLA (10:47:17) Patron: i think im looking for scholarly articles? (10:47:20) librarian: OK, Then MLA is the way to go

© Oakleaf, 2010 Let Them Drive: An Example from the Transcripts (12:10:05) librarian: what do you think of the results from that search? (12:10:16) librarian: It's hard for me to tell if any of those articles look relevant (12:10:25) librarian: because I don't remember what the wasteland is about (12:10:32) librarian: to find out more info about the articles or books, click on the title (12:10:55) Patron: ok, great, im searching now (12:11:06) Patron: some of the articles look good

© Oakleaf, 2010 Be the Welcome Wagon: An Illustrative Example Librarian: I’m so glad you contacted us with this request! Librarian: I see you found many Web resources that are helpful. Librarian: I can show you how we librarians pick and choose among them to find the best. Librarian: Then you can show what you’ve learned to the other members of your team.

© Oakleaf, 2010 Make Introductions: An Example from the Transcripts (3:51:23 PM) librarian: Also, I would really recommend that you meet with our business librarian to see if she can help you find the kind of info you need in the business literature. (3:51:33 PM) Patron: oh ok! What are her hours? (3:51:49 PM) librarian: Her name is [SuzyQ] (3:52:02 PM) librarian: http://www.library.edu/staff/suzyq/ (3:52:16 PM) librarian: She’ll be a huge help, i bet.

© Oakleaf, 2010 Share Secret Knowledge: An Example from the Transcripts (4:21:16 PM) librarian: So you know that article databases like JSTOR are search tools that you can't find through Google... (4:21:31 PM) librarian: They cost a lot of money and so that's why you have to go through the library to get to them... (4:21:44 PM) librarian: The one we're going to use first is called MLA International Bibliography... (4:21:52 PM) Patron: ok (4:22:21 PM) librarian: It's got a crazy name and it sounds like what you'd use to make your References list in your paper, but it's actually a big container (kind of like a search engine) with information about articles published in literature and film... (4:22:27 PM) librarian: You can get to it like this…

© Oakleaf, 2010 Common “Mistakes” Librarians referring to “luck” rather than strategy Librarians focusing only on search, not evaluation, use, or citation Librarians showing enthusiasm only at the end of a transcript Patrons experiencing “robots” rather than humans, possibly attributable to lack of names/introductions

© Oakleaf, 2010 Cognitive Styles Perceptual modality preferences Field independence/dependence Constricted/flexible Tolerance for incongruous or unrealistic experiences Reflective/impulsive Abstract/concrete Innovator/adapter Broad/narrow Leveling/sharpening Converging/diverging Serialist/holistic

© Oakleaf, 2010 Affective Styles Structural needs Curiosity Perseverance Frustration tolerance Anxiety Internal/external locus of control Intrinsically/extrinsically motivated Risk taking Competition/cooperation

© Oakleaf, 2010 Physiological Styles Gender-related behavior Health Time of day rhythms Mobility needs Environmental factors Hemispheric factors http://michelemiller.blogs.com/marketing_to_women /images/brain_revenge_1.jpg

What teaching methods can you think of?

Choosing Methods Time Space Cost Level Confidence Adapted from Jerilyn Veldof & Janet Roseen

© Oakleaf, 2010 Standards for Proficiencies for Instruction Librarians and Coordinators Learner-Centered Design 3.1. Maintains awareness of communication needs of different learning styles, and adjusts own communication style and methods accordingly. 6.3. Creates learner-centered course content and incorporates activities directly tied to learning outcomes. 6.6. Designs instruction to best meet the common learning characteristics of learners, including prior knowledge and experience, motivation to learn, cognitive abilities, and circumstances under which they will be learning. 9.2. Presents instructional content in diverse ways (written, oral, visual, online, or using presentation software) and selects appropriate delivery methods according to class needs. 9.4. Seeks to clarify confusing terminology, avoids excessive jargon, and uses vocabulary appropriate for level of students. 12.1 Creates a learner-centered teaching environment by using active, collaborative, and other appropriate learning activities. 12.2 Modifies teaching methods and delivery to address different learning styles, language abilities, developmental skills, age groups, and the diverse needs of student learners. 12.3 Participates in constructive student-teacher exchanges by encouraging students to ask and answer questions by allowing adequate time, rephrasing questions, and asking probing or engaging questions. 12.4 Modifies teaching methods to match the class style and setting.

