Spring 2009 Meeting: Next Generation Research Guides

The spring meeting will be held at Mount Wachusett Community College Library.
Date Friday 3/6 2:00-4:00

Topic: Next Generation Research Guides
Heidi McCann will share information on their libguides implementation at MWCC and Sara Marks will discuss the Fitchburg State Library's use of libguides.

• Directions to MWCC
  
• More maps and campus locations
  
• A map of the campus showing the layout and library location (PDF)

Park anywhere in “North Parking Lot C” (very few classes on Fridays so there should be plenty of parking close by). No permit needed. Enter the building, then look for signs I’ll post pointing towards the library. We’ll be in the Library Instruction and Research Lab, Room 071 on the lower level of the library. If people are lost en route, call 978-630-9338.

Bibliography for Engaged Teaching and Engaged Students

Michele recommends the following sources.

Bruce, C. (1997). The seven faces of information literacy. Auslib Press.

Bruner, J. (1960). The process of education. Cambridge, MA: Harvard University Press.

Bruner, J. (1966). Toward a theory of instruction. Cambridge, MA: Harvard University Press.

Cardiff University. (2007). Handbook for information literacy teaching. Available at:
http://www.cardiff.ac.uk/insrv/educationandtraining/infolit/hilt/index.html

Cook, D. & Sittler, R.L. (Eds.). (2008). Practical pedagogy for library instructors: 17 innovative strategies to improve student learning. Association of College & Research Libraries.

Elmborg, James. (2006). Critical information literacy: Implications for instructional practice. The Journal of Academic Librarianship, 32(2), pgs. 192-99.

Jackson, R. (2007). Cognitive development: The missing link in teaching information literacy skills. Reference & User Services Quarterly, Vol. 46, No. 4, pgs. 28-32.

Jacobson, T.E. & Xu, L. (2004). Motivating students in information literacy classes. Neal-Schuman Publishers.

Ragains, P. (2006). Information literacy instruction that works: A guide to teaching by discipline and student population. Neal-Schuman Publishers.

Rockman, I. (2004). Integrating information literacy into the higher education curriculum. Jossey-Bass.

Schwab, J. (1962). The Inglis Lecture. The teaching of science as enquiry. Cambridge, MA: Harvard University Press.

Schwab, J. (1978). Education and the structure of the disciplines. In J. Westbury & N. Wilkof (Eds.), Science, curriculum, and liberal education . Chicago: University of Chicago Press.

Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57 (1), 1-22.

Sparks, D. (1992). Merging content knowledge and pedagogy: An interview with Lee Shulman. Journal of Staff Development, 13(1), 14-17.

Smith, F. (2007). Games for teaching information literacy skills. Available at: http://digitalcommons.unl.edu/libphilprac/117/

Ward, Dane. (2006). Revisioning information literacy for lifelong meaning. The Journal of Academic Librarianship 32, 4, pgs. 396-402.

Template for a Lesson Plan

Michele Reich shared this template with attendees.

Goals: Overarching and long term. Derived from ALA/ACRL standards for information literacy and your school curriculum regarding information literacy and research behaviors.

Objectives: Support the achievement of goals and are stated in terms of observable and measureable behavior. See http://chiron.valdosta.edu/whuitt/col/plan/behobj.html.

· What do you want students to learn as a function of having spent time with you?

· Here you would target depth of understanding, refinement of skills, and application of knowledge.

· Incorporate Bloom’s Taxonomy for the Cognitive Domain within and across objectives.

Prerequisite Behaviors: What students need to know or to be able to do before learning the new behaviors (objectives).

Materials: What you will need in order for the learning activities.

Learning Activities: Opportunities for students to achieve the behaviors stated in the objectives. http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html.

· Develop at least one learning activity for each objective. Try to incorporate more than one objective into each learning activity.

· Keep in mind timing; pacing, roving.

· Sequence of each learning activity (and lesson plan as a whole) is: motivation; advanced organizer; prerequisite skills; presentation of content, processes, skills; practice; assess; re-teach.

· Includes teacher talk; team practice with assignment; student talk; teacher talk.

· How much time will be given for each learning activity? Also include how much time assessment and evaluation will take.

Assessment Activities: How you and the students will know they achieved the objectives. Incorporate opportunities for assessment into learning activities.

Evaluation: What went well? What changes would you make next time? Why will you make these changes? In combination with the assessment, it answers the question what will need to be re-taught and how.

Classroom Engagement Strategies Notes from ARC Meeting, October 17, 2008

Organized by Michele Reich
Notes from meeting
Use name tags!
· Good teachers remember students names
· Making connections w/students and developing relationships
She asked us to jot down what we hope to learn today, how we hope to learn, and how we know we’ll learn what we hope to and demonstrated that our responses are the framework for parts of a curriculum: ask yourself what you want students to know, how they will know and how they will know they know.

Good teaching… includes:
· Caring
· Active/social/interactive, possibly use movement
· teachers who organize and promote learning
· learning by taking action, possibly social interaction
· Students have something to engage with, to build on prior knowledge
· Teachers who walk around classroom, move around room
· Teachers who get to misconceptions b y asking students why they are doing what they are doing

Information vs. Knowledge Literacy
Michele suggests we think of it as “knowledge literacy” and that students are looking for knowledge not information like a phone number or citation. She suggests that subject liaisons get to know the professors and ask them how these particular folks think about knowledge and how it is created in that area. Instruction should be tied to the discipline and that an authenticate task be part. Have students look at research articles to help them understand components of research.

Michele feels that use of PowerPoint does not help students learn, no chance for them to pick out important points.

Review learning theories and pick one “that resonates” with you. For example, Piaget, you take action on a world, that’s how you learn. Another is the “zone of proximal development” by Lev Semenovich Vygotsky.

Michele shared an example she used at UMASS medical center which demonstrated the idea “template of a lesson plan.” She suggests that you give them an agenda for the session and sequence activities. Balance student and teacher talk, with much time for students to think aloud.

MWCC has three hours with their students and they integrate assessment by having the students present during the last hour. There are six that teach and they have standardized their handout and objectives. Ellen asks students for “library horror stories” to get across point. QCC starts with students where they are using Wikipedia, online research, why they may read Rolling Stone, etc. which engages students.

Michele suggests asking a trusted colleague to sit in a specific class with specific questions about your teaching so they can give you feedback. Web Sites on Engaged Learning will be posted soon!

Spring Meeting at Assumption College Library
Tentative Date 3/10 2:00-4:00 Topic: Next Generation Research Guides
Heidi McCann mentioned she could share information on their libguides implementation