Setting Trends in Information Literacy Instruction SUNYLA 2012 - FIT

1. Setting Trends in Information Literacy InstructionSUNYLA 2012 - FIT Trudi Jacobson Allison Hosier Greg Bobish University at Albany

2. One professor attests… The students expressed how much fun they were having and that they felt like they were learning more (often much more) than in other classes. B. Rio, Social Work professor, University at Albany

3. Key Design Principles RAP = Readiness Assessment Process

4. You will now read a short article about Team-Based Learning You have X minutes to complete the reading

5. You will now take a short quiz individually – 2 Minutes

6. TIME’S UP! You will now take a short quiz individually – 2 Minutes

7. You will now take the same quiz in your teams – 6 minutes

8. TIME’S UP! You will now take the same quiz in your teams – 6 minutes

9. Readiness Assurance Processfor one course unit

10. Team-Based Learning Sequence

11. Application Phase • “Use” the content, working in teams • Answer questions • Solve problems • Create explanations • Make predictions (Michaelsen, Knight, and Fink, 2004, p. 10)

12. Application Exercise Prep • Assume that, in your teams, you have just explored two databases and compared the: • Search capabilities • Results • Options for refining searches • Ease of finding the items • Given your expertise, we don’t feel compelled to make you do the actual comparison

13. Application Exercise • Work in your team • Determine the three most important things a novice searcher needs to know in order to do an effective database search (regardless of database) • Record your list on a handy piece of paper • You have 5 minutes

14. Application Exercise • Work in your team • Determine the three most important things a novice searcher needs to know in order to do an effective database search (regardless of database) • Record your list on a handy piece of paper • You have 5 minutes TIME’S UP!

15. Simultaneous Reporting Take a minute to compare your team’s response to those of the other teams In actual class, a gallery walk follows the reporting

16. Finding and Evaluating Books: Step 1 • In your team, take a look at the record you have been given for a book that is in the library catalog. • Evaluate the usefulness of this source to someone who is doing research on the topic given. • As a team, grade the source based on your evaluation. Be prepared to discuss your grade.

17. Finding and Evaluating Books: Step 1 • Each team should write down their grade on the supplied writing surface. • Everyone will hold up their grades at the same time.

19. Application Exercise 3 We will assume you have the knowledge to skip over the readiness assessment used in class: Students have read and taken a RAT on a short reading about primary and secondary sources. This exercise follows that preparation.

20. Application Exercise 3 • In your teams, discuss the following source examples and decide if they are primary or secondary. Be prepared to provide 2-3 reasons why your team made the choices you did. • You will have 2 minutes per source. Write your team’s answers on scrap paper so you remember them.

21. An article in a medical journal commenting on the possible impact of a new surgical procedure

22. An article in a medical journal commenting on the possible impact of a new surgical procedure TIME’S UP!

23. A collection of photographs of firefighters found on flickr

24. TIME’S UP! A collection of photographs of firefighters found on flickr

25. A letter from Maxim Gorky to Leo Tolstoy expressing Gorky's opinions on Tolstoy's new novel

26. A letter from Maxim Gorky to Leo Tolstoy expressing Gorky's opinions on Tolstoy's new novel TIME’S UP!

27. Simultaneous Reporting Hold up the card that says “Primary” or “Secondary” when the presenters ask for your team’s decision on each source. Check to see if your team agreed or disagreed with the other teams’ votes. Discussion follows as teams provide the reasoning behind their decisions.

28. 4 S’s for In-Class Activities

29. Team-Based Learning Sequence

30. Peer-assessments

31. Peer-assessments

32. Example of the type of feedback students get on the mid-term peer assessment

33. Example of the type of feedback students get on the final peer-assessment

34. Team-Based Learning Sequence

35. How we use TBL in our courses Spring 2012: Team The Seymours

36. One credit, 7-week course Class 1: Team formation and name selection iRAT & tRAT based on syllabus Classes 2-6: 2-3 more sets of RATs Application exercise(s) each class based on homework Team work time (research guide project)

37. Class 4 Midterm assessment Just prior to class 7 Final peer assessment Class 7 Team presentations of research guide

38. Student Project Example Sample team project home page. This team created a folder within PBWiki, and subpages.

39. Student Project Example This Prezi was embedded in another team’s wiki page, and used as a presentation tool in class.

40. Student Project Example Team opted to use Weebly website for their platform.

41. TBL in One-Shot Sessions • Work with instructor • Select teams, if needed, with instructor’s help • RAP process • assign homework • iRAT and tRAT (fewer questions) • Clarification, if needed • Application exercise

42. Questions?

43. Selected Resources TBL Information Team-Based Learning Collaborative  http://tblc.roundtablelive.org/ Michaelsen, Larry K., Arletta Bauman Knight, and L. Dee Fink, eds. Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Sterling, VA: Stylus, 2004. TBL in Information Literacy Courses Jacobson, Trudi E. “Team-Based Learning in an Information Literacy Course.” Communications in Information Literacy 5.2 (2011), 82-101. Web. 21 May 2012.