© Oakleaf, 2010 Assessment How do you know your learners have actually learned what you set out to teach? How do you know if you need to make revisions before you teach this again? How can you justify the expense of instruction? “Assessing, Evaluating, & Revising ILI Programs” in Information Literacy Instruction: Theory & Practice, p 265-290.

© Oakleaf, 2010 One Perspective Take an educational research or action research perspective. –Focus: impact & improvement –Application: decision-making –Accountability: accreditation, answering to stakeholders –Focus is not primarily on experimental design or “causation”

© Oakleaf, 2010 Kirkpatrick’s 4 Levels of Evaluation 1.Satisfaction 2.Knowledge & Skill Acquisition 3.Behavior Change 4.Impact “Evaluating Learner Performance” in The Complete Guide to Training Delivery, p 347-372.

© Oakleaf, 2010 Where to Start? Institutional Mission Applicable Standards –Information Literacy Competency Standards for Higher Education –Objectives for Information Literacy Instruction: A Model Statement for Academic Librarians –AASL Standards –General education standards –Academic department standards –Accreditation standards –Etc…see my Library Quarterly article in October!

© Oakleaf, 2010 Identify learning outcomes Create learning activities Enact learning activities Gather data to check learning Interpret data Enact decisions Review learning goals (IL standards) ILI Assessment Cycle Adapted from Peggy Maki, PhD & Marilee Bresciani, PhD By Megan Oakleaf, PhD

Assessment Tools

Self Report

© Oakleaf, 2010 Self Report Defined –Ask students to estimate their learning –Typical methods: survey, interview, focus group Benefits –Capture students’ assessment of their learning –Conveyed in student language Limitations –Do not assess actual learning –Skilled students underestimate learning –Unskilled students overestimate learning

© Oakleaf, 2010 Tests – Benefits, 1 of 2 Learning Measure acquisition of facts Data Are easy and inexpensive to score Provide data in numerical form Collect a lot of data quickly Tend to have high predictive validity with GPA or standardized tests scores Can be made highly reliable (by making them longer) Can be easily used to make pre/post comparisons Can be easily used to compare groups of students

© Oakleaf, 2010 Tests – Benefits, 2 of 2 If locally developed… Help librarians learn what they want to know about student skills Are adapted to local learning goals and students Can be locally graded and interpretation of results can be controlled If non-locally developed… Can be implemented quickly Reduce staff time required for development and scoring Other Are widely accepted by the general public

© Oakleaf, 2010 Tests – Limitations, 1 of 2 Learning Measure recognition rather than recall Reward guessing Include oversimplifications Do not test higher-level thinking skills Do not measure complex behavior or “authentic” performances Do not facilitate learning through assessment

© Oakleaf, 2010 Tests – Limitations, 2 of 2 Data May be designed to create “score spread” May be used as “high stakes” tests If locally developed… May be difficult to construct and analyze Require leadership and expertise in measurement May not be useful for external comparisons

Performance Measures

© Oakleaf, 2010 Performance Assessments Defined Focus on students’ tasks or products/artifacts of those tasks Simulate real life application of skills, not drills Strive for contextualization & authenticity Grounded in constructivist, motivational, and “assessment for learning” theory

http://www.nipissingu.ca/oar/images/archive-V912E_image006.jpg

http://sites.google.com/site/holmesglentees/_/rsrc/1255299042446/embedding-e- learning/eportfolio%20artefacts.jpg

