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Have the pedagogies used for library instruction changed to reflect new thinking by progressive educators?. Prepared by Stephanie Rosenblatt Education Librarian, California State University Fullerton SCILWorks 2009 firstname.lastname@example.org.
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Prepared by Stephanie Rosenblatt
Education Librarian, California State University Fullerton
A collaborative analysis of web tutorials and digital learning objects
scaffolding student-centered lessons clickers
authentic activities collaboration with faculty
contextualized instruction meeting ACRL standards
paying attention to how students feel as researchers
trying to connect concepts to what students already know
I think everyone can learn. I think it’s my job, as the teacher, to assess my students’ needs, then craft a learning experience that directly addresses the skills and understandings they need to successfully complete the assignment . I believe it’s my job to try to connect what I’m teaching to my students’ prior knowledge through questioning or drawing analogies. I think students need to be actively engaged to learn and that they will only retain knowledge that they need to apply. I don’t think it’s effective to conduct library instruction workshops for students who don’t have an information need. Students won’t learn if they’re just shown something; they need time to practice and explore. Students can learn from a more experienced model. This model can be a teacher or a peer. Some students benefit when interior processes are made explicit through think-alouds. Students need feedback so they know they’re on the right track. Learning is social and uncomfortable. People learn better when they feel safe. One way to meet both needs is to offer students the opportunity to work with a partner or small group. Students should have some degree of choice in an instruction session: part of what they need to learn is what choices to make and how to be resilient when their first choices don’t work. Students have different learning styles and it’s important to provide materials and use methods that can support various styles. I think there’s a natural tendency to teach using the mode you prefer. The only way to know if students are learning or if your instruction is effective is to assess for your learning objectives, either formally or informally. The only reason to assess students is to use that information to correct misunderstandings or to improve your instruction. Our society prizes a very specific set of intelligences and modes of communication. It is our job as a teacher to deconstruct these assumptions for our students so they can understand that they are constructed by other humans and can change. This way of deconstructing the world can be extended to explaining why certain sources of information are deemed acceptable in the Academy.