From Candy to Clickers Interactive Activities to Involve Students in Library Instruction

1. From Candy to ClickersInteractive Activities to Involve Students in Library Instruction

2. Randy Christensen Associate Professor of Library Media and Richard Eissinger Instructional Services Librarian Presented by … [Randy] Welcome to From Candy to Clickers. My name is Randy Christensen.   [Richard] and I’m Richard Eissinger.   [Randy] I am an Associate Professor of Library Media . . .   [Richard] and I am the Instructional Services Librarian at Southern Utah University. I coordinate library instruction and the information literacy program.   [Randy] and I supervise technical services. We are both involved in doing library instruction and teach classes in the school librarian endorsement program. [Randy] Welcome to From Candy to Clickers. My name is Randy Christensen.   [Richard] and I’m Richard Eissinger.   [Randy] I am an Associate Professor of Library Media . . .   [Richard] and I am the Instructional Services Librarian at Southern Utah University. I coordinate library instruction and the information literacy program.   [Randy] and I supervise technical services. We are both involved in doing library instruction and teach classes in the school librarian endorsement program.

3. Southern Utah University Gerald R. Sherratt Library - http://www.li.suu.edu Regional university; 6000 students First Year Experience Remediation Information literacy program Teaching responsibilities [Richard] We’re from a small university near the southern border of Utah and Nevada. We’re a regional university with 6,000 students, limited entrance requirements, lots of remediation classes, and a focus on improving our retention rates. The 11 librarians teach an online, general education, information literacy class to 1,400 – 1,800 students each year, as well as teach classes in an online school librarian endorsement program.[Richard] We’re from a small university near the southern border of Utah and Nevada. We’re a regional university with 6,000 students, limited entrance requirements, lots of remediation classes, and a focus on improving our retention rates. The 11 librarians teach an online, general education, information literacy class to 1,400 – 1,800 students each year, as well as teach classes in an online school librarian endorsement program.

4. Today’s agenda … Ice-breakers Interactive demonstrations Brainstorming Games from templates Feedback: evaluation, testing, wrap-up [Randy] Our objective today is to demonstrate a variety of interactive classroom activities that we have found successful in engaging students, adding interest, and sometimes excitement to our library instruction.   [Richard] We named our session “From Candy to Clickers” to reflect the variety of activities that we’ll present today – from some that can be done with little or no equipment to those that will require technology.   As we go through the presentation, we would like you to be thinking about active learning activities you presently use or might consider. At the end of this presentation we’ll will ask for your input.[Randy] Our objective today is to demonstrate a variety of interactive classroom activities that we have found successful in engaging students, adding interest, and sometimes excitement to our library instruction.   [Richard] We named our session “From Candy to Clickers” to reflect the variety of activities that we’ll present today – from some that can be done with little or no equipment to those that will require technology.   As we go through the presentation, we would like you to be thinking about active learning activities you presently use or might consider. At the end of this presentation we’ll will ask for your input.

5. Ice-Breakers: IntroductionsInteractive Activities to Involve Students in Library Instruction Ice-breakers   [Randy] Let’s get started with an ice-breaker to create an interactive environment. Turn to a person close to you. Tell your name and one of your hobbies. As an example, I will begin. My name is Randy Christensen. My hobby is bicycle riding and camping. I have pitched a tent and ridden on rail trails in Idaho, Missouri, Wisconsin, and Minnesota.   Now it’s your turn. Share your name and one of your hobbies, then let the other person do the same. We will continue until Richard sounds a buzzer.   Are you nearly finished? [Sound: Tick-toc] [Sound: Ding] This was a simple ice-breaker to help students feel at ease. Now Richard will demonstrate an ice-breaker using clickers. Ice-breakers   [Randy] Let’s get started with an ice-breaker to create an interactive environment. Turn to a person close to you. Tell your name and one of your hobbies. As an example, I will begin. My name is Randy Christensen. My hobby is bicycle riding and camping. I have pitched a tent and ridden on rail trails in Idaho, Missouri, Wisconsin, and Minnesota.   Now it’s your turn. Share your name and one of your hobbies, then let the other person do the same. We will continue until Richard sounds a buzzer.   Are you nearly finished? [Sound: Tick-toc] [Sound: Ding] This was a simple ice-breaker to help students feel at ease. Now Richard will demonstrate an ice-breaker using clickers.

