Library instruction from sage on the stage to guide on the side bejune o'connell

Library Instruction from Sage on the Stage to Guide on the Side

Matt Bejune ([email protected])

Sam O’Connell ([email protected])

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Citation: Bejune, Matt, and Sam O’Connell. “Library Instruction from Sage on the Stage to Guide on the Side.” Association of College and Research Libraries, New England Chapter Conference, The College of the Holy Cross, Worcester, MA. May 8, 2015. Conference Presentation. <http://conference2015.acrlnec.org/>.

mailto:[email protected]

mailto:[email protected]

Worcester State University

Our Point of Departure

King, Alison. "From Sage on the Stage to Guide on the Side." College Teaching 41.1 (1993): 30-5.

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The Transmittal Model (Sage on the Stage)

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France in the year 2000 http://publicdomainreview.org/collections/france-in-the-year-2000-1899-1910/


Active Learning (Guide on the Side)

Image citations at end.4


Techniques (King)

• Active Learning (1-4 min)─ think-pair-share─ generating examples─ developing scenarios─ concept mapping─ flowcharting─ predicting─ developing rebuttals─ constructing tables/graphs─ analogical thinking─ problem posing─ developing critiques─ pair summarizing/checking

• Guided Reciprocal Peer Questioning

• Cooperative Learning─ jigsaw─ constructive controversy─ co-op co-op

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Other Techniques

• Problem Based Learning (PBL)

• Inquiry Based Learning

• Discovery Learning, or Guided Discovery

• Others?

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Librarian as Teacher

“I believe that the greatest opportunities for librarians lie in deeper connections to the curriculum, adapting to new modes of pedagogy, linking technology-rich and collaborative spaces in libraries to learning, and ensuring that individuals who enrich the library’s role in teaching and learning are on staff. Overall, the trajectory is for the increasing integration of librarians and libraries into the teaching and learning program of the college or university.”

Lippincott, Joan K. “The Future for Teaching and Learning.” American Libraries Mar./Apr. 2015: 34-37. Print.

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Library as Teacher (Bennett)

“Fundamentally, the choice before us is that between viewing the library as an information repository on the one hand and as a learning enterprise on the other. We may continue to see the library as a source of information, treat readers as information consumers, and cast library staff as people who support learning by facilitating the use of information resources. Alternatively, we may choose to treat students as intentional learners rather than as consumers, view the library building as one of the chief places on campus where students take responsibility for and control over their own learning, and employ library staff to enact the learning mission of the university through being educators.” (194)

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Bennett, Scott. "Libraries and Learning: A History of Paradigm Change." portal: Libraries and the Academy 9.2 (2009): 181-97. Web. 1 Apr. 2015.


Breakout Question

• What challenges do you (librarians and faculty) have incorporating active learning pedagogies?

• padlet.com/wsu/acrl

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http://padlet.com/WSU/ACRL


Discussion

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How we’re moving toward active learning.

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https://johninsds602.wordpress.com/


First Contact

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http://presidentialufo.com/old_site/clinton1.htm


Fall 2013 – Information Literacy Day

Pre-Assignment: Bring your laptops

Result: Failure

Reason: Students were unaware of information need.

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Faculty expectation of a canned information literacy session

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http://histsociety.blogspot.com/2009_04_07_archive.html


Spring 2014 - Librarian Think Aloud

Pre-Assignment:

Bring your laptops and think about topic for literature review.

Result: Improvement, but… “not yet”

Reason: Combination of faculty paternity leave and students not fully getting information need

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http://www.npr.org/blogs/money/2012/01/20/145466007/katy-perrys-perfect-game


Fall 2014 – The CRAAP Test x 2

Pre-Assignment: Submit research question in advance on shared topic

Result: Success

Reason: Students were on same page, were able to find a source using the tools demonstrated by Matt, and were able to evaluate a new source, all in one class session.

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http://www.juniata.edu/services/library/instruction/handouts/craap_worksheet.pdf


Fall 2014 – The CRAAP Test x 2

Pre-Assignment: FYS “Disaster”

Result: Disaster

Reason: Technical difficulties, disparate levels of prior engagement

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Spring 2015 – Research Question and Padlet

• A new wrinkle to the collaboration

• A new assignment that pushes creative scholarship as research

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Booth, Wayne C., Gregory G. Colomb, and Joseph M. Willia. The Craft of Research. Chicago: University Of Chicago Press, 2008. p. 58.


Spring 2015 – Research Question and Padlet

The Pre-Assignment:

Submit a Research Question about Mt Rushmore, South Dakota, 1969.

Result: TBD, though student presentations showed promise

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Concluding Discussion

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Images

Slide 51. http://www.masteringengineeringcommunity.com/training-tips-

guidance/case-studies/case-study-using-technology-and-active-learning-to-get-engineering-students-off-to-a-good-start/

2. https://thebrokendam.wordpress.com/tag/learning-styles/

3. http://www.forrerinteriors.com/event/active-learning/

4. https://registrar.gmu.edu/topics/alt/

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Education

Library instruction from sage on the stage to guide on the side bejune o'connell