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How your library expertise can influence the learning environment: an interactive wrap-up session

How your library expertise can influence the learning environment: an interactive wrap-up session. Sarah Moore University of Limerick. Lesson 1. Be still and listen. Lesson 2: Getting inside the heads of learners.

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How your library expertise can influence the learning environment: an interactive wrap-up session

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  1. How your library expertise can influence the learning environment: an interactive wrap-up session Sarah Moore University of Limerick

  2. Lesson 1 • Be still and listen

  3. Lesson 2: Getting inside the heads of learners • When students (N=1500) were asked what they were most concerned/worried about when starting college, the most commonly cited worry was……

  4. Lesson 3: use your imagination • When any creative person looks at an event, the event is more than itself

  5. Contradictory traits often present in creative people • Huge physical activity – lots of quiet and rest • Cleverness and naivite • Playfulness and discipline • Imagination and reality • Extraversion and introversion • Humility and pride • Rebelliousness and conservatism • Passion and objectivity • Pain and pleasure Czikszentmihalyi, M. (1996) The work and lives of 91 eminent people, Harpercollins: New York

  6. Lesson 4: Provide room for the X factor • The mystery ingredient and allowing for diversity of experience

  7. Lesson 5: Ignore emotions at your peril • The recollected, lasting effects of education may be more emotional than cognitive • Laughter, humour, fun • Intense positive affect – pleasure, desire, joy, elation, despair, hope, delight, fear, deep satisfaction • INTEREST! • Empathy, care • Empowerment and confidence

  8. INTEREST HELP ENTHUSIASM FAIRNESS KNOWLEDGE caring APPROACHABILITY MOTIVATION advice PREPAREDNESS CLARITY ENJOYMENT LOVE INSPIRATION PLEASURE communication JOY dedication

  9. Lesson 6: Remember the roller-coaster effect • There is a V shaped adjustment curve for many people arriving at University for the first time

  10. Lesson 7: Be aware of the novice – expert divide • Based on our statistics, more experienced educators tend to be less effective in the eyes of their students, than new educators are

  11. Differences between novice expert • Experts underestimate the time it takes for novices to complete tasks (‘ah you’ll be grand) • Domain limitations (‘I don’t know anything about that’) • Overconfidence (I can’t possibly be wrong!) • Glossing over (‘that’s not important’) • Overreliance on contextual cues (where did you find that? Who told you that?) • Inflexibility (This is the way it is done)

  12. Lesson 8: The moderating effects of class size • Class size is the main moderator of students perspectives on their learning. Student teacher ratio is a political issue as well as a learner focused issue. Improvements in this ratio are necessary but not sufficient for improving learning environments

  13. Lesson 9: try softer – look for the low lying fruit • Knowing people’s names • Quick checks about what’s happening • Clearer notes/insructions • Easy ways to follow up and keep track

  14. Lesson 10: Risk and growth • Learning to take risks in safe environments can equip learners with great courage and self-belief • Education is part of the process of becoming and being

  15. Chance

  16. Looking in unlikely places • The evidence suggests that students utilise a much narrower repertoire of search strategies than those that are available to them • Looking hard enough and helping our students to do the same – ‘to strive to seek and not to yield’

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