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Rethinking the Instruction Session Handout

Rethinking the Instruction Session Handout. Ashlynn Wicke University of Houston-Clear Lake LOEX 2011. Objectives. Critically examine the ways to provide students with information via a handout .

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Rethinking the Instruction Session Handout

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  1. Rethinking the Instruction Session Handout Ashlynn Wicke University of Houston-Clear Lake LOEX 2011

  2. Objectives • Critically examine the ways to provide students with information via a handout. • Create hybrid handouts/worksheets in order to provide the most critical information and learning activities.

  3. Going to discuss • Characteristics of handout • Project at University of Houston-Clear Lake • Examples from library instruction literature • Handout brainstorming activity

  4. Defining “Handout” 1. Created for a specific library instruction session 2. Can includes characteristics of worksheet and handout Harrison, T. (2007) paper handouts. Retrieved from http://www.flickr.com/photos/tanjatakesphotos/2757963159/

  5. Discussion • Who still creates handouts? • Why? For example, is it part of your instruction procedures? Just because you always have done this?

  6. Benefits to handout • “adding the kinesthetic exercise of writing furthers retention” (Sousa, 2006, p. 118) • “reduce the burden of note-taking” (Marsh and Sink, 2010, p. 703) • Give audience something to refer to after session (Lederer, 2005) • Value in having notes to review later (Armbruster, 2009)

  7. Project at University of Houston-Clear Lake • Librarians wanted students to have tangible to take with them • Minor updates yearly • Portions not relevant to session • Goal to make better use of handouts

  8. Discussion • What information do you find most useful on handouts when you’re in workshop or conference? • Are you giving students the same things you like? • If not, what could you do differently?

  9. Keep in mind • Key learning outcomes • Complicated concepts that need explanation • Factual information • Supplemental information that will not cover in session

  10. Added • Search Tips • Database Comparison Charts • Links to mobile websites and federated search • Fill-in charts • Fill-in-the-blank instructions • Ice Breaker games • Search Screenshots • Search terms activity

  11. Database Comparison Charts

  12. Fill-in Activities

  13. Search Screenshots

  14. Ice Breakers

  15. Search Terms Activity

  16. BEFORE

  17. AFTER

  18. Links to other UHCL handouts • http://www.uhcl.edu/library/RESEARCHBYSUB/DMST5230/DMST%205230.pdf • http://www.uhcl.edu/library/RESEARCHBYSUB/CSCI6530/CSCI%206530.pdf • http://www.uhcl.edu/library/RESEARCHBYSUB/ENVR3131/ENVR%203131.pdf • http://www.uhcl.edu/library/RESEARCHBYSUB/INDH4136/INDH_Aug2010_Answers.pdf • http://www.uhcl.edu/library/RESEARCHBYSUB/ARTS3832/ARTS%203832.pdf • http://www.uhcl.edu/library/RESEARCHBYSUB/BIOL3231/BIOL%203231%20Aug2010.pdf Links active on 5/4/11

  19. Unravel Workbook Example http://staff.lib.umn.edu/rcs/usered/unravel/Unravel2WorksheetF08.pdf(Veldof, 2006)

  20. Minimalist Approach Grassian, E. S., & Kaplowitz, J. R. (2009). Information literacy instruction: Theory and practice (2nd ed.). New York: Neal-Schuman Publishers. • Error self-correction • Question • Active Command • Learner prompt Minimalist Documentation on included CD-ROM.

  21. Other ideas • Flow chart of finding information • QR code • The Library Instruction Cookbook (Sittler and Cook, 2009) activities

  22. QR Codes

  23. Handouts vs. LibGuides Venosdale, K. (2010) Please take one… Retrieved from http://www.flickr.com/photos/venosdale/4403179764/

  24. Handouts and Mobile

  25. Complement each other?

  26. Tips • Create for a specific audience and learning objectives • Point to handout during session • Leave white space • Include factual information like library hours • Consider design, focus on content

  27. Handout Brainstorming Activity Venosdale, K. (2010) Thought Bubbles. Retrieved from http://www.flickr.com/photos/venosdale/4580094772/

  28. Scenario 1 Freshman orientation session, required 45-minute session during summer orientation.

  29. Scenario 2 Freshman composition class, the assignment is to write a 5-page research paper on a topic related to their major using the preferred citation style of their major and scholarly journal articles.

  30. Scenario 3 New faculty orientation, an hour-long session to introduce new faculty to library resources and services.

  31. Scenario 4 Undergraduate business class, assignments throughout the semester will require students to find information about various companies, including SWOT analyses, annual reports, SEC filings, and recent news articles.

  32. Scenario 5 Undergraduate history class, the assignment is to write a research paper on a topic related to America’s involvement in World War II using a mix of primary and secondary sources.

  33. Where do we go from here? Wall, S. (2009). not the shortest distance. Retrieved from http://www.flickr.com/photos/stevewall/5664038495/

  34. Questions? Contact information: Ashlynn Wicke Reference & Instruction Librarian University of Houston-Clear Lake wickea@uhcl.edu

  35. Sources Cited • Armbruster, B.B. (2009). Taking Notes from Lectures. In R.F. Flippo & D.C. Caverly (Eds.), Handbook of college reading and study strategy research (pp. 220-248). Mahwah, N.J. : Lawrence Erlbaum Associates. • Grassian, E. S., & Kaplowitz, J. R. (2009). Information literacy instruction: Theory and practice. New York: Neal-Schuman Publishers. • Lederer, N. (2005). Ideas for librarians who teach: With suggestions for teachers and business presenters. Lanham, Md: Scarecrow Press. • Marsh, E. J., & Sink, H. E. (2010). Access to handouts of presentation slides during lecture: Consequences for learning. Applied Cognitive Psychology, 24(5), 691-706. • Sittler, R., & Cook, D. (Eds.). (2009). The library instruction cookbook. Chicago: Association of College and Research Libraries. • Sousa, D. A. (2006). How the brain learns, 3rd edition. Thousand Oaks, Calif: Corwin Press. • Veldof, J. R. (2006). Creating the one-shot library workshop: A step-by-step guide. Chicago: American Library Association.

  36. Sources Consulted • Barkley, E. (2010). Student engagement techniques: A handbook for college faculty. San Francisco : Jossey-Bass. • Burkhardt, J. M., MacDonald, M. C., & Rathemacher, A. J. (2010). Teaching information literacy: 50 standards-based exercises for college students. Chicago: American Library Association. • Cox, C. N., & Lindsay, E. B. (2008). Information literacy instruction handbook. Chicago: Association of College and Research Libraries. • Gradowski, G., Snavely, L., Dempsey, P., & Association of College and Research Libraries. (1998). Designs for active learning: A sourcebook of classroom strategies for information education. Chicago: American Library Association. • Macmillan, D. (2004). Web-Based Worksheets in the Classroom. Journal of Library & Information Services in Distance Learning, 1(2), 43-51. • Sellers, D., Dochen, C. W., & Hodges, R. (2011). Academic transformation: The road to college success. Boston, MA: Allyn & Bacon/Pearson. • Willis, C. N., & Thomas, W. (2006). Students as Audience: Identity and Information Literacy Instruction. portal: Libraries & the Academy, 6(4), 431-444.

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