slide1 n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Wiping out the Wipe-Out Effect:  PowerPoint Presentation
Download Presentation
Wiping out the Wipe-Out Effect: 

Loading in 2 Seconds...

play fullscreen
1 / 23

Wiping out the Wipe-Out Effect:  - PowerPoint PPT Presentation


  • 115 Views
  • Uploaded on

Wiping out the Wipe-Out Effect:  . Reinforcing Information Literacy with Coordinated Instruction in ENG 101 and COM 103. Meg Frazier – Bradley University Cullom-Davis Library Jan Frazier – Bradley University Communications Deb Burgauer – Bradley University English . Who We Are:.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Wiping out the Wipe-Out Effect: ' - hideaki


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
slide1

Wiping out the Wipe-Out Effect: 

Reinforcing Information Literacy with Coordinated Instruction in ENG 101 and COM 103

Meg Frazier – Bradley University Cullom-Davis Library Jan Frazier – Bradley University CommunicationsDeb Burgauer – Bradley University English

slide2

Who We Are:

Meg Frazier: MLS in 1989 from UT-Austin At Bradley since 1998Information Literacy Librarian

Liaison Areas: Engineering, Computer Science, and Theatre

Jan Frazier: (Not related)

BA and MA at Bradley University

25 years in secondary schools

Author of 13 novels

4 years at BU as adjunct faculty (English, Communication, Education Depts)

Last 2 years as full-time faculty in Communication Dept.

Deb Burgauer: Ph.D. in 2004 from ISU, English Studies with Composition concentration

Been teaching ENG 101 for 30 years

slide3

Who We Are:

Bradley University: Private, undergraduate institution with graduate programs aimed at returning professionals -- 5,000 undergrads/ 1,000 graduates

slide6

Overview of English 101 and Communication 103

Library Instruction

  • English- 2 Library Sessions-Plus some type of reinforcement from classroom faculty-22-24 Sections
slide7

Principles Instructional Design

Meg Frazier

  • Create questions and situations that ask the student to perform realistic tasks in realistic settings.  
  • Provide relevant practice of the skill in question.
  • Help them find the context clues that will aid memory.
  • Asking student to make decisions helps to get information into memory and aids in retrieval practice.
  • Providing  feedback for incorrect answers allows students to correct  misinformation and practice retrieving information from memory.
  • Repetition and Spacing can aid in reinforcement .
  • From Robert Mager and Will Thalheimer

Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.

slide8

What I Do in Exercises

Meg Frazier

  • Ask them where they should go to find, rather then tell them where to go
  • Have them look for context clues in the search tool that will help them either revise their search or find more “like this”
  • Only go over the pieces of the exercise packet with which students have the most problems
  • Use the framework questions to connect with previous ideas, look at common misperceptions

Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.

slide9

Finding Books via the Library Catalog. Names:

  • Find the library Catalog from the Library Web PageRead the Search examples on the Catalog page
  • What search would you do, if you know the title of the book you are looking for?
  • When would you do an Anyword Anywhere search? And when would you do a Subject search?
  • Key words are words that relate to the topic of the book you are looking for: Write down 2 or 3 keywords that relate to a book you need for a paper on Educational Reform.
  • Try some of your keywords to find one book
  • Where is the book located? What is its call number?
  • Make sure you are in the full-view of the record of the book and look at the Subject Headings (Subject LCSH) Follow the Subject Heading links to other books. Keep following and looking until you can write down 3 or 4 subject headings that relate to the book you need for paper on Educational Reform.

Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.

slide10

Reference Book Browsing and Using the Catalog

Go to the Reference Area and find your team’s Reference Book.

Use the Outline of the Library of Congress Classification System and find the Class Code (2 letter beginning of the Call number) for your team’s reference book . Note the Discipline and the Class Code from the Library of Congress Classification System.

Using your given reference book, find an article that could be used as the topic for a paper or speech. Note the article title.

Now find the library catalog on the library’s web page, (library.bradley.edu), then search for books that would be useful for the topic (of the exercise).Note the keywords used to search.

Click on the hot linked title of the book and examine the Subject (headings). Follow the subject headings links to other books. Keep following and looking until you can write down 3 or 4 subject headings that relate to the topic (of the exercise).

Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.

slide11

Index (Article Database) Exercise

What is the link on the Library’s web page that leads to indexes that can be used to find articles?

Now look for the link that will lead you to Indexes organized by their title. Then clink on the link for the index Academic Search Premiere .

Compare Two Searches:Search one: at the main search page, search School Reform in the default (keyword) mode of searching. Search two: at the main search page, search School Reform as a Subject search. What are some of the differences between the Keyword search and the Subject search?

Part II

Switch to a new index, Project Muse.

Project Muse allows you to browse Library of Congress Subject headings as a way to find articles.

Click on the Article Search tab, and then from the search page look for the “Browse Subject Headings for Articles” option from the Options box.

Type Educational into the search box and then browse the subject headings to find 3 subject headings that will give you most articles that would be useful for a paper on school reform. List the 3 subject headings.

Part III

Switch to a new index, Wilson Omnifile.

Wilson Omnifile, like most indexes, offers ways to revise, focus or narrow your search. Use the search School Reform from the main search page and then examine the results page for 3 ways that the index shows to revise, focus or narrow the search. List 3 ways:

List of Journals, Magazines and Newspapers

What is the link on the Library’s web page that leads to a list of which journals, magazines, or newspapers (periodicals) are available in any format through the library?

Click on the link that will lead you to the list of periodicals available,

Then search for journal title Science (TIP: Click on the button Exact to search the one word title Journal) Which formats of the journal has issues of the journal from 2009?

Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.

slide12

Framework questions

What does a catalog do?

What are its limitations?

What does an index do?

What are its limitations?

What does a Subject Heading do?

Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.

slide13

Final Library Reinforcement:

Meg Frazier

Assessment: 5 Things I learned in the Library Session

Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.

slide14

Reinforcement Between Classes: Communication 103

Jan Frazier

Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.

slide15

Why Introduce These Exercises?Jan Frazier

  • Help students recall what they know
  • Opportunity to ask questions for clarification
  • Allows me to know what to teach
  • Remind and reinforce what gets taught in library sessions and English101

Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.

slide16

Communication 103 Library Exercises

Jan Frazier

  • Fall Classes
    • Homepage of Library
    • “Exercise in Finding Resource Material”
    • Meg’s two-day library session
    • Post-packet of questions

Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.

slide17

Communication 103 Library Exercises

Jan Frazier

  • Spring Classes
    • Review the BU library page
    • Few additional exercises to reinforce
    • Further reinforce with post-packet of questions (previously seen)
    • CQ Researcher Exercise

Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.

slide18

What I Do Besides Using Classroom Exercises

Jan Frazier

  • Physically take students to the library
    • Work on outlining, finding material, narrowing topics, etc. (one-on-one)
    • They find material for research
    • Can use the Reference Desk
  • Tour of library

Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.

slide19

GOALS OF COMBINING ENGLISH 101 AND COMMUNICATION 103

Jan Frazier

  • Informal discussion to formal “pilot” course
  • Same students together in both classes all semester
  • Reinforcements from Eng 101, Com 103, and the library
  • Researching only once (speech and essay)
  • Corresponding to “real life” internship – Research – Write – Talk
  • Through research and reinforcement, we hope the students will remember that these tasks are techniques used in all subjects.

Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.

slide20

Who should use the Librarian and Library Resources?

Jan Frazier

  • Many instructors think that it’s not their job
  • English instructors are “closer” to the librarians
  • I’m trying to “educate” the Communication instructors
    • Share exercises with the chair person
    • Not ask “if” they will use reinforcement projects, but rather “how”
  • Talk to adjunct faculty

Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.

slide21

How Do You As Librarians Get Instructors On Your Side?

Jan Frazier

  • “Elevator pitch”
  • The writer’s pitch
  • You conjure a “pitch”
  • Find “student-oriented” instructors
  • How do I try to persuade teachers to use library reinforcement?

Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.

slide22

Thoughts To Take Away

Jan Frazier

  • Remember that most instructors are afraid of the library
  • Be friendly
  • Have a “pitch” ready
  • Find student-oriented teachers
  • Be willing to take time to share your library and your knowledge!

Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.

slide23

Wrap-Up Questions

How Do You Currently Use Reinforcement?

What Kinds of Reinforcement Will You Try After This Conference?

Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.