Talking at Them Becomes Talking with Them: Moving to an Active Classroom with the Framework for Information Literacy

Get more at www.capilanou.ca/library

Talking at Them Becomes Talking with Them Moving to an active classroom with the Framework for Information Literacy

Tania AleksonStudent Experience Librarian

Capilano University

Get more at www.capilanou.ca/libraryCapU Library• Community college until

2009• Teaching university,

4800 FTE• Low-barrier institution

(GPA, $)• Specialty programs

Get more at www.capilanou.ca/libraryCapU Librarians• 6 Librarians• 166 classes 2015/16• 95 liaison classes

• Up from 52 in 2012• Adopted Framework last year• Adopted active teaching model


Search as Strategic Exploration

Searching for information is often non-linear and iterative, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops.


Learning Objectives – pre-Framework• Understand the range of Library services and hours of service available to them and know where to

access this information online• Have heard of information literacy as a concept and understand its role in their academic work.• Understand what assignment planning is.• Understand the role of topic choice in assignment planning and how to narrow topics to an

appropriate size for their assignment.• Understand the importance of keywords in research and have practiced identifying and generating

keywords.• Understand the basic differences between academic and non-academic sources for general topics

and the role various resources can play in their assignments.• Understand what resources are available in the Library collection, how these relate to resources

available on the internet, and where to both discover and access each type of resource.• Understand what resources can be discovered with the Discovery box and which can’t. • Have conducted a search using this tool, including key features.• Have conducted a practice search in a database not covered by Discovery.


Learning Objectives – post-Framework• Categorize information resource types according to their value in an academic

environment • Explain the difference between Google and the library Discovery search • Break a research question or topic into its main concepts and create a keyword

list for each concept• Conduct and narrow a keyword search in Discovery• Refine Discovery search results by date, format, and academic authority• Identify and access full-text online resources and print resources in Discovery • Identify their own skills as a researcher • Give one example of a task with which they might benefit from librarian

guidance


Who’s an expert on decolonization?Draw two authorities that could help you understand this topic more thoroughly.

What makes each of them an expert?


Draw an “expert” activity:• Directly speaks to Learning Outcome:• Describe “authority” for your topic

• Discussion starter: academic authority• Discussion starter: identifying academic

work• Broadens discussion in their work• Fun with smelly felts!• Good ice-breaker for groups


Who’s an expert on decolonization?Draw two authorities that could help you understand this topic more thoroughly.

What makes each of them an expert?


Expert 1: Their ENGL 100 instructor

Expert 2: Their Indigenous Film

instructorHas studied deeplyKnows resourcesWorks at university

Technical knowledgeCultural knowledgePersonal history in

cultureDaughter of a Chief: alternative authority


Incorporating Student Practice• beyond specific skill acquisition • the right tool(s) for the goal • integration of student practice


Library Collection

Google


Library Collection

Google


Google is like coffee maker with no filter.

The library databases are like coffee maker with filter that blocks all the coffee bean and makes the best coffee.


Google is like unsorted garbage.

the garbage sorted into bottles, compost, cans, mixed paper, etc.

The Library database is like


Framework Impact• Clean break from bibliographic instruction, fully

immersed in information literacy• Facilitates active learning and discussion• Allows integration of actual student practice into

the classroom


Images Used“Capilano University: Maclean’s College Profile.” Maclean’s Magazine. N.p., n.d. Web. 29 Apr. 2016.“Capilano University Viewbook 2015 -2016.” 10:41:43 UTC.ENGL 100 Students. Authority 1. N.p., 2016. Print.---. Authority 2. N.p., 2016. Print.“Fire Wood, Wood, Pile, Stacked.” N.p., n.d. Web. 29 Apr. 2016.“Garbage.” N.p., n.d. Web. 29 Apr. 2016.“Good Morning Coffee.” N.p., n.d. Web. 29 Apr. 2016.Lake Mills, Wisconsin. “Coffee Mess.” N.p., n.d. Web. 29 Apr. 2016.Librarian. N.p. Print.ProjectManhattan. Recycling Bins at Haeundae Beach, Busan, South Korea. N.p., 2014. Wikimedia Commons. Web. 29 Apr. 2016.


Tania [email protected]

Student Experience LibrarianCapilano University

ACRL Instruction Section Online PanelApril 25, 2016

Education

Talking at Them Becomes Talking with Them: Moving to an Active Classroom with the Framework for Information Literacy