Finding the Time to be Active in the Library Classroom
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This document summarizes a library conference session on incorporating active learning strategies into one-shot library instruction sessions. The session aimed to engage participants in active learning activities that could be adapted for their own teaching, articulate the value of active learning for student engagement, and share ideas for incorporating active learning into one-shot instruction. The session covered topics like facilitating discussion, game-based learning, peer-led feedback, and card sorting activities. Participants problem-solved challenges to implementing active learning and identified strategies they planned to try in the future, such as stoplight cards, guided discussion, or clickers.
Finding the Time to be Active in the Library Classroom
- 1. Finding the Time to be Active in the Library Classroom Virginia Library Association Annual Conference, October 27, 2016 Lucinda Rush, Miriam Bridges, & Joleen McInnis, Old Dominion University Rachel Stott, University of Colorado-Denver
- 2. Engage in active learning that you can modify for your own teaching situations Articulate the value of active learning strategies in one- shot library instruction in order to increase student engagement within your own instruction programs Share your ideas and experiences with incorporating active learning into one-shot instruction sessions to further participants’ information literacy toolkits. Today You Will:
- 4. Active Learning In Higher Education In Academic Libraries Active Learning: A (VERY) Brief Introduction Detlor, B., Booker, L., Serenko, A., Julien, H. (2012). Student perceptions of information literacy instruction: The importance of active learning. Education for Information, 29(2), p.147-161. doi:10.3233/EFI-2012-0924 Wong, H. K. (2001). The First Days of School: How to be an Effective Teacher. Harry K. Wong Publications.
- 5. On your white index card, write down a problem or obstacle that you have when trying to incorporate active learning into your one-shot instruction sessions. You have ONE minute! What’s YOUR Problem?
- 6. What Did You Choose? A. Laffy Taffy B. Almonds Laffy Taffy Alm onds 0%0% Laffy Taffy: flikr | Steven Depolo Almonds: Wikimedia Commons | Luigi Chiesa
- 7. Cephalonian Method Cephalonian Method, (2016). In Wikipedia. Retrieved September 30, 2016 from https://en.wikipedia.org/wiki/Cephalonian_method
- 8. What Types of Active Learning Have You Used in One-Shot Instruction Sessions? A. Game-Based B. Flipped Classroom C. Card Sorting D. Peer-Led Feedback E. Pair & Share F. Hands-on Database Searching G. Writing Prompts H. Other I. None Gam e-Based Flipped Classroom Card Sorting Peer-Led Feedback Pair& Share Hands-on Database Searching W ritingProm pts Other None 0% 0% 0% 0% 0%0%0%0%0%
- 9. Today We’re Going to Explore Facilitating Discussion Game-Based Card Sorting Peer-Led Feedback Problem-Based
- 11. Group Discussion Prompts Describe your favorite active learning activity. What is an active learning success that you’ve had? What is a pitfall that you’ve run into during active learning? I have a question about that I tried that & it didn’t work! Yes! I love this idea!
- 12. Wrapping Up Discussions We have time for 2 takeaways from the audience. Any volunteers?
- 14. Library Edition!
- 15. Information Ethics Board Game • Go for nostalgia, not fancy technology • Keep it simple and familiar • Content is key
- 16. 1.Pokemon 2.Election 3.Wine 4.Boolean 5.Hoverboard Sterling, J. (2014). Don’t do their work: Active learning and database instruction. LOEX Quarterly, 41(2). http://commons.emich.edu/loexquarterly/vol41/iss2/4
- 18. Topic Tumbler 1. Write down keywords for your topic 2. Trade papers with a partner 3. Write down keywords for your partner’s topic 4. Trade back
- 19. Card Sorting
- 20. Information Process Cards Arrange your cards from least to greatest according to the process that you have been assigned. You have ONE minute! Seeber, Kevin P. (2015). "Teaching 'Format as a Process' in an Era of Web-Scale Discovery." Reference Services Review, 43 (1), pp. 19-30. An open access preprint of this article available at http://archives.pdx.edu/ds/psu/14514
- 21. 3 Minute Discussion How do you think students’ answers would compare to yours? How could you use this activity to facilitate a class discussion? Which types of classes and students do you see this being most useful? Process LENGTH EDITING TIME RESEARCH EASE Formats SCHOLARLY ARTICLE WIKIPEDIA TWEET BLOG NEWS ARTICLE BOOK
- 23. On the other side of your white index card, write down at least one solution to your active learning problem. Did You Solve Your Problem?
- 24. What Do You Think You’ll Try In The Future? A. Stoplight Cards B. Guided Group Discussion C. Clickers or Polling D. Cephalonian Method E. Heads Up F. Creating A Game G. Card Sorting Activity H. Topic Tumbler I. An idea that came from group discussion StoplightCards Guided Group Discussion ClickersorPolling Cephalonian M ethodHeadsUp Creating A Gam e Card SortingActivity TopicTum bler An idea thatcam e from gr... 11% 11% 11% 11% 11%11%11%11%11%
- 25. Wrapping Up
- 26. Additional Resources For a full references list & more resources, check out our LibGuide: http://guides.lib.odu.edu/activelearning