© Oakleaf, 2010 Performance Assessments – Benefits Learning Align with learning goals Integrate learning and assessment Capture higher-order thinking skills Support learning in authentic (real life) contexts Facilitate transfer of knowledge Data Supply valid data Other Offer equitable approach to assessment

© Oakleaf, 2010 Collaborating with Campus Partners Form partnerships with: –Disciplinary faculty Achieve both disciplinary and information literacy learning goals/outcomes –Student support personnel Communicate about similar challenges –Institutional assessment officers Tie into campus-wide efforts and practices

Rubrics

Rubrics Defined Rubrics… describe student learning in 2 dimensions 1.parts, indicators, or criteria and 2.levels of performance formatted on a grid or table employed to judge quality used to translate difficult, unwieldy data into a form that can be used for decision-making

© Oakleaf, 2010 Rubrics – Benefits, 1 of 2 Learning Articulate and communicate agreed upon learning goals Focus on deep learning and higher-order thinking skills Provide direct feedback to students Facilitate peer- and self-evaluation Make scores and grades meaningful Can focus on standards Article forthcoming by Megan Oakleaf

© Oakleaf, 2010 Rubrics – Benefits, 2 of 2 Data Facilitate consistent, accurate, unbiased scoring Deliver data that is easy to understand, defend, and convey Offer detailed descriptions necessary for informed decision-making Can be used over time or across multiple programs Other Are inexpensive to design and implement

Classroom Assessment Techniques

© Oakleaf, 2010 CATs & The Assessment Cycle 1.Chose a class. 2.Select an outcome to assess. 3.Choose a CAT. 4.Teach the class, use the CAT, & collect data. 5.Analyze the data. 6.Reflect on results. 7.Formulate adjustments. 8.Deploy adjustments in the next class. http://www.lib.ncsu.edu/ instruction/assessment/

Choosing the “Right” Assessment Tool

© Oakleaf, 2010 Choosing the Right Tool PURPOSE Why are we conducting this assessment? Are we conducting assessment to respond to calls for accountability? Are we conducting assessment to strengthen instructional program performance? Are we conducting assessment to improve student learning? Are we conducting assessment for a formative or summative purpose? Article forthcoming by Megan Oakleaf & Neal Kaske

© Oakleaf, 2010 Choosing the Right Tool STAKEHOLDER NEEDS Who are the stakeholders of this assessment effort? Are our stakeholders internal, external, or both? Will our audience prefer qualitative or quantitative data? Will they have other data preferences?

© Oakleaf, 2010 Choosing the Right Tool WHAT YOU WANT TO KNOW Will the assessment establish a baseline? Will the assessment reveal new information? Will the assessment be trustworthy and accurate? –Will the assessment produce reliable results? –Will the assessment produce valid results? Does the nature of the assessment data (qualitative or quantitative) match stakeholder needs?

© Oakleaf, 2010 Choosing the Right Tool INSTITUTIONAL ISSUES Will the assessment support the goals of the overall institution? How will the assessment results be used by the overall institution? How might the assessment be used in a negative way against the library instruction program?

© Oakleaf, 2010 Standards for Proficiencies for Instruction Librarians and Coordinators Assessment 2.1 Designs effective assessments of student learning and uses the data collected to guide personal teaching and professional development. 6.4. Assists learners to assess their own information needs, differentiate among sources of information and help them to develop skills to effectively identify, locate, and evaluate sources. 9.5. Practices or refines instruction content as necessary in order to achieve familiarity and confidence with planned presentation. 12.6 Reflects on practice in order to improve teaching skills and acquires new knowledge of teaching methods and learning theories.

© Oakleaf, 2010 Institution Arts & Sciences Learning Outcomes Evaluation of Evidence Library Something Else Learning Outcomes Define Info Need SearchEvaluate Eng 101 Professor Smith Librarian ALibrarian B Professor Jones Study Abroad Collection Goals Development Targets Putting It Together — Assessment Management Systems

© Oakleaf, 2010 Creating a Curriculum Map Uncover departmental learning goals Analyze departmental course sequences & syllabi Identify entry points for instruction As you go, identify “target” decision-makers.

