Cognitivist Information Literacy
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Informa(on Literacy Workshops ITEC 800ID#2 Allison Hughes
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Transcript of Cognitivist Information Literacy
Informa(on Literacy Workshops
ITEC 800-‐ID#2 Allison Hughes
→ Two polls will ask ques=ons of students and the answers may be surprising, funny, etc.
→ This will get them thinking about the subject area of informa=on literacy and thinking about what they already know about the subject.
GAIN ATTENTION
→ Outline of ‘workshop goals’ will be projected on screen, printed on a handout and available electronically on the workshop LMS. àAccessibility, Sec=on 508
→ Show main ideas that the workshop will cover and how they are inter-‐related and how they relate to their research assignment. (“Why am I here??”)
INFORM OBJECTIVES
→ Another poll asking for experiences searching, Googling or researching.
→ Re-‐create a few and show the ‘goods’ and ‘bads’ of different searches, results and resources.
→ This will get students to contextualize the workshop in rela=on to their experience using the internet to gather informa=on.
STIMULATE RECALL
→ Focus on breaking material into chunks that align with the ‘workshop goals’.
→ Every concept will be related to a real world example, either to the assignment at hand or to some of the responses received in the last poll. à Relatable and Contextualized
STIMULUS MATERIAL
Chunk 1 To begin doing research for your assignment, you first have to know what you are looking for. 1. Start with a ques=on that you are
hoping to answer with your research.
2. Revise your ques=on, if needed, to make it more specific. A. The more specific your ques=on is,
the easier it will be to find sources that answer your research ques=on.
→ A_er each ‘chunk’ is presented, students will be given 1-‐2 examples of the actual task being explained.
→ This will allow the students to take the theory and see it used in real prac=ce.
LEARNER GUIDANCE
Chunk 1
For example, which of these research ques5ons do you think would lead to more informa5ve findings? -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ “Why is fast food bad for you?”
OR
“How has fast food contributed to the childhood obesity epidemic?” -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ “When did ta`oos become popular?”
OR
“What social factors have contributed to the rise in popularity of ta`oos in people ages 18-‐25?” -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐
→ A_er students have been offered some guidance regarding a chunk, they will then be asked to prac=ce it, since each chuck is needed for their research project.
→ This will give students the opportunity to prac=ce each chunk with a librarian available for help.
ELICIT PERFORMANCE
Chunk 1 Now its your turn. Think of 3 versions of your research ques5on, trying to make it as specific and searchable as you can. When you are finished or if you have a ques5on, place the red cup next to you on top of your computer and wait for your instructor or the librarian to come by and review you ques5ons.
→ A_er students have prac=ced each chunk, the instructor and librarian will go around and check each student’s work checking for comple=on and understanding.
→ Feedback will simply point students in the right direc=on, so they can revise their own work.
PROVIDE FEEDBACK
Chunk 1
When you are finished or if you have a ques5on, place the red cup next to you on top of your computer and wait for your instructor or the librarian to come by and review you ques5ons. Pick the one you like best and revise if needed based on instructor feedback.
STIMULUS MATERIAL
LEARNER GUIDANCE
ELICIT PERFORMANCE
PROVIDE FEEDBACK
→ These phases will be repeated itera=vely for each chunk listed in the ‘workshop goals’. Only once they have been completed for all chunks, will
performance be assessed.
Chunk 2
Chunk 3
Chunk 4
→ Performance will ul=mately be assessed in the comple=on of the research assignment in the student’s ENGL 100 class.
→ However, a 15-‐ques=on quiz (used solely as assessment, not for grading) would allow the librarian to re-‐touch on any concepts that appear to be misunderstood.
• The quiz could be given anonymously, in a poll or survey format, to limit test anxiety and allow for immediate feedback for the whole group in the form of a closing, summary discussion.
→ The handout could also provide a space for students to record the work that they did throughout the workshop to refer back to later.
ASSESS PERFORMANCE
→ The end of the workshop will work to allow students to place the informa=on that they have just learned in their daily lives—personal, professional and academic.
• Personal: use the search =ps to help you find the informa=on you’re looking for quicker and more efficiently. Ø Dis=nguishing adver=sements and product placements versus honest reviews Ø Dis=nguishing personal promo=on from educated recommenda=ons
• Professional: use the evalua=on criteria for iden=fying scams and fake pos=ngs, or to gather suppor=ng evidence for a new idea you’d like to propose.
• Academic: you will need to research topics in the future; and if you’re hoping to transfer, your research may need to be more in-‐depth than what we’ve done today.
RETENTION &
TRANSFER
Sources Interac=ve: Gagne's Nine Events of Instruc=on. (2015). Retrieved October 12, 2015, from h`p://check-‐n-‐click.com/interac=ve-‐gagnes-‐nine-‐events-‐of-‐instruc=on/
Brenner, Eric. (2015, April) Search Tips. Document. Retrieved October 9, 2015.
Brenner, Eric. (2015, April) Guidelines and Criteria for Evalua=ng Web Pages & Websites. Document. Retrieved October 9, 2015.
