INTO THE GAUNTLETLetting Students Teach One Another

Jessica Crossfield McIntosh

Amy Parsons

AgendaIntroduction

What is Peer Instruction?

Using it in the Classroom

Assessment

Working with the Framework

Moving Forward

1.WHAT IS PEER

INSTRUCTION?

YOU WANT ME TO DO WHAT?

“Nothing clarifies ideas

better than explaining

them to others.- Mazur Group

Question posed

Students given time to think

Students record or report individual

answers

Neighboring students discuss

their answers

Students record or report revised

answers

Feedback to teacher: tally of

answers

Explanation of the correct answer

Mazur’s Peer Instruction Process

Background Literature

▷J. Drucker’s vision, The

WHOLE Student

▷Kelly Miller’s Future

Present Libraries

▷Blundell and Lambert,

Information Anxiety

Active Learning

Cooperative Learning

Peer Instruction

Background Literature

▷Buchanen and McDonough, Cooperative

Learning

▷Alison Head, Project Information Literacy

Progress Report

CreativeMalleable Measured

Benefits to Peer Instruction

1.IN THE CLASSROOM

STUDENTS HELPING STUDENTS

Classes TaughtFirst Year Seminar (FYS)

Integrative Studies (INST)

Honors Seminar

In-class Process

Break class into groups of 3-5 and assign color-coded number

Lead them to google doc assignment on the libguide

Go through lecture or discussion points

Give time to go through assignment and answer questions

Students report back to class

First Year Seminar (FYS)

▷ Interdisciplinary Freshman Year

Seminar Class

• FYS Library Quest

• Gain public speaking experience

• Peer to peer happens organically

Integrative Studies (INST)

▷Similar model as FYS course

▷More advanced questions

▷Scaffolded from FYS knowledge

▷More specifically connected to

class assignment.

Honors Seminar

▷More specifically connected to thesis

▷Focus on individual databases/resources

http

://dbctle

.era

u.e

du

/new

s/g

ate

way/

Challenges

▷ “You want me to think?”

▷ Writing ACRL Frames

flavored questions

▷ Getting students to take

their time

▷ Learning Google as a

teaching tool

Think-Pair-Share▷ Take five minutes

▷ Talk amongst your table

▷ How could you utilize some of these peer learning

methods in your classroom?

1.ASSESSMENT

KEEP CALM AND KEEP ASSESSING

Continual Challenge of Assessing

▷Google docs make it

easier to see and collect

responses• Able to see percentage of

correct answers easily

• Must be self-recorded

since Google docs can be

changed

http

://a

llth

ing

sa

sse

ssm

en

t.in

fo/

▷Using internal Google

forms to keep track of

relevant ACRL frames

and intended goals

1.WORKING WITH THE

FRAMEWORK

USING THE FRAMES TO ENGAGE STUDENTS

“Framework for Information Literacy

for Higher Education”

▷Build

assignments

around the right

questions

How? What? Why?

▷Peer instruction

aligns with

framework

application

▷Continue to

develop plans

for connecting

the framework to

instruction

▷ Authority is Constructed and Contextual

▷ Information Creation as a Process

▷ Information Has Value

▷ Research as Inquiry

▷ Scholarship as Conversation

▷ Searching as Strategic Exploration

1.MOVING FORWARD

READY, SET, GO!

Integration of cooperative learning

Assessment comparison for classes

with and without peer learning

Addition of peer instruction to other

courses and at the desk

Thanks!Discussion and

questions?

You can find us at:

jcrossfieldmcintosh@otterbein.edu

aparsons@otterbein.edu

Bibliography

▷Blundell, S., & Lambert, F. (2014). Information anxiety from the undergraduate student perspective: A pilot study of

second-semester freshmen. Journal of Education for Library & Information Science, 55(4), 261-273. Retrieved from

http://ezproxy.otterbein.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=99055671&logi

n.asp&site=ehost-live&scope=site

▷Bodemer, B. B. 1., bbodemer@calpoly.edu. (2014). They CAN and they SHOULD: Undergraduates providing peer

reference and instruction Retrieved from

http://ezproxy.otterbein.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=94658053&site

=eds-live&scope=site

▷Buchanan, H. E., & McDonough, B. A. (2014). The one-shot library instruction survival guide. Chicago: ALA Editions.

▷Drucker, J. (2014). The university as a fully integrated and distributed platform: A vision. Portal: Libraries & the

Academy, 14(3), 325-328. Retrieved from

http://ezproxy.otterbein.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=97176449&logi

n.asp&site=ehost-live&scope=site

▷Faix, A. (2014). Peer reference revisited:Evolution of a peer-reference model. Reference Services Review, 42(2),

305-319. doi:10.1108/RSR-07-2013-0039

▷Head, A. J., Eisenberg, M. B., & Project, I. L. (2010). Truth be told: How college students evaluate and use

information in the digital age. project information literacy progress reportProject Information Literacy. Retrieved from

http://ezproxy.otterbein.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED535166&si

te=eds-live&scope=site

▷Miller, K. E. (2014). Imagine! on the future of teaching and learning and the academic research library. Portal:

Libraries & the Academy, 14(3), 329-351. Retrieved from

http://ezproxy.otterbein.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=97176450&logi

n.asp&site=ehost-live&scope=site