© Oakleaf, 2010 The Lesson Plan Why use a lesson plan? Preparing in advance encourages more deliberate instructional decision-making; inclusion of learning styles; alignment of outcomes, activities, & assessment. Having a plan relaxes the presenter. You may become a rock star. You may be out sick. 

© Oakleaf, 2010 Level of Detail Will others use the lesson plan? Will others want to borrow all or parts of the plan? Will the plan be used for evaluation or a teaching portfolio? Will it be shared with potential students/clients? Adapted from Jerilyn Veldof & Janet Roseen

© Oakleaf, 2010 ADDIE Approach Analyze - analyze learner characteristics/needs, task to be learned, etc. Design - develop learning outcomes, select an instructional approach Develop - create instructional materials Implement - deliver instructional materials Evaluate - check to see if the desired goals are achieved

1. What do you want students to learn?

A. Start with student needs & standards. Assignment/Task Requirements ACRL Standards Professional Standards Local Standards

© Oakleaf, 2010 Scenario Communications 101 Persuasive speeches Students required to use scholarly journals The instructor has asked you to teach the students the difference between a scholarly journal and a popular magazine.

© Oakleaf, 2010 Consider IL standards. The information literate student: ACRL 1.2.d. Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical). ACRL 3.2.a. Examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias. ACRL 3.4.g. Distinguishes among various information sources in terms of established evaluation criteria (e.g., content, authority, currency).

© Oakleaf, 2010 Students will be able to… Knowledge arrange define duplicate label list match memorize name order quote recognize recall repeat reproduce restate retain Comprehension characterize classify complete depict describe discuss establish explain express identify illustrate locate recognize report relate review sort translate Application administer apply calculate choose compute conduct demonstrate dramatize employ implement interpret operate perform practice prescribe roleplay sketch solve http://www.acu.edu/academics/adamscenter/resources/coursedev/syllabus/verbs.html

© Oakleaf, 2010 Students will be able to… Analysis analyze appraise categorize compare contrast critique diagram differentiate discriminate distinguish examine experiment explore inventory investigate question research test Synthesis combine compose consolidate construct create design formulate hypothesize integrate merge organize plan propose synthesize systematize theorize unite write Evaluation appraise argue assess critique defend envision estimate evaluate examine grade inspect judge justify rank rate review value http://www.acu.edu/academics/adamscenter/resources/coursedev/syllabus/verbs.html

© Oakleaf, 2010 B. Grasp the big picture. What enduring understandings (transferable to life and other content areas) should students come to? What essential questions do you want students to ask and answer to explore and interact with the “big picture”? (Wiggins & McTighe)

© Oakleaf, 2010 Popular vs. Scholarly The Big Picture What understandings about scholarly and popular information can students transfer to life and/or other academic content areas? What essential questions about scholarly and popular information will prompt them to explore and interact with “big picture” issues?

© Oakleaf, 2010 Possible Essential Questions What actions can I take to solve an information need? What makes one information source “better” than another? What “rules” are at work in the production of the information I use?

© Oakleaf, 2010 C. Consider the details that make up the “big picture”. What specific knowledge and skills do students need to question and understand? –Research process –Evaluation criteria –Peer review process

2. How will you know if students have learned?

© Oakleaf, 2010 Performance Assessments What does learning look like? What activities will show learning? Are there activities that will help students learn and, at the same time, provide assessment data?

© Oakleaf, 2010 Possible Performance Assessments List indicators or hallmarks of scholarly journals and popular magazines Divide a stack of periodicals into two stacks…one scholarly, one popular Compare multiple HTML articles and divide into scholarly and popular categories Examine a bibliography and determine which articles are scholarly Find 3 scholarly articles on their persuasive speech topic in a familiar database Find a popular article on their persuasive speech topic and explain why it’s inappropriate for their assignment What else?

