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

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)




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




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 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 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 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?




Nformaton lteracy taking the i out of instruction

1.0

2.0



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 was the database information…it really helped me with a few papers. Not just with my English papers.”

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

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


Contact us
Contact Us was the database information…it really helped me with a few papers. Not just with my English papers.”

Joe Eshleman

Email him: joe.eshelman@jwu.edu

@joeeshleman

Erin Davis

Email her: erin.davis@usu.edu

@erin_dini

Tiffany McGregor

Email her: mcgregot@neumann.edu

@ TiffanyMcGregor

Suzanne Hinnefeld

Email her:

@

Suzanne Hinnefeld

Email her: shinnefeld@goshen.edu

@shinnefeld

Julie Zamostny

Email her: jzamostny@washcolibrary.org

@jzamostny

Friend us on Facebook!


How many
How many ? was the database information…it really helped me with a few papers. Not just with my English papers.”

  • A. 12

  • B. 10

  • C. 8

  • D. 6