6. Ice-Breakers: ClickersInteractive Activities to Involve Students in Library Instruction [Richard] Clickers are a tool that you can use to anonymously poll your audience. Clickers can be used as very effective ice-breakers, to assess and evaluate what your students have learned and even to stimulate small group interaction. I’m using the iClicker product today. I feel of the several products I’ve used iClicker is by far the easiest to set up and learn. We’ve placed 10-20 clickers on the tables. Since the responses are anonymous it’s effective to work with as few as 10 clickers by taking a poll and then having students pass the clicker to other students to take another poll. To demonstrate an ice-breaker using clickers please turn on the clicker (bottom button – blue light) and vote (A-B-C-D-E) in a moment when I give you the high sign. A green vote status light will let you know your vote was registered. [Richard] Clickers are a tool that you can use to anonymously poll your audience. Clickers can be used as very effective ice-breakers, to assess and evaluate what your students have learned and even to stimulate small group interaction. I’m using the iClicker product today. I feel of the several products I’ve used iClicker is by far the easiest to set up and learn. We’ve placed 10-20 clickers on the tables. Since the responses are anonymous it’s effective to work with as few as 10 clickers by taking a poll and then having students pass the clicker to other students to take another poll. To demonstrate an ice-breaker using clickers please turn on the clicker (bottom button – blue light) and vote (A-B-C-D-E) in a moment when I give you the high sign. A green vote status light will let you know your vote was registered.

7. Ice-breaker (clicker) Your anxiety level before teaching a class? I’m cool - no worries I rely on lots of preparation time I need a script and lots of practice Can’t sleep at all the night before Wake up at dawn in a cold sweat Clicker ice-breaker activity Turn on your clickers (blue light) Vote A-B-C-D-E Consider this ice-breaker question: How’s your anxiety level before teaching a class? Display graph of poll results. If time allows have audience pass clickers to others and redo the poll. Display comparison graph. Clicker ice-breaker activity Turn on your clickers (blue light) Vote A-B-C-D-E Consider this ice-breaker question: How’s your anxiety level before teaching a class? Display graph of poll results. If time allows have audience pass clickers to others and redo the poll. Display comparison graph.

8. Ice-breaker (clicker) How honest are you? I would never cheat I probably would never cheat I might cheat under some conditions I probably would cheat if needed I cheat all the time Summarize ice-breakers   [Richard] Ice-breakers are helpful in creating a friendly atmosphere and in preparing a group for instruction. Clickers can also be used to pre-test a group of students and to evaluate what they’re learning. The key with clickers is to not over use them. I seldom use clickers more than 1-2 times in any library instruction session.Summarize ice-breakers   [Richard] Ice-breakers are helpful in creating a friendly atmosphere and in preparing a group for instruction. Clickers can also be used to pre-test a group of students and to evaluate what they’re learning. The key with clickers is to not over use them. I seldom use clickers more than 1-2 times in any library instruction session.

9. Interactive Activities Knowledge Chase Game Interactive demonstrations and group brainstorming activities:  Knowledge Chase   [Randy] Now that the ice is broken, I would like to demonstrate an activity that I call “Knowledge Chase.” It could be used as a pre-assessment tool. It could also be used following instruction to see how much the students learned.   As we do this, I hope you will relax and participate. However, remember that it is voluntary.   In a classroom situation, I would have a table at the front, with team members lined up behind the table. Those on the first row would compete in being the first to answer. For the next question, people would rotate forward so new people answer.   Because of our seating arrangement here, and some time restraints, I am changing the logistics. We will select eight tables. All of the people sitting at a table are members of a team. People at four tables will compete against each other in the first round. Those at four other tables will participate in the second round. Interactive demonstrations and group brainstorming activities:  Knowledge Chase   [Randy] Now that the ice is broken, I would like to demonstrate an activity that I call “Knowledge Chase.” It could be used as a pre-assessment tool. It could also be used following instruction to see how much the students learned.   As we do this, I hope you will relax and participate. However, remember that it is voluntary.   In a classroom situation, I would have a table at the front, with team members lined up behind the table. Those on the first row would compete in being the first to answer. For the next question, people would rotate forward so new people answer.   Because of our seating arrangement here, and some time restraints, I am changing the logistics. We will select eight tables. All of the people sitting at a table are members of a team. People at four tables will compete against each other in the first round. Those at four other tables will participate in the second round.

