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 lteracy taking the i out of instruction

NFORMATON LTERACYTaking the ‘I’ out of Instruction

Erin Davis, Joe Eshleman,

Suzanne Hinnefeld, Tiffany McGregor,

Julie Zamostny


Learning objectives

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

    #loextakethei


Groovin at a library open house

Groovin’ at a library open house

Suzanne Hinnefeld - Goshen College


Nformaton lteracy taking the i out of instruction

Students who have had a positive

introduction to libraries report higher

use throughout their four years.

(Kelly, 2002)


Before

Before…


After

After…


Groove in learning outcomes

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

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


Nformaton lteracy taking the i out of instruction

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

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

Evaluation of the Groove-in

  • Survey Monkey distributed to all first year students

  • 20% return rate


Nformaton lteracy taking the i out of instruction

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


Nformaton lteracy taking the i out of instruction

Thank you for making the orientation interesting.


I ll take information literacy for 500

I’ll take information literacy for 500

Joe Eshleman

Johnson & Wales University - Charlotte


Using role playing to engage esl students

Using role-playing to engage ESL students

Julie Zamostny

Western Maryland Regional Library System


Role playing

Role-Playing

© Original Artist

www.cartoonstock.com


Nformaton lteracy taking the i out of instruction

我愛學會

amoimparare

Ik houd van te leren

ichliebezuerlernen

j'aimeapprendre

я люблю выучить

αγαπώ να μάθω


Nformaton lteracy taking the i out of instruction

Step 1: Match learning outcomes with methods


Nformaton lteracy taking the i out of instruction

Step 2: Planning a Role-Play

Involve the class in the plan

Mini-embedded librarian

Assess group cohesion

Increase familiarity

Demonstrate rapport


Nformaton lteracy taking the i out of instruction

Step 3: Choosing the content


Nformaton lteracy taking the i out of instruction

Step 4: Results & Implementation


Nformaton lteracy taking the i out of instruction

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

Talk amongst yourselves: Problem-based learning with groups

Erin Davis – Utah State University

Tiffany McGregor – Neumann University


Nformaton lteracy taking the i out of instruction

Problem based learning [PBL]

is an educational method that

uses problems as the starting

point for student learning.

(Bligh, 1995)


Nformaton lteracy taking the i out of instruction

SUBJECT:

First-Year English Composition


Usu s merrill cazier library

USU’s Merrill-Cazier Library


Usu learning outcomes

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

NU Results of 2008 Revision


Activity revisions

Activity Revisions


Nformaton lteracy taking the i out of instruction

1.0

2.0


Additional elements

Additional Elements


Nformaton lteracy taking the i out of instruction

“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!”


References

References

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

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


Contact us

Contact Us

Joe Eshleman

Email him: [email protected]

@joeeshleman

Erin Davis

Email her: [email protected]

@erin_dini

Tiffany McGregor

Email her: [email protected]

@ TiffanyMcGregor

Suzanne Hinnefeld

Email her:

@

Suzanne Hinnefeld

Email her: [email protected]

@shinnefeld

Julie Zamostny

Email her: [email protected]

@jzamostny

Friend us on Facebook!


How many

How many ?

  • A.12

  • B.10

  • C. 8

  • D. 6


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