Teachmeet Abstract

1. Using an active learning task to engage students and involve them in the
evaluation of an information literacy training session
Heather Lincoln, Imperial College London, h.lincoln@imperial.ac.uk
This presentation will describe an active learning state change technique we have used
in our hands-on information literacy sessions to MSc business students, which
encourages them, as part of a classroom task, to evaluate and reflect on the material
delivered. State changes are active learning techniques where the method of teaching
is changed, for example moving from a presentation to a class discussion or task
(Allen, 2002). The aim is to retain students’ attention by varying the means of
information dissemination, to get them to participate and reflect that key information-
on how to find information for assignments- has been delivered.
The active learning state change used was Gueldenzoph’s 3-2-1 Processor, in the form
of a three minute task at the end of the session, where students were asked to list three
recollections, two insights and one question they had from the session material
(Gueldenzoph, 2007). Responses were collected on the same sheet as a general
evaluation form and enabled us to gauge more closely than before, in terms of
qualitative feedback, students’ reaction to the session and what they had learnt during
it.
Students were more engaged with the feedback process and the format led them, in
some cases, to be quite reflective on the effect of the session. For example one student
commented ‘as business is completely a new field to me, I was so worried if I could
get enough information for assignments...Glad that I could attend this course’.
Some students used evaluative statements during the task; for example insights
included that they now knew ‘how to access reliable accurate information’ and ‘how
to use databases more efficiently’ and had ‘a much better insight in what this library
offers in terms of information but also support!’
Finally the question section allowed students to highlight issues or misunderstanding
and to request a follow up answer if they wished.
References
Allen, R. H. (2002) Impact Teaching: Ideas and Strategies for Teaching to Maximize
Student Learning. Boston, Allyn & Bacon.
Gueldenzoph, L. E. (2007) Using Teaching Teams to Encourage Active Learning,
Business Communication Quarterly, [Online] 70 (4) 457-462. Available from:
http://web.ebscohost.com/bsi/ [Accessed 26th September 2011].