Nformaton lteracy taking the i out of instruction
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NFORMATON LTERACY Taking the ‘I’ out of Instruction. Erin Davis, Joe Eshleman , Suzanne Hinnefeld , Tiffany McGregor, Julie Zamostny. Learning Objectives. Identify 4 non-traditional methods of teaching in order to improve your instruction toolbox

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NFORMATON LTERACY Taking the ‘I’ out of Instruction

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NFORMATON LTERACYTaking the ‘I’ out of Instruction

Erin Davis, Joe Eshleman,

Suzanne Hinnefeld, Tiffany McGregor,

Julie Zamostny

Learning Objectives

  • Identify 4 non-traditional methods of teaching in order to improve your instruction toolbox

  • List 3 characteristics of traditional and non-traditional teaching methods in order to explain their similarities and differences


Groovin’ at a library open house

Suzanne Hinnefeld - Goshen College

Students who have had a positive

introduction to libraries report higher

use throughout their four years.

(Kelly, 2002)



Groove-in learning outcomes

  • Students will identify librarians as helpful and friendly.

  • Students will be familiar with library building locations and service points.

Learning outcomes, cont.

  • Students will know the purpose and extent of the reference collection.

  • Students will be able to identify items in the catalog and locate them on the shelf

Planning a large scale open house

Involve teaching faculty, library faculty and staff in the planning.

Start early

Define student learning objectives

Gifts, limericks, schedules

Dress rehearsal, adjustments

Assessment of students’ learning

  • Students’ guides were stamped when they completed a learning objective.

  • Guides were collected and turned into colloquium professors for a grade.

Evaluation of the Groove-in

  • Survey Monkey distributed to all first year students

  • 20% return rate

I loved the groove in!!! It was quite an adventure!

Thank you for making the orientation interesting.

I’ll take information literacy for 500

Joe Eshleman

Johnson & Wales University - Charlotte

Using role-playing to engage ESL students

Julie Zamostny

Western Maryland Regional Library System


© Original Artist



Ik houd van te leren



я люблю выучить

αγαπώ να μάθω

Step 1: Match learning outcomes with methods

Step 2: Planning a Role-Play

Involve the class in the plan

Mini-embedded librarian

Assess group cohesion

Increase familiarity

Demonstrate rapport

Step 3: Choosing the content

Step 4: Results & Implementation

Step 5: Evaluation and Assessment

  • Mini-embedded librarian

  • Timely and relevant scenario

  • Student worker involvement

  • Length of the class

  • Support of the professor

  • Support of the students

  • Skills into real-life context

  • Instruction lab

  • Might not work with large classes

  • Difficult to practice beforehand

  • Costuming/atmosphere building

Talk amongst yourselves: Problem-based learning with groups

Erin Davis – Utah State University

Tiffany McGregor – Neumann University

Problem based learning [PBL]

is an educational method that

uses problems as the starting

point for student learning.

(Bligh, 1995)


First-Year English Composition

USU’s Merrill-Cazier Library

USU Learning Outcomes

Create research plan

Focus topic

Locate sources

Support claims & evidence

Should fast food restaurants be held accountable for contributing to obesity in America?

NU Results of 2008 Revision

Activity Revisions



Additional Elements

“The most helpful information I was given this semester was the database information…it really helped me with a few papers. Not just with my English papers.”

“(A)ctually doing them, hands-on was great.”

“The hands-on experience!”


Bligh, J. (1995). Problem based, small group learning. BMJ, 311, 342-343.

Kelly, M. (2002). Making the grade. Chicago: ALA.

Contact Us

Joe Eshleman

Email him: [email protected]


Erin Davis

Email her: [email protected]


Tiffany McGregor

Email her: [email protected]

@ TiffanyMcGregor

Suzanne Hinnefeld

Email her:


Suzanne Hinnefeld

Email her: [email protected]


Julie Zamostny

Email her: [email protected]


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How many ?

  • A.12

  • B.10

  • C. 8

  • D. 6

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