Beyond the Basics
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This document discusses information literacy instruction for upper-level college students. It outlines the lifecycle of instruction, including faculty outreach, instructional design, teaching, and assessment. Key points covered are creating learning outcomes, designing flexible instruction for different student backgrounds and competencies, teaching complex concepts and resources, tips for new librarians teaching upper-level classes, and using formative and summative assessment techniques. The overall purpose is to emphasize the importance of information literacy instruction beyond the first year.
Beyond the Basics
- 1. Lynda Kellam & Jenny Dale UNC Greensboro Day 42 - After hours by Sarah Cady on flickr (CC BY-NC-SA 2.0)
- 2. Introductions • Who are we? • What differences do you see between first- year and upper-level students? • Why is it important to talk about upper-level information literacy instruction?
- 3. The Lifecycle Faculty outreach Assessment Instructional and design evaluation Teaching
- 4. Working with teaching faculty • Outreach and communication • Collaboration and assignment development – Best practices • Be proactive • Share success stories • Fit assignment to available resources • Embedded practice Faculty outreach
- 5. Instructional Design • Create learning outcomes – S.M.A.R.T. outcomes – UNCG’s tiered Information Literacy SLOs Instructional design
- 6. Instructional Design • Design for flexibility – Teach for different backgrounds • Different competencies in different fields – Anthropology and Sociology – Political Science – Psychology – Science and Engineering Instructional design
- 7. Teaching complex concepts and resources • Dealing with different types of information • Examples – Kinesiology 711 (worksheet) – Media Studies 407 – Political Science 355M and 302 Teaching
- 8. Learning to teach upper level • Tips for the novice – Watch other librarians teach upper level classes – Seek out training opportunities – Communicate openly with teaching faculty – Take classes in the subject if necessary Teaching
- 9. Assessment • Formative Summative • In-class assessment – Poll everywhere – Worksheets • End product assessment – Speeches Assessment – Papers, bibliographies and evaluation • Other ideas?
- 10. Thanks! Jenny Dale, [email protected] Lynda Kellam, [email protected]
Editor's Notes
- #3: BOTHWho are we?-basic intros and what areas we work withSet the stage – we often talk about teaching techniques that assume novice-level users, like first year studentsInformation literacy as a foundational skill, we often think about first year studentsQuick old-fashioned poll – how many work w/ first years and how many w/ upper levelsQuestion 1: What differences do you see between first-year and upper-level students? (TPS)Question 2: Why is it important to talk about upper-level information literacy instruction? (TPS)
- #4: JENNYSetting up our framework/progressionIt’s a cycle b/c it never ends, you should be using assessment/eval to inform future outreach/design/teaching
- #5: LYNDAIntro-just talk about how important communication and outreach isCommunicating worth is important, especially if you have a visible and successful first year program, because faculty may assume that students know how to do research Question 3: What kinds of outreach do you do? (TPS)Collaborating on assignments-Best practices: be proactive rather than passive have examples ready that have worked with other similar classesexplain that you want the assignment to fit best with the resources that your library has through assignment development assistance can be when faculty realize they need sessions or tutorials
- #6: JENNYTalk about addie design processWriting smart outcomesTiered outcomes
- #7: LYNDATeach for their past and their futureCompetencies – good for those new to field/needing refresher
- #8: Lynda with a bit of JennyDiff types of info: not just live in a scholarly and popular worldCall out diff types of information students will deal with and write on boardWhat activities do you have to work with this?KIN 711 – goal: teach practitioners how to do research for evidence-based practiceWorksheet and consults; pubmed and mesh headingsMST 407 – goal: teach students to find sections of the US Code and related cases without much legal knowledgeteam teaching; what knowledge do they bring?; lexisnexisPSC 355M & 302 – goal: teach numeric databases and some basic numeric concepts (graphing, etc)Concepts and resources; citing dataQuestion 4: Think of an upperclass you taught; something that went well and something not so well; why did it go well? What could you have changed for the not so well?
- #9: JENNY
- #10: JENNYAssessment for UL classes exists on a continuum, just like all assessment
- #11: Questions?