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Learn how to engage new students using the Cephalonian Method, an active learning activity that promotes effective information literacy instruction. This method is adaptable and particularly beneficial for auditory-aligned learners.
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Don’t Lose Yourself: How to Transform Your One-Shot Information Literacy Instruction Session Eric Poulin, Sean Carey, Megan Ondricek, Erin Ziomek Simmons University SLIS West
The Cephalonian Method Sean M. Carey CareyS@simmons.edu
What is the Cephalonian Method? -An activity that encourages active learning learning through the use of prescribed questions. -Ideally used as an introduction or orientation for classroom instruction, but is adaptable. Who is the target audience? -New students -Auditory-aligned learners
Required Materials • Colored Notecards, but with another identifiable feature • An idea of major points that need to be conveyed • Pens or markers • “Cheat sheets” for quick reference • Any additional multimedia Other Considerations • Colorblind students • English-literacy of students
ACRL Frame • Authority is Constructed and Contextual • Research as Inquiry Learning Objective: • Students will recognize the Cephalonian style of learning activity and be able to summarize the benefits of using the method
What are the benefits of the Cephalonian Method? - Stress Free Q&A session - Effective and Concise way of passing on information - Useful for the target audience and beginning dialogue - Adaptable to almost any instructional - Engaging and fun!
The “Recipe” for the perfect landing clearance • The Radio “Handshake” 2) The Essential Information 3) The Clearance
The Radio “Handshake” Remember “Hey You, Its Me!” Our example: “Simmons Tower, this is Dewey 629”
Essential Information • The Wind Radial Degrees and Speed in knots “# # # @ # # Knots” 2) The Runway landing surface “Runway # #” Remember: Numbers are all pronounced like single digits! Our Example: “Wind 1-7-0 @ 5 knots” & “Runway 1-8”
And finally... The Clearance Simply add “Cleared to Land” to conclude your transmission Our example all together: Dewey 629, Simmons Tower + Wind 1-7-0 @ 5 Knots + Runway 1-8 + Cleared to Land
Library Setting and Assessment Suitable for library classes • Computer literacy workshops • Research Tool instructionals • Career Advancement classes Assessment • Instant student feedback / monitor learning • Confirmative • Blends well with overall lesson assessment tools
Research Is Like Online Shopping Megan Ondricek ondricek@simmons.edu
What is the activity? An interactive discussion using the analogy of online shopping to illustrate the following aspects of the research process: • Choosing appropriate discovery tools • Narrowing & sorting results by desired characteristics • Exhibiting patience and persistence • Evaluating resources Adapted from “Discovery Tools are Like Shopping for Jeans” by Molly Beestrum Found in the CARLI Instruction Showcase https://www.carli.illinois.edu/products-services/pub-serv/instruction
Requirements Time • 10-30 minutes Materials • Web browser • Projector • White board Target Audience • Undergraduate students, particularly freshmen/sophomores
ACRL Frames Learning Outcome • Research as Inquiry • Knowledge practices 3, 4, & 8 • Searching as Strategic Exploration • Knowledge practices 3, 5, 6, & 8 • Dispositions 1-3 • Students will identify similarities between online shopping and the research process, recognizing that successful research requires strategic use of appropriate discovery tools, evaluating resources, and practicing patience, persistence, and creativity.
Benefits • Employs the pedagogical strategy of narrative modeling as outlined by Cook and Klipfel, 2015: “Teaching through narrative maximizes the potential for learners to retain information.” • Encourages students to think about the answers for themselves and actively participate in their own knowledge creation through questioning and discussion • Demystifies the research process by relating it to a familiar activity • Flexible and adaptable - use your own examples or those offered by students; adapt to a specific assignment or discipline
Considerations • Activity presupposes that students will be able to determine what type of sources they need, and be able to evaluate them • Questions need to be clear and specific • Examples need to work well for the analogy
So how is research like online shopping? Possible answers: • It takes time, you may have to search & browse for a while to find what you are looking for • You may have to do some background research first • You may have to try multiple websites/databases/publications • Trial and error • You want something well-reviewed (i.e. peer reviewed) • You may need to evaluate (try on or test out) a source to see if it will “fit” your research needs
Assessment • Some instant assessment via students’ responses in class and contributions to the discussion • Works well for a “One-minute paper” • How is research like online shopping? • What have you learned about the research process? • How will you use what you have learned in this session for your next research project?
Primary Source Handling Workshop By Erin Ziomek erin.ziomek@simmons.edu
What it is: • Short group workshop which familiarizes students with primary sources • Developed from original by James Gerencser and Malinda Triller • Full session is 45 minutes; we’re doing the 10 minute version! Who it’s for: • High School and College students
What You’ll Need: • Primary Sources (Can be original or photocopied) • A list of analysis questions to ask • Four groups of students Other considerations: • May want to provide transcripts (esp. For handwritten documents) • No technology required • Be aware of students’ physical and learning capabilities
ACRL Frame • Scholarship as Conversation • Research as Inquiry Learning Objective: • Students will demonstrate familiarity handling and analyzing primary sources
Please Split up into 4 groups! • Take an envelope with primary sources enclosed - one for each group • Try to answer the analytical questions inside • We’ll regroup in 5 minutes to discuss!
Document Analysis Questions • What type of document do you have? • Who created the document? • When was it created? • Is it a journal, letter, deed, ledger, military/government certificate, account book? • What larger events could it be connected to? What are some related topics that come to mind? • Any connections between documents? • How does this document compare to modern sources of information? • What story does it tell? From whose perspective?
Discussion and Assessment Time Part 1 • Volunteer from each group to briefly describe document • What is it? • Who created it? When? • Any connections between documents? • How do these documents compare to those of today?
Discussion and Assessment Part 2 • If we had more time, we could also consider: • How hard or easy was it to find the information that helped you answer the questions? • What challenges did you face examining the documents?
Assessment Options • Discussion session - allows for instant assessment when students answer questions in class and make observations • Collect question sheets - provides additional assessment information
Thank you! • I hope we’ve made examining primary sources a bit less intimidating and more fun!
