Learning Outcomes, Instructional Design, and the 50-MInute Information Literacy Session
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Learning Outcomes, Instructional Design, and the 50-Minute Information Literacy Session Sara Miller Instruction Librarian Michigan State University
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Brief presentation on using outcomes and design principles to streamline an information literacy session with time constraints
Transcript of Learning Outcomes, Instructional Design, and the 50-MInute Information Literacy Session
Learning Outcomes, Instructional Design, and the
50-Minute Information Literacy Session
Sara MillerInstruction Librarian
Michigan State University
50-minute expectations:
50-minute expectations:
Finding Books
Finding Articles
Popular vs. Scholarly
Evaluating Web sites
Subject-Specific Indexes
Primary Sources
Digital Collections
Boolean Operators
Search Strategy
Subject Headings
LC Call Numbers
Library Tour
Newspaper Articles
Where’s the coffee?
Wikipedia – Why or why not? Plagiarism
Gov’t Documents
50-minute expectations:
Finding Books
Finding Articles
Popular vs. Scholarly
Evaluating Web sites
Subject-Specific Indexes
Primary Sources
Digital Collections
Boolean Operators
Search Strategy
Subject Headings
LC Call Numbers
Library Tour
Newspaper Articles
Where’s the coffee?
Wikipedia – Why or why not? Plagiarism
Gov’t Documents
Assessment
Engagement
Learning Styles
Active Learning
“Too much information can only overwhelm and confuse (students),
and they will 'often tune out’”
-Jacobson and Xu (2004)
What do students actually need the most?
Design Thinking:
Identifying the problem before identifying the
solution
Finding out what student needs are
before planning the instruction session
What do students actually need the most?
Using Google Scholar-but what does scholarly
mean?
EVALUATION
Learning Outcomes
“that which a student should be able to do successfully at
the end of a significant educational experience”
-Spady, 2003
Learning Outcomes
Students will critically evaluate information in order to
determine its acceptability for inclusion in their research
Objectives
What students will specifically be able to do as a result of the session.
Skills, tools, etc.
Instructional Design
Hitting multiple birds with one stone
Designed in: Assessment
ActivitiesLearning Styles
Case Study
20-25 studentsDetailed guide - after session
Whole class is activity
Keyword brainstorming exercise
Class-Length Exercise
Scholarly ArticleBackground Information
Opinion PieceBook
Web site
Web Evaluation Exercise
Advantages
• Insight• Data collection• In-class assessment• Build on students’ prior
knowledge• Fast paced• Authentic environment• Relevancy• Less lecturing!
Disadvantages
• Caution with tone• General• For Beginners
Needs Assessment
• 48% of searches : questionable authorityNeed: EVALUATION
• Search engine used to start 50-100% of the time (except books)Need: AWARENESS
Needs Assessment
• 40% search for book with non-library resource Need: AWARENESS
• Keywords plus “opinion,” “history,” or “background.”Need: EFFICIENCY
Redesign!
Take the timeRethink student needs
Eliminate the extras
Questions?
Sara MillerMichigan State University Libraries
[email protected](517)432-6123 x.185
Jacobson, T. E., & Xu, L. (2004). Motivating students in information literacy classes. New York: Neal-Schuman Publishers.
Spady, W. G. (Ed.) (2003) Encyclopedia of Education (2nd ed.). New York: MacMillan Reference USA.
