tla2008 simple
DESCRIPTION
TRANSCRIPT
SIMPLE WAYS TO ADD ACTIVE
LEARNING TO YOUR LIBRARY
INSTRUCTION
Lilly Ramin , Annie Downey, &
Gayla ByerlyTexas Library Association, April 17, 2008
Dallas, Texas
Why bother?
• UNT used Library Instruction Software for Assessment (LISA)
• Assessed 575 students– 11% could perform a subject search after
instruction• Added a worksheet to instruction
– Success rate increased to 38• Other studies prove it works as well
Design for Active Learning
• 1. Experience– Activity that brings the student’s experience into the teaching
situation– Ex: worksheet
• 2. Practice– Activity where the student is provided an opportunity to demonstrate
their understanding of the new information– Ex: Assessment with LISA
• 3. Application– Opportunity to apply the information to a new situation– Ex: Research paper assignment
Why it works
• Students take an active role in learning• Students are more engaged• Students feel more comfortable
participating and asking questions• Takes into account that learning is a
process
Why it works (cont.)
• Facilitates assessment• Learning is demonstrated to the learner
BY the learner• Facilitates teacher learning• Different learning styles and domains can
be accommodated and addressed• Learning becomes personally meaningful
Why it’s hard
• Requires teacher to take risks• Can feel chaotic and like classroom
control has been lost• Strict time limits• We have a lot of content we want to
cover
Simple Strategies
• Honor Silence!!!• Expect participation• Give students time to think• When students answer questions, reward them• Make contact with students that look interested• Allow time for informal questions at the end• http://
www.killerclips.com/greeting.php?mqg=23431
Worksheets
• Individually or in groups• Short and simple• Customized for a specific subject area or
audience
Group Search
• Divide into groups of four• Assign each group member with a role
– Leader– Searcher– Recorder– Reporter
• Assign each group a searching task
Deck of Cards Boolean
• Give each student a card• Ask students to hold up cards that meet
specific criteria to illustrate Boolean concepts
• Explain the concepts as you go• (have them hold up a card that meets the
criteria for the search)
