technology & information literacy instruction: a model for active learning environments
DESCRIPTION
A presentation given as part of a Texas Library Association webinar: “Innovative Approaches in Partnerships between Academic Librarians and Faculty,” Feb. 2010. Presents a model for designing information literacy instruction to maximize active learning.TRANSCRIPT
Technology & Information Literacy Instruction:
A Model for Active Learning Environments
Jeremy W. Donald, MSLSFaculty Technology LiaisonTrinity UniversitySan Antonio, TX
From George M. Piskurich, Rapid Instructional Design, 2nd ed. Pfeiffer, 2006:
“The quality and success of your instruction
can be measured by the activities
you develop for it.”
Summary:
Knowledge-type information (facts, wisdom, demonstrations) is BEST DELIVERED OUTSIDE THE CLASSROOM via technology.
Use class time to substantially address ONLY the 1-2 most challenging learning outcomes.
Class time is BEST USED for HANDS-ON EXPERIMENTATION WITH TOOLS and GUIDED REFLECTION on the results of that experimentation.
Coverage of Key IL Concepts (some remedial)
Challenging Technologies
Engaging Activities
50 Minutes!
The “Old” Model
1 minute
25 minutes
2 minutes
9 minutes
13 minutes
Completed before ILI
Up until due date
A “New” Model for the 50 min. Library One-Shot
Learning Management System/LibGuide:
•Library Pre-Assignment •Tutorials •Pretest/Survey
Visit to class when assignment is introduced:
•Explain your role•Sketch the research workflow
•Describe your role again &
provide contact info, office hours
•Goals for the session (should
be the same as the students'!)
•Session outline and materials
•What do we need to know to be able start experimenting?
• What IL criteria do we need to learn and then apply to our active learning?
•What are the relevant systems (e.g., fielded search, peer review, bills vs. laws)?
Laboratory: "...to allow experimentation, testing, and hands on experience. Level of structure can vary"
Behavior Modeling: Ask students to share the results of their experimentation, and you/they model the application of the criteria introduced earlier.
From your list of outcomes, ask students to self-assess what they learned. Encourage them to address perceived gaps with...
…office hours, research appts, peer tutors, LibGuides, post/self-instruction, tutorials, Help Desk...
IL outcomes for an Intro to Neuroscience course
Students will be able to…• Look up a famous neuroscientist in
print and online subject encyclopedias and biographical databases
• Identify and locate three key works/contributions by this author
• Determine the impact of these works on the relevant scientific literature
• Create a bibliography of sources used
Subject Encyclopedias & Library Databases
Citation Manager
Library Catalog & ILL
Citation Tracking
2 3 4 1
Online Tutorial
Online Tutorial
7 minutes in class
12 minutes in class
1-2 min. in class
Drawbacks of This Model
• No thundering applause at end of class• Teaching faculty made anxious by your refusal to
simply talk & demonstrate searching for 45 minutes
• Legs get sore from providing guide-on-the-side assistance to practically every student during long activity segment
• Cynical students feel cheated of opportunity to complain about boring, repetitive “library day”
Questions?
Activity for Librarians:• www.trinity.edu/jdonald/Instructional_Design_Activity.doc