Directions in Information Literacy
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Transcript of Directions in Information Literacy
Directions in Information LiteracyAlan Carbery
[email protected]: @acarbery
Blog: http://edlibbs.wordpress.com
Information Literacy Through Inquiry:
Teaching IL using PBL & POGIL
Creativity in the Classroom
By using non-traditional teaching and learning methods, we can create a dynamic and engaging learning environment for our users - and us as
teachers
Students play a key role in the learning process
Students attend IL sessions with valid information-seeking experiences &
preconceived ideas about their information behaviors
By exposing students’ to their IL assumptions, we can create a
contextual & meaningful learning experience
Guided inquiry is planned, targeted, supervised intervention at critical points in the
inquiry process that fosters deep personal learning
(Kuhlthau, 2010, pp. 4)
We should teach IL as a
process, not as a
product
‘I wouldn’t have thought to brainstorm my topic before now, but I will try to from now
on’ Student Feedback
During the brainstorming, I noticed a shift from hazy, abstract and uncertainty, towards some clearer idea of the topic at hand.
A 2011 study by Holman states that IL teaching should not focus on teaching
students to conduct complex database searching
Instead, problem-solving methods should be used to highlight ineffective search
strategies and provide learning opportunities to tackle these problems.
Assessment & Information Literacy
“Perhaps if the trigger itself was linked to a project, & you were able to tie-in & actually demonstrably show, based on evidence, how it actually worked in practice”
Peer Observer Feedback
In the 2011 ANCIL report, Secker and Coonan recognized the difficulty in summatively assessing IL, but offer techniques such as peer assessment and reflection as key elements.
eLearning & Information Literacy
Online & hybrid Learning is listed as one of the ACRL’s top trends in academic libraries
for 2012ACRL Research Planning & Review Committee (2012)
Online tools and platforms, like MOOCs now, add to our skill set and extend how we
teach … But when deployed wisely and carefully, have the potential to enhance the
great things the academy offers
CHE (2012), What’s the matter with MOOCs?
Online IL elements offer useful reinforcement for students who need immediate help at a specific time (such as an approaching essay deadline)
Secker & Coonan, 2011, ANCIL
A Teaching (Librarian) Identity
I don’t recall ever having similar discussions with students in any previous IL session before this. Immediately I feel like
my teaching experience has been enriched and enhanced
“The most challenging aspect of incorporating PBL into one’s teaching
repertoire is taking on the role of guide, facilitator or tutor...
As the learning activity becomes user-centered, the librarian must step aside to
allow the students to take responsibility for their own learning”
Kenney, 2008
Let’s take a long, (sometimes hard) look in the mirror