10. Knowledge Chase Game Examples of question categories: ACRL standards Databases Information literacy Reference sources ACRL How do you direct students through developing keywords and synonyms for their research? How do you assess your library instruction? What tools do you use to help students develop appropriate research thesis statements?   Databases   Another line of questions might cover subscription databases.   Of the databases available to you and your students, which do you think is best, and why? Which database do you prefer for finding full text, scholarly articles in the physical sciences? In your opinion, which database would be best for business related topics?   That concludes round one, with tables one through four. Richard, which team is the winner? … Applause sound   Now we go to round two. Tables five to eight, are you ready?   Information literacy   The next questions relate to information literacy.   What is the difference between a popular and a scholarly article? How could you convince students that information found on the Internet might not be reliable? What criteria do you use in evaluating information sources?   Reference Sources   Our final set of questions will focus on reference sources.   What are the advantages of an online encyclopedia, such as Wikipedia, over printed encyclopedias? What are reasons you would or would not allow students to cite Wikipedia in a research paper? Tell us about an emerging reference source that you think will be very important. Summary   Richard, which team is the winner in round two? … Applause sound   Our presentation has “Candy" in its title for a reason. There is a reward for the winning teams.   (Give a Hershey mini-candy bar to each member of the two winning teams.) ACRL How do you direct students through developing keywords and synonyms for their research? How do you assess your library instruction? What tools do you use to help students develop appropriate research thesis statements?   Databases   Another line of questions might cover subscription databases.   Of the databases available to you and your students, which do you think is best, and why? Which database do you prefer for finding full text, scholarly articles in the physical sciences? In your opinion, which database would be best for business related topics?   That concludes round one, with tables one through four. Richard, which team is the winner? … Applause sound   Now we go to round two. Tables five to eight, are you ready?   Information literacy   The next questions relate to information literacy.   What is the difference between a popular and a scholarly article? How could you convince students that information found on the Internet might not be reliable? What criteria do you use in evaluating information sources?   Reference Sources   Our final set of questions will focus on reference sources.   What are the advantages of an online encyclopedia, such as Wikipedia, over printed encyclopedias? What are reasons you would or would not allow students to cite Wikipedia in a research paper? Tell us about an emerging reference source that you think will be very important. Summary   Richard, which team is the winner in round two? … Applause sound   Our presentation has “Candy" in its title for a reason. There is a reward for the winning teams.   (Give a Hershey mini-candy bar to each member of the two winning teams.)

11. Interactive Activities Games from templates Activities based on PowerPoint templates   [Randy] By a show of hands, how many of you like to achieve spectacular results without very much effort? (Give time for them to raise their hands.) Let's explore a way to produce a professional looking game based on questions you might use in your teaching. Since Richard is at the computer, Let's have him do a Google search for "PowerPoint game templates. Activities based on PowerPoint templates   [Randy] By a show of hands, how many of you like to achieve spectacular results without very much effort? (Give time for them to raise their hands.) Let's explore a way to produce a professional looking game based on questions you might use in your teaching. Since Richard is at the computer, Let's have him do a Google search for "PowerPoint game templates.

12. Games from Templates Google search: powerpoint game templates Examples Are You Smarter Than A Fifth Grader? Millionaire Jeopardy (Show a PowerPoint slide with: Search for "PowerPoint game templates.") (Richard does the Google search. Have a blank template on a Flash drive in case of Internet problems.)   Let's choose the link for "PowerPoint Games, which is at http://jc-schools.net/tutorials/PPT-games/. As an example, let's choose, "Are You Smarter Than a Fifth Grader?"   We will open it, then save it to the desktop.   Open the template, then click on slide 3, which is one of the topic slides where you start entering questions.   What is a question that you might ask in an instruction session? Type the question. (Throw the rubber chicken if necessary to get a person to respond.)   Now click on the next slide. Enter the answer.   (Continue for a few more questions and answers.) Note: When the clover leaf symbol appears, and text can't be entered, say: The templates are not always perfect. On some of the slides, there is a problem of not being able to enter text. For some reason, this clover leaf looking symbol appears. To work around the difficulty, right-click on the clover leaf symbol twice, then click on "Cut."   You can see how easy it is to enter questions and answers. In order to save time, I have prepared a game with the questions and answers already done. Since we are in New Mexico, which is so closely linked to the development of the atomic bomb, I chose that theme.   (Start the 5th Grader PowerPoint.)   When a question is displayed, raise your hand to answer.   Thanks for proving that you are smarter than 5th graders. Remember that games such as this are available for free. All you have to do is plug in your subject content. (Show a PowerPoint slide with: Search for "PowerPoint game templates.") (Richard does the Google search. Have a blank template on a Flash drive in case of Internet problems.)   Let's choose the link for "PowerPoint Games, which is at http://jc-schools.net/tutorials/PPT-games/. As an example, let's choose, "Are You Smarter Than a Fifth Grader?"   We will open it, then save it to the desktop.   Open the template, then click on slide 3, which is one of the topic slides where you start entering questions.   What is a question that you might ask in an instruction session? Type the question. (Throw the rubber chicken if necessary to get a person to respond.)   Now click on the next slide. Enter the answer.   (Continue for a few more questions and answers.) Note: When the clover leaf symbol appears, and text can't be entered, say: The templates are not always perfect. On some of the slides, there is a problem of not being able to enter text. For some reason, this clover leaf looking symbol appears. To work around the difficulty, right-click on the clover leaf symbol twice, then click on "Cut."   You can see how easy it is to enter questions and answers. In order to save time, I have prepared a game with the questions and answers already done. Since we are in New Mexico, which is so closely linked to the development of the atomic bomb, I chose that theme.   (Start the 5th Grader PowerPoint.)   When a question is displayed, raise your hand to answer.   Thanks for proving that you are smarter than 5th graders. Remember that games such as this are available for free. All you have to do is plug in your subject content.

