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Don’t Blink, Or You’ll Miss It

Don’t Blink, Or You’ll Miss It. Opportunities in Information Literacy Mary Claire Vandenburg & Nathalie Soini Queen’s University WILU 35. OUTCOMES. Recognize good teaching skills Reflect good teaching skills in your job Apply information literacy skills to your career.

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Don’t Blink, Or You’ll Miss It

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  1. Don’t Blink, Or You’ll Miss It Opportunities in Information Literacy Mary Claire Vandenburg & Nathalie Soini Queen’s University WILU 35

  2. OUTCOMES • Recognize good teaching skills • Reflect good teaching skills in your job • Apply information literacy skills to your career

  3. Malcolm Gladwell- Blink Chapter 1 – Theory of Thin Slices – How a little bit of knowledge goes a long way. “Thin-slicing” refers to the ability of our unconscious to find patterns in situations and behavior based on very narrow slices of experience (p.23). Gladwell, M. (2005). Blink : The power of thinking without thinking (1st ed.). New York: Little, Brown and Co.

  4. Ambady – Thin Slicing • Videotaped 13 graduate teaching fellows as they taught. • Compiled random 10sec. clips, combined them into one 30sec. clips. • Showed the clip to students who were strangers to teacher. • Ratings highly correlated teachers own students evaluations. Nalini Ambady, Robert Rosenthal, “Half a Minute: Predicting Teacher Evaluations from Thin Slices of Nonverbal Behavior and Physical Attractiveness,” Journal of Personality and Social Psychology 64, no.3 (1993):431-441.

  5. …don’t let’s forget that the little emotions are the great captains of our lives, and that we obey them without knowing it. Vincent van Gogh. Letter 603. St.-Rémy, 1889.

  6. What is a good teacher? Think of at least 3 traits that would make a good teacher (Think-Pair-Share)

  7. Good Teaching 7 Important Traits • Student-centered/receptive • Knowledgeable • Effective Presenter • Flexible/Creative • Organized • Enthusiastic • Motivational Arnold, J. (1998). “I know it when I see it”: Assessing good teaching. Research Strategies, 16(1), 1-28.

  8. Good Behaviour • Approachability • Genuine Interest • Listening/Inquiry • Follow-up Arnold, J. (1998).

  9. The Amygdale Response • Internal: fear, anger and aggression • External: via posture, voice, expression, breathing pattern -Coping: Googlefight.com Romantics vs. Modernists, Behaviorist vs. Cognitive • Connect and keep the class

  10. Competencies/Skills • Presentation Skills • Organizational Skills (good lesson plan, organized presentation) • Communication Skills • Assessment and evaluation skills Proficiencies for Instruction Librarians Task Force. (2006). Proficiencies for instruction librarians and coordinators.

  11. Enabling Professional Practice • Center for Teaching and Learning • Videotaping exercise – micro-teach • Theory of Teaching & Learning • Objectives • Set, Body, Closure • Feedback • Additional Resources

  12. Set-Body-Closure • Set – preview & connect • Body - communicate main concept 70-90% • Closure – review & connect

  13. Set • Preview of session • State learning objectives • Motivate, i.e. appeal to aspirations

  14. Body • Passion for material = Enthusiasm • Body language should read well • Talk with your audience • Humour • Manage your time • Remember to breathe!

  15. Closure • Summarize the major points • Relate to the Instructional set • Provide a sense of achievement • No new material

  16. Ice Model Of Student Learning IDEAS CONNECTIONS EXTENSIONS Basic facts Among basic concepts Applying learning Elemental concepts to what learner already knows to new situations ☻ ☻ ☻ ☻ ☻ ☻ ☻ ☻ ☻ ☻ ☻ ☻ ☻ ☻ ☻ ☻ Fostaty, Y.C.S. (2000). Assessment & Learning: The ICE Approach. Winnipeg: Peguis.

  17. www.hsci.cas.ou.edu History of Science at University of Oklahoma.

  18. Desk Set 1957 • ICE and Desk Set (it’s not just in Katharine Hepburn’s veins)

  19. Teaching Objectives Think of 2-3 objectives/goals you think are paramount when teaching Information Literacy

  20. Teaching Objectives: • Give students a positive feeling about the library and librarians. • Introduce students to the tools to access and use the resources of the library. • Help students to begin to think critically and to evaluate information resources. McDermott, D. (2005). Library instruction for high-risk freshmen. Reference Services Review, 33(4), 418-437. Association of College and Research Libraries (2000). Information Literacy Competency Standards for Higher Education.

  21. Teaching For Deep Learning • Make learning goals explicit • Encourage interaction • Cooperation • Make links with what students already know • Link topic to student lives

  22. Example: Boolean Logic • Limit Library Jargon • The "Brangelina" Boolean Diagram A=Angelina AND B=Brad A B

  23. Thinking Like A Student “ Literacy is a culturally situated phenomenon based in the way communities construct meaning and belonging” -Norgard Norgard, R. (2003). Writing Information Literacy: Contribution to a Concept. In J. Elmbourg (2006). Critical Information Literacy Implications for Practice. The Journal of Academic Librarianship, 32(2).

  24. Credibility, Reliability & Libel Critical Thinking skills using three examples • 1. Globe & Star: Titanic reporting • 2. Wikipedia: Web authoring • 3. Yesmen: Internet identity theft

  25. RECAP • Thin slicing • Good teaching • Good behaviour • Competencies/Skills • Teaching objectives/Deep learning • Critical thinking

  26. Percent Attending 100% 0% 60 min. 0 min. Elapsed Time of Lecture (min.) McLeish, J. The Lecture Method. Cambridge: Cambridge institute of Education 1968

  27. Ideal Attending 100% Elapsed Time of Lecture (min.) 60 min. 0 min. Vandenburg, Soini 2006

  28. Teaching Techniques • Vary the stimulus • Use visual aids • Repeat and clarify • Organize clearly (mini S.B.C.s) • Engage the learner

  29. Teaching Strategies And Retention Dole, E. (1969) Audio Visual Methods in Teaching. (3rd Ed) New York: Holt, Reinhart & Winston.

  30. Thinking Like A Student • Reflect on an instance when you were information literate • And also a time when you were not • How did it feel? • What motivated you?

  31. Information Is Power “Statistical thinking will one day be as necessary for efficient citizenship as the ability to read and write.” H.G. Wells.

  32. Tools and Resources • Faculty of Education • Professional Development/Associations (eg: Education Institute- Partnership of OLA and other Associations) • ACRL Standards • Centre for Teaching and Learning • T.A. Training/Learning Strategies Development • Mentoring • Evaluation

  33. RECAP • Recognize good teaching skills • Reflect good teaching skills in your job • Apply information literacy skills to your career and everyday life

  34. Positive, encouraging, accurate & fun. Mary Claire Vandenburg mcv@post.queensu.ca Nathalie Soini soinin@post.queensu.ca

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