3. What activities will help students learn?

© Oakleaf, 2010 Learning Styles http://serc.carleton.edu/images/introgeo/enviroprojects/kolb_cycle.gif http://www.animators.com/aal/images/survey_results/Learning_Types.jpg http://elc.polyu.edu.hk/CiLL/staff/GardnersPieChart7int.gif

© Oakleaf, 2010 Teaching Strategies for Distinguishing Scholarly & Popular Behavior modeling – librarian models thought process; thinks aloud through indicators of popular or scholarly work; then students practice behavior with guidance Brainstorming – equipped with popular and scholarly article examples, students generate ideas about the differences between the two Case Study – students read a scenario in which a student tries to determine which articles are acceptable for an assignment; students analyze the scenario and make recommendations for action Critique – students use indicators of scholarly work to analyze an article for strengths and weaknesses Discussion – students discuss the importance of using scholarly information and how popular sources should or should not be used

© Oakleaf, 2010 Teaching Strategies for Distinguishing Scholarly & Popular Drill – students work through a pile of periodicals or articles, categorizing them into scholarly and popular sources, then discuss their results; could be aided by a checklist Game – students in teams play competitively to determine the scholarly or popular nature of information sources Interview – students question a panel of librarians or faculty about the importance of scholarly sources and how they might be different in varying academic content areas Role play – students enact trying to decide on sources for their speeches, or perhaps justifying a choice to their instructor Think-Pair-Share – students work individually, then in pairs, to determine the hallmarks of a scholarly or popular article; pairs report findings to larger group What else?

© Oakleaf, 2010 Introduction Welcome students Introduce self Outline goals and agenda for session Give directions Get attention with a “hook” or “anticipatory set” –Question, quote, picture, personal experience/need Elicit prior knowledge and/or pre-assess student knowledge and skills

Reflecting on this Session What did you find most useful? What did you learn? What challenged your thinking? What will you do in follow up? –What do you want to learn more about? –What do need to do to move forward? –Who do you need to talk to move forward? –Are there implications for policy changes?

© Oakleaf, 2010 Standards for Proficiencies for Instruction Librarians and Coordinators The effective instruction librarian: 6.2. Sequences information in a lesson plan to guide the instruction session, course, workshop, or other instructional material. 8.1. Plans presentation content and delivery in advance, and manages preparation time for instruction.

© Oakleaf, 2010 Standards for Proficiencies for Instruction Librarians and Coordinators Identification & Articulation of Outcomes 6.1. Collaborates with classroom faculty by defining expectations and desired learning outcomes in order to determine appropriate information literacy proficiencies and resources to be introduced in library instruction. 6.5. Scales presentation content to the amount of time and space available.

© Oakleaf, 2010 Library Impact Map Campus Needs, Goals, & Outcomes Face to Face Instruction Online Tutorials Assignment Design LibGuides Reference Service ILL Reserves Collections Physical Space Other: Student Enrollment Student Retention Student Graduation Rates Student Success Student Achievement Student Learning Student Experience Faculty Teaching Other:

© Oakleaf, 2010 Coin of the Realm What’s most important to your institution? Your faculty? Your students? What do you to contribute to it? What are you doing that is less important than contributing to it?

© Oakleaf, 2010 Key Message Now, write one sentence, for a faculty audience, that conveys the main attributes of your service. (Other possible audiences include students, administrators, even parents.) The key message should be easy to say and remember—ideally, no more than 10 words. It should be something you could say to your colleague, at the reference desk, in a presentation, or walking across campus.

Assessment How do you know your learners have actually learned what you set out to teach? How do you know if you need to make revisions before you teach this again? How can you justify the expense of instruction? “Assessing, Evaluating, & Revising ILI Programs” in Information Literacy Instruction: Theory & Practice, p 265-290.