Higher learning share

Higher learningEffective and Engaging Information Literacy Instruction for Upper-Level Students

Introductions

• Please introduce yourselves around your table, sharing:–Your name–Your home institution–Why you’re interested in upper-level

information literacy instruction

Poll

• What’s the main reason your table is interested in upper-level information literacy instruction?–Text response: 194568 and your

answer to 22333–Tweet: @poll 194568–Web:

http://tinyurl.com/acrluppers

poll

Why Uppers?

• “In the zeal to impart generalized skills of analytical reasoning, critical thinking, and learning to learn, however, care should be taken to avoid overlooking the importance of subject-based knowledge in facilitating these very goals.” (Grafstein 2002, 200)

5

Perry’s Positions of Intellectual Development

• Perry, William G., Jr. (1970), Forms of Intellectual and Ethical Development in the College Years: A Scheme (New York: Holt, Rinehart, and Winston).

• Dualism (either/or thinking)

• Multiplicity (subjective knowledge)

• Relativist (constructed knowledge)

• http://www.csub.edu/tlc/options/resources/handouts/scholarship_teaching/perrystheory.html

Think/Pair/Share

• What differences do you see between first-year and upper-level students?• Based on these differences, what

challenges do we face in teaching upper-level information literacy sessions?

Snowball!

Playing in the snow by Len Radin on flickr (CC BY-NC-SA 2.0)

Upper-Level IL Instruction Lifecycle

Faculty Outrea

ch

Instructional

design

Teaching

Assessment

Faculty outreach

Faculty Outreach

Virtue, A. & Esparza, L. (2013). Faculty reconnect. College & Research Libraries News, 74 (2): 80-99.

•Multidimensional outreach program•“The Librarian Is In”•Library Salons•FacPack

Faculty Outreach

Meulemans, Y., & Carr, A. (2013). Not at your service: Building genuine faculty-librarian partnerships. Reference Services Review, 41(1), 80-90.

•Best practices for working faculty in collaborative relationship.•“While we may market these programs, it is the quality of relationships that individual librarians have with their faculty is the major driver of an instruction program’s success.” (84)

Models for Faculty Outreach

• Information literacy curriculum integration• Assignment creation workshops• Faculty LibGuides

Activity

• At your table, discuss faculty outreach models that you’ve seen or tried that have been effective.

Best Practices for Faculty Outreach• Based on your conversations,

what do you think are best practices for faculty outreach?–Text response: 272063 and your

answer to 22333–Tweet: @poll 272063–Web:

http://tinyurl.com/acrluppers2poll

Worksheet

• Complete the Faculty Outreach section on your worksheet.

Instructional Design

Instructional Design

• The ADDIE Model–Analysis–Design–Development– Implementation–Evaluation

Getting Started with ADDIE• Sample scenario:–Assignment: Write an 8-10 page

paper applying one of the communication theories discussed in class (like attachment theory) to a situation of your choice. Use a minimum of 5 primary research articles.

Analyze

• Instructional scenario• Learner characteristics• Instructor goals

• Complete Analyze 1 and 2.

Writing Student Learning Outcomes

• Relevant to instructional scenario• Appropriate for learners• Specific enough to be measurable

So, farewell then British Summer Time by Mukumbura on flickr (CC BY-SA 2.0)

Using Bloom’s Taxonomy

Untitled by James BonTempo on flickr (CC BY-SA 2.0)

Using Bloom’s Taxonomy

Create Synthesize, design, create

Evaluate Select, choose, justify

Analyze Compare, contrast, differentiate, explain

Apply Apply, choose, interpret

Understand Explain, compare, distinguish, summarize

Remember Identify, define, describe

http://www.icc.edu/innovation/PDFS/assessmentEvaluation/RevisedBloomsChart_bloomsverbsmatrix.pdf

Anatomy of an SLO

“The student will be able to” + action verb + “in order to” + task to complete or goal to achieve

= Student Learning Outcome

UNCG Libraries Information Literacy SLOs

Examples

• “Differentiate between reviews of literary works and literary criticism.” (ACRL LES)

• “Gathers keywords related to the topic through reading background sources and knows keywords may include the names of laws, regulations, or court opinions.” (ACRL LPSS)

Worksheet

• Complete Analyze 3.

SLO Workshop

• Share your SLOs with someone sitting near you. –What suggestions do they have for

you? –How could you revise your SLOs?

Teaching

Worksheet

• Complete the Design section.

From SLOs to Instruction Session• Political Science 302• Political Science 511J• English 303• Kinesiology 711

“Decontextualized data and information become knowledge only when someone, working within the framework of a discipline, integrates it into the knowledge-base of that discipline.” (Grafstein 2002, 200)

Brainstorm

• What strategies have you found useful in your upper-level classes?–Text response: 326684 and your

answer to 22333–Tweet: @poll 326684–Web:

http://tinyurl.com/acrluppers3

Classroom Strategies that Work• Active learning• Sample strategies–Peer-teaching–Synthesis exercise–Think/Pair/Share or Write/Pair/Share– Jigsawing–Worksheets as both active learning

and authentic assessment

Write/Pair/Share

• Complete the Implementation section.

• Share your tips with a partner.

Assessment

Assessment 101

Two main types: formative and summative•Formative: formal or informal ongoing assessments used to improve teaching and student learning•Summative: formal assessment used to determine program effectiveness and/or student learning

Classroom Assessment

• Learner-Centered• Teacher-Directed• Mutually Beneficial• Formative• Context-Specific• Ongoing• Rooted in Good Teaching Practice

(Angelo & Cross, 1993)

What can we assess?

• Student learning• Our teaching

What tech tools can we use?

• Clickers/Audience response systems• Learning management system • Google Forms• PollEverywhere• What else?

No tech options

• One-minute paper / Muddiest point• Exit ticket• Paper survey• Worksheet• Fist to five• Voting cards

Worksheet

• Complete the Assessment section.

Final thoughts

• Complete the Wrap-up section.

Closing the loop

round and round and round they go by Darwin Bell on flickr (CC BY-NC 2.0)

Thank you!

• Jenny Dale – jedale2@uncg.edu• Lynda Kellam –

lmkellam@uncg.edu

References• Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A

handbook for college teachers. San Francisco: Jossey-Bass Publishers.

• Anthony, K. (2010). Reconnecting the disconnects: Library outreach to faculty as addressed in the literature. College & Undergraduate Libraries, 17(1): 79-92. doi:10.1080/10691310903584817

• Calkins, K.J. (2007). Best of the literature: Graduate student instruction. Public Services Quarterly, 3(3/4): 221-226.

• Grafstein, A. (2002). A discipline-based approach to information literacy. The Journal of Academic Librarianship, 28(4): 197–204.

• Hopkins, E. S. & Julian, S. (2008). “An evaluation of an upper-division, general education literacy program.” Communications in Information Literacy, 2(2).

• Meulemans, Y., & Carr, A. (2013). Not at your service: Building genuine faculty-librarian partnerships. Reference Services Review, 41(1), 80-90.

• O‘Malley, D. & Delwiche, F. A. (2012). Aligning library instruction with the needs of basic sciences graduate students: A case study.” Journal of the Medical Library Association, 100(4): 284-290.

• Rosenblatt, S. (2010). They can find it, but they don't know what to do with it: Describing the use of scholarly literature by undergraduate students. Journal of Information Literacy, 4(2): 50-61.

• Virtue, A. & Esparza, L. (2013). Faculty reconnect. College & Research Libraries News, 74 (2): 80-99.