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Amplify the Active Learning:Revamping Course-Integrated Library Instruction to be Student CenteredMalia Willey, Instruction CoordinatorLoyola University New OrleansTurn the dial to 11!

http://www.youtube.com/watch?v=XuzpsO4ErOQLoyola University New Orleans

JesuitEnrollment of 4,982Diverse student bodyThelonious Monk Institute of Jazz PerformanceA Best College LibraryIntroduction to Music Industry StudiesLimited to majors and minors1 or 2 sections per semester25-50 students per sectionCourse-integrated library instruction

Research SessionsLibrariansFridays for 10 weeks20% of final gradeLearning outcomesResearch and technology skillsSemester ProjectFuture coursework

Semester Project10-page paperPowerPointDiverse topicsBusiness plansHistory of a conceptAnalysis of a performanceTopic of choiceFeedbackThey wanted activities and assignments toDirectly relate to their courseworkCoincide with deadlines for the semester projectBe more hands-onReceive guidance and feedback throughout the research process

Student-Centered RevampBased upon student feedbackStudent centered and learner centeredActive learning (Grassian & Kaplowitz, 2009, p. 94)LogisticsSmaller class sizeMore instructorsMultiple classroomsAvailability of computersClass ScheduleWeekFall 2009Spring 20111IntroductionIntroduction2Excel introductionResearch workshop3PowerPoint introductionResearch workshop4Business resource demoPeer evaluation of an Internet source5Citation style lecturePlagiarism scenarios6Plagiarism lecturePowerPoint best practices7Music resources demoResearch workshop8Marketing resources demoExcel workshop9Internet accuracy discussionPeer editing10Wrap up and evaluationWrap up and evaluationResearch WorkshopsBefore classResource guideTutorials in BlackboardDuring class Hands-on researchAfter class Research Exercise: BooksResearch Exercise: Articles and Internet Sources

Evaluating Internet InformationAs a class Agree upon evaluation criteriaIn pairsEvaluate partners sourcesRecommend additional sources for partnerAvoiding PlagiarismBefore classQuiz from School of Education at Indiana University Bloomington (Frick, 2008)During classDiscuss quizCase-based and problem-based learning activities (Burkhardt & MacDonald, 2010, pp. 46-47)Technology WorkshopsPowerPointBest practicesPowerPoint exerciseExcelCreationHighest-grossing concert tour dataPeer EditingEdit for contentComment on quality of researchCorrect in-text and bibliographical citationsAlso considerOrganizationToneMajor grammatical errorsAssignmentsFall 2009Spring 2011Assignment%Assignment%Attendance10Participation20Excel exercise10Research exercise: Books20PowerPoint exercise10Research exercise: Articles and Internet sources30Short paper30PowerPoint exercise25Internet accuracy exercise20Plagiarism quiz5Letter to a club owner20Feedback LoopWhat they found most helpfulResearch exercisesWorkshopsThey want morePeer editingAssistance organizing information

Putting it all TogetherAssessmentAuthentic learning

Now you turn the dial to 11!How might youRevamp your instruction to be more student centered?Adapt these activities and assignments to allow for more active learning in your classroom?

Thank you, Fort Worth!Malia Willey, Instruction CoordinatorLoyola University New Orleansmewilley@loyno.edu

ReferencesBurkhardt, J. M., & MacDonald, M. C. (2010). Teaching information literacy: 50 standards-based exercises for college students (2nd ed.). Chicago, IL: American Library Association.Frick, T. (2008, March 19). How to recognize plagiarism. In Understanding plagiarism. Retrieved from https://www.indiana.edu/~istd/plagiarism_test.htmlGrassian, E. S., & Kaplowitz, J. R. (2009). Information literacy instruction: Theory and practice (2nd ed.). New York, NY: Neal-Schuman.

Photos by University Photographer, Harold BaquetAvailable at http://www.flickr.com/photos/loyolanola/