13. Interactive Activities Brainstorming Interactive Activities - Brainstorming and Concept Mapping   [Richard] The next activity gets us into the use of computers …   (Leads a small group activity on how to develop a topic.) Interactive Activities - Brainstorming and Concept Mapping   [Richard] The next activity gets us into the use of computers …   (Leads a small group activity on how to develop a topic.)

14. Brainstorming Visuwords: http://www.visuwords.com Visual Thesaurus: http://www.visualthesaurus.com Webspiration: http://mywebspiration.com Mindomo and Mindmeister EBSCO Visual Search

15. Visuwords – Visual Thesaurus …

16. Webspiration …

17. EBSCO Visual Search …

18. Interactive Activities Evaluation and feedback?

19. Feedback (clicker – “On the fly”) Most important library research skills? ? As we wind down our presentation, I have a question for all of you. To demonstrate an "on-the-fly" use of clickers, Richard will record your responses, then we will have a vote on which answers you feel are most important.   Raise your hand to answer. If necessary, I will use a beanbag to select “volunteers.”   Question: What are the most important library research skills?   [Richard] (Uses clickers to summarize the group feeling.) As we wind down our presentation, I have a question for all of you. To demonstrate an "on-the-fly" use of clickers, Richard will record your responses, then we will have a vote on which answers you feel are most important.   Raise your hand to answer. If necessary, I will use a beanbag to select “volunteers.”   Question: What are the most important library research skills?   [Richard] (Uses clickers to summarize the group feeling.)

20. How do you use active learning? Ice-breakers Interactive demonstrations Games from templates Brainstorming and concept mapping Evaluation, testing, wrap-up, and feedback activities   Application   (PowerPoint slide: Application)   [Randy] Now its time to put on your thinking caps. What are examples of how you could use active learning?   Richard will record your responses, then do a poll with cell phones or hand-held devices to see which are the most popular.   To stimulate your thinking, here are some of the active learning techniques we have discussed today. (Show the slide listing the things we have covered.)   (Have several people respond.) Evaluation, testing, wrap-up, and feedback activities   Application   (PowerPoint slide: Application)   [Randy] Now its time to put on your thinking caps. What are examples of how you could use active learning?   Richard will record your responses, then do a poll with cell phones or hand-held devices to see which are the most popular.   To stimulate your thinking, here are some of the active learning techniques we have discussed today. (Show the slide listing the things we have covered.)   (Have several people respond.)

21. Evaluation – cell phone polling http://polleverywhere.com [Richard] I’m going to demonstrate the use of a new online text messaging polling system you can use with cell phones or ipods called Poll Everywhere. [Randy] What are examples of how you can use active learning? [Richard] I’m going to demonstrate the use of a new online text messaging polling system you can use with cell phones or ipods called Poll Everywhere. [Randy] What are examples of how you can use active learning?

22. Randy Christensen christensen@suu.edu and Richard Eissinger eissinger@suu.edu Thanks for coming Conclusion   [Richard] Thanks for attending. We hope you will consider making your library instruction more interesting by adding active learning techniques that fit within your personality and teaching style. Feel free to contact us with questions and also ideas on what you are doing.   Remember to leave the clickers on the tables. You are welcome to take the extra candy bars as a “pickup” to get you through the rest of the morning.   (PowerPoint slide with our names and contact information at the end. It will also play sound as the audience exits.) Conclusion   [Richard] Thanks for attending. We hope you will consider making your library instruction more interesting by adding active learning techniques that fit within your personality and teaching style. Feel free to contact us with questions and also ideas on what you are doing.   Remember to leave the clickers on the tables. You are welcome to take the extra candy bars as a “pickup” to get you through the rest of the morning.   (PowerPoint slide with our names and contact information at the end. It will also play sound as the audience exits.)

23. Thanks for coming …