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Malia Willey, Instruction Coordinator Loyola University New Orleans

Amplify the Active Learning: Revamping Course-Integrated Library Instruction to be Student Centered. Malia Willey, Instruction Coordinator Loyola University New Orleans. Turn the dial to 11!. http:// www.youtube.com / watch?v =XuzpsO4ErOQ. Loyola University New Orleans. Jesuit

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Malia Willey, Instruction Coordinator Loyola University New Orleans

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  1. Amplify the Active Learning:Revamping Course-Integrated Library Instruction to be Student Centered Malia Willey, Instruction Coordinator Loyola University New Orleans

  2. Turn the dial to 11! http://www.youtube.com/watch?v=XuzpsO4ErOQ

  3. Loyola University New Orleans • Jesuit • Enrollment of 4,982 • Diverse student body • Thelonious Monk Institute of Jazz Performance • A “Best College Library”

  4. Introduction to Music Industry Studies • Limited to majors and minors • 1 or 2 sections per semester • 25-50 students per section • Course-integrated library instruction

  5. Research Sessions • Librarians • Fridays for 10 weeks • 20% of final grade • Learning outcomes • Research and technology skills • Semester Project • Future coursework

  6. Semester Project • 10-page paper • PowerPoint • Diverse topics • Business plans • History of a concept • Analysis of a performance • Topic of choice

  7. Feedback They wanted activities and assignments to… • Directly relate to their coursework • Coincide with deadlines for the semester project • Be more hands-on • Receive guidance and feedback throughout the research process

  8. Student-Centered Revamp • Based upon student feedback • Student centered and learner centered • Active learning (Grassian & Kaplowitz, 2009, p. 94)

  9. Logistics • Smaller class size • More instructors • Multiple classrooms • Availability of computers

  10. Class Schedule

  11. Research Workshops • Before class • Resource guide • Tutorials in Blackboard • During class • Hands-on research • After class • Research Exercise: Books • Research Exercise: Articles and Internet Sources

  12. Evaluating Internet Information • As a class • Agree upon evaluation criteria • In pairs • Evaluate partner’s sources • Recommend additional sources for partner

  13. Avoiding Plagiarism • Before class • Quiz from School of Education at Indiana University Bloomington (Frick, 2008) • During class • Discuss quiz • Case-based and problem-based learning activities (Burkhardt & MacDonald, 2010, pp. 46-47)

  14. Technology Workshops • PowerPoint • Best practices • PowerPoint exercise • Excel • Creation • Highest-grossing concert tour data

  15. Peer Editing • Edit for content • Comment on quality of research • Correct in-text and bibliographical citations • Also consider • Organization • Tone • Major grammatical errors

  16. Assignments

  17. Feedback Loop • What they found most helpful • Research exercises • Workshops • They want more • Peer editing • Assistance organizing information

  18. Putting it all Together • Assessment • Authentic learning

  19. Now you turn the dial to 11! How might you… • Revamp your instruction to be more student centered? • Adapt these activities and assignments to allow for more active learning in your classroom?

  20. Thank you, Fort Worth! Malia Willey, Instruction Coordinator Loyola University New Orleans mewilley@loyno.edu

  21. References • Burkhardt, J. M., & MacDonald, M. C. (2010). Teaching information literacy: 50 standards-based exercises for college students (2nd ed.). Chicago, IL: American Library Association. • Frick, T. (2008, March 19). How to recognize plagiarism. In Understanding plagiarism. Retrieved from https://www.indiana.edu/~istd/plagiarism_test.html • Grassian, E. S., & Kaplowitz, J. R. (2009). Information literacy instruction: Theory and practice (2nd ed.). New York, NY: Neal-Schuman. Photos by University Photographer, Harold Baquet Available at http://www.flickr.com/photos/loyolanola/

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