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Upcycling Instruction: Developing effective approaches to teaching experienced researchers

  1. 1. What do you find most enjoyable & most challenging about teaching experienced researchers? UPCYCLING INSTRUCTION While we’re waiting, please answer the following question on your notecard.
  2. 2. UPCYCLING INSTRUCTION developing effective approaches for teaching experienced researchers Veronica Arellano Douglas St. Mary’s College of Maryland varellano@gmail.com April Aultman Becker University of Texas MD Anderson Cancer Center aprilaultmanbecker@gmail.com
  3. 3. The Good & The Bad Let’s Discuss 1
  4. 4. The Good & The Bad Teaching Approaches Let’s Discuss 1 2
  5. 5. The Good & The Bad Teaching Approaches Developing Your Own Activity Let’s Discuss 1 2 3
  6. 6. So just who exactly is an experienced researcher?
  7. 7. Who did we leave out?
  8. 8. Librarian Survey
  9. 9. Where do you work? 43 % doctoral university 28 % master’s college 16 % 4 year college 7 % other 2 % community college 4 % research institution 164 respondents
  10. 10. Who do you teach? upper-level undergraduates faculty or researchers grad students in professional programs undergraduate thesis writers grad students in research programs research assistants 87 % 87 % 73 % 67 % 51 % 77 % 164 respondents
  11. 11. What do you most enjoy about teaching experienced researchers?
  12. 12. Aspects of Teaching & IL Abilities & Dispositions
  13. 13. Aspects of Teaching
  14. 14. Aspects of Teaching intellectually stimulating
  15. 15. Aspects of Teaching intellectually stimulating teaching advanced IL concepts
  16. 16. Aspects of Teaching intellectually stimulating teaching advanced IL concepts empowering students
  17. 17. Aspects of Teaching intellectually stimulating teaching advanced IL concepts empowering students building relationships
  18. 18. IL Abilities & Dispositions passionate about their research able to develop better questions possess subject expertise & basic IL skills want to improve their IL skills and research abilities engaged, motivated, persistent & focused
  19. 19. What do you find most challenging about teaching experienced researchers?
  20. 20. Aspects of Teaching teaching students with varying skill levels
  21. 21. Aspects of Teaching teaching students with varying skill levels lack of librarian subject expertise
  22. 22. Aspects of Teaching teaching students with varying skill levels lack of librarian subject expertise time constraints
  23. 23. IL Weaknesses & Dispositions too narrowly focused want to improve their IL skills and research abilities over-reliance on Google poor IL and technological abilities passionate about their researchover-confident about research abilities set in their ways
  24. 24. What’s the best way to help them learn?
  25. 25. Teaching as Conversation
  26. 26. Teaching as Conversation in Practice Voting for Class Content
  27. 27. Peer Learning
  28. 28. Peer Learning in Practice Collaborative Brainstorming
  29. 29. Creating Safe Spaces
  30. 30. Creating Safe Spaces in Practice Research First Aid
  31. 31. Timing & Relevance
  32. 32. Develop Your Own Learning Activity
  33. 33. Students & Scenario Learning Outcome Activity or Approach Think. Pair. Share.
  34. 34. Read This Cooke, Nicole A. 2010. “Becoming an Andragogical Librarian: Using Library Instruction as a Tool to Combat Library Anxiety and Empower Adult Learners.” New Review of Academic Librarianship 16 (2): 208–27. doi:10.1080/13614533.2010.507388. Ganley, Barbara Jean, Amy Gilbert, and Dianne Rosario. 2013. “Faculty and Student Perceptions and Behaviours Related to Information Literacy: A Pilot Study Using Triangulation.” Journal of Information Literacy 7 (2): 80–96. doi:10.11645/7.2.1793. Green, Rosemary. 2010. “Information Illiteracy: Examining Our Assumptions.” Journal of Academic Librarianship 36 (4): 313–19. Kruger, Justin, and David Dunning. 1999. “Unskilled and Unaware of It: How Difficulties in Recognizing One’s Own Incompetence Lead to Inflated Self-Assessments.” Journal of Personality and Social Psychology 77 (6): 1121–34. doi:10.1037/0022-3514.77.6.1121. Miller, Robin. 2014. “The Almost Experts: Capstone Students and the Research Process.” In Imagine, Innovate, Inspire: The Proceedings of the Acrl 2013 Conference, 16–22. Indianapolis, IN: ACRL. Monroe-Gulick, Amalia, and Julie Petr. 2012. “Incoming Graduate Students in the Social Sciences: How Much Do They Really Know About Library Research?” Portal: Libraries and the Academy 12 (3): 315–35. O’malley, Donna, and Frances A. Delwiche. 2012. “Aligning Library Instruction with the Needs of Basic Sciences Graduate Students: A Case Study.” Journal of the Medical Library Association 100 (4): 284–90. doi:10.3163/1536-5050.100.4.010. Streatfield, David, David Allen, and Tom Wilson. 2010. “Information Literacy Training for Postgraduate and Postdoctoral Researchers: A National Survey and Its Implications.” Libri: International Journal of Libraries & Information Services 60 (3): 230–40. doi:10.1515/libr. 2010.020.
  35. 35. Icon Attributions Unknown designed by Bybzee thenounproject.com Survey designed by Michael Thompson thenounproject.com From the Duke Innovation Co-Lab. Public Domain. Available on thenounproject.com Conversation designed by Veysel Kara thenounproject. com You Are Here designed by Kate T thenounproject.com Constellation designed by Nathan Grealish thenounproject.com First Aid designed by Simple Icons thenounproject. com Thumbs Up designed by Chris Dawson thenounproject. com Networking designed by Yamini Chandra thenounproject.com
  36. 36. What else would you like to talk about today?

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