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Robin kear techniques for effective library instruction

  1. Techniques for Effective Library Instruction Robin Kear Nazarbayev University Library April 2012
  2. Online and in the Classroom  Follow the Instruction Cycle  Creation of instructional outlines (lesson plans)  Use Learning Objectives (discussed in IL slides)  Active learning exercises related to objectives  Use of tutorials and screencasts  LibGuides (or research guides)  Evaluation and Assessment
  3. Instruction Cycle Planning Evaluation Preparation Instruction
  4. Planning Who is the audience? What are your instructional goals? What type of instruction? What do they know? What are their research skills? Create a lesson plan? In class exercises? Active learning? Handouts/Pathfinders? LibGuide? Evaluation? Assessment?
  5. Lesson Plans Main Components 1. Objectives/ Learning Outcomes 2. Active Learning 3. Assessment/ Evaluation
  6. Designing the Lesson Don't try to cover too much Make what you teach relevant – real life examples Logical progression of concepts Use memory helpers: Number items or use acronyms to aid memory Repeat key points in different ways Ask questions and summarize
  7. Lesson Plan Form Keeps you organized and prepared Can be used in any instructional setting
  8. Lesson Plan for Public Speaking class
  9. Active Learning Involve the audience How?  In-class exercise  Group Discussion  Student Demonstrations  Clickers or Cell Phone Surveys  Assignment  Technology
  10. Example Activity with Objective  2.2.D.1 Demonstrates when it is appropriate to search a particular field (e.g. title, author, subject)  Activity: Give students cards with different topics, have students perform the search, and then tell you what works http://www.ala.org/acrl/standards/objectivesinformation
  11. Lesson Plan for Public Speaking Class Active learning exercises  To reinforce learning outcomes Assessment method(s)  Collaborate with professor
  12. Benefits of Tutorials/Screencasts  Delivers Consistent, Accurate Message  Short and On-Point Instruction  Ease of Use Factor  Relieves Instruction Burnout  Instant Assessment with Quiz Feature
  13. Examples of Tutorials  Developing a Research Topic  Avoiding Plagiarism  Scholarly Information  Keyword Searching  Using Databases  PITTCAT+ http://www.library.pitt.edu/services/classes/infoliteracy/teaching.html
  14. • Online guides to using the library’s resources that can be designed around a subject or for specific classes and assignments. • Can be built around the course syllabus or an assignment to connect students with the specific library resources they will need to be successful. • Faculty can link to the guide or embed it into their CourseWeb class. • http://pitt.libguides.com
  15. Evaluation vs. Assessment  Evaluation  How well did you teach your class?  Assessment  What did the students learn?  How effective is an instruction program?  Student must demonstrate new knowledge  Tied to class learning objectives
  16. Why Assess?  Three important purposes for assessment:  Ensure that students are learning what the institution or profession considers essential skills.  Provide a basis for improving learning  Satisfy the need for accountability to institution or company by explaining clearly the institution’s goals and accomplishments.
  17. Assessing in the Single Class  One Minute Assessment  Assessing as you go  Questions  Quick exercise  One minute writing summary  Open recap of class  Discussion
  18. Methods After a Class  Assignments & papers  Check sources  Skills involved in completing assignment  Faculty feedback  Pre/post testing  Professional projects or performance  Student survey
  19. Methods of Teaching Evaluation  Videotaping  Colleague observation  Instructor observation  Lesson review  Student satisfaction survey  Assessment measures as indicators
  20. LibGuide Companions  Information Literacy Fundamentals  http://pitt.libguides.com/infolit  Information Literacy Tools  http://pitt.libguides.com/infolittools
  21. Let’s Discuss

Notas del editor

  1. Student learning outcomes based on the IL objectives; active learning exercises related to the objectives; and creation of lesson plans, activities, etc.Use of tutorials and/or screencasts.
  2. Faculty response has been overwhelmingly positive. Can embed tutorials, screencasts, video, RSS, relevant resources.