NFORMATON LTERACY Taking the ‘I’ out of Instruction

1. NFORMATON LTERACYTaking the ‘I’ out of Instruction Erin Davis, Joe Eshleman, Suzanne Hinnefeld, Tiffany McGregor, Julie Zamostny

2. Learning Objectives • Identify 4 non-traditional methods of teaching in order to improve your instruction toolbox • List 3 characteristics of traditional and non-traditional teaching methods in order to explain their similarities and differences #loextakethei

3. Groovin’ at a library open house Suzanne Hinnefeld - Goshen College

4. Students who have had a positive introduction to libraries report higher use throughout their four years. (Kelly, 2002)

5. Before…

7. After…

9. Groove-in learning outcomes • Students will identify librarians as helpful and friendly. • Students will be familiar with library building locations and service points.

10. Learning outcomes, cont. • Students will know the purpose and extent of the reference collection. • Students will be able to identify items in the catalog and locate them on the shelf

18. Planning a large scale open house Involve teaching faculty, library faculty and staff in the planning. Start early Define student learning objectives Gifts, limericks, schedules Dress rehearsal, adjustments

19. Assessment of students’ learning • Students’ guides were stamped when they completed a learning objective. • Guides were collected and turned into colloquium professors for a grade.

20. Evaluation of the Groove-in • Survey Monkey distributed to all first year students • 20% return rate

21. I loved the groove in!!! It was quite an adventure!

22. Thank you for making the orientation interesting.

23. I’ll take information literacy for 500 Joe Eshleman Johnson & Wales University - Charlotte

30. Using role-playing to engage ESL students Julie Zamostny Western Maryland Regional Library System

31. Role-Playing © Original Artist www.cartoonstock.com

32. 我愛學會 amoimparare Ik houd van te leren ichliebezuerlernen j'aimeapprendre я люблю выучить αγαπώ να μάθω

33. Step 1: Match learning outcomes with methods

34. Step 2: Planning a Role-Play Involve the class in the plan Mini-embedded librarian Assess group cohesion Increase familiarity Demonstrate rapport

35. Step 3: Choosing the content

36. Step 4: Results & Implementation

37. Step 5: Evaluation and Assessment • Mini-embedded librarian • Timely and relevant scenario • Student worker involvement • Length of the class • Support of the professor • Support of the students • Skills into real-life context • Instruction lab • Might not work with large classes • Difficult to practice beforehand • Costuming/atmosphere building

38. Talk amongst yourselves: Problem-based learning with groups Erin Davis – Utah State University Tiffany McGregor – Neumann University

39. Problem based learning [PBL] is an educational method that uses problems as the starting point for student learning. (Bligh, 1995)

40. SUBJECT: First-Year English Composition

41. USU’s Merrill-Cazier Library

42. USU Learning Outcomes Create research plan Focus topic Locate sources Support claims & evidence Should fast food restaurants be held accountable for contributing to obesity in America?

46. NU Results of 2008 Revision

50. Activity Revisions