As the semester comes to a close, it is time for me to reflect on what I have learned about instructional methods and information literacy in libraries. I have learned quite a bit in such a short amount of time and I hope to keep this blog handy for when I start preparing instruction for my own students someday. I have talked about what it means to be "information literate" and have discussed characteristics of the various teaching and learning styles. I have explored ways in which critical thinking and active learning should be incorporated into instruction and have touched on a couple of the assessment methods that I might prefer when I start teaching. Finally, I have discussed my own teaching philosophy and what I think the future of information literacy will look like.
I know that by the simple act of exploring these topics more thoroughly, I have already developed a good foundation on which to build my teaching skills. I hope to bring some of these ideas and techniques into the workplace soon so that I can have a great impact on my students. I know they will never be as passionate about libraries as I am. I don't expect them to be. But I do hope that they will walk out of my classroom having learned something that they can use to help them in their own research endeavors. I want them to be successful and I hope that I can be the one who helps contribute to their success. Thanks for reading :)
Sunday, December 8, 2013
Thursday, December 5, 2013
Instruction Session Reflections
Recently I worked on a group project for my Instructional Methods course in which we were in charge of creating an instruction session for a group of students. We had complete control over who our audience (or students) would be, what we should teach them that would be relevant to their needs, and how we should present the information so that it had the greatest impact.
The first step was figuring out what and to whom we should teach. Knowing that most health related information is online and that adults over the age of 60 typically lack the knowledge needed to be able to find, evaluate, and use this information, we came up with the idea that we should create a 30 minute, face-to-face instruction session that would be aimed at showing seniors how to access health information online.
We knew that a face-to-face session would be best as some older adults may need help learning how to first navigate to a website. An online tutorial may be confusing for older adults who do not know how to use a mouse or type a URL into the address bar of a web browser. To assist us in our classroom, we chose a simple PowerPoint presentation as it would be easier to read for those who have poor eyesight. While Prezi would have made the presentation more attractive to us, it has too much movement and may be too "busy" and confusing for seniors to look at. We kept the concepts simple and focused on how to find information in only one health-related website, the National Institutes of Health Senior Health website. We demonstrated how to adjust the font and contrast so that information can be seen better with aging eyes. Finally, we showed them how to look up information on various maladies in both text and video formats and where to find help if they did not find the information they needed. Our goal was to ensure that older adults left the instruction session with the confidence to be able to independently search for relevant health information from their own computer.
Active learning exercises were scattered throughout the instruction session to ensure that seniors got to practice searching on their own while instructors roved the classroom to assist where needed. Each participant will leave the session with a certificate of achievement as well as a coupon for additional instruction sessions. Most importantly, each individual leaves the classroom with a newly acquired sense of independence knowing that they no longer have to rely on others for access to health-related information because now they possess the skills needed to find relevant information on their own!
This project had its successes and challenges along the way. The biggest challenge was finding a time when my classmates and I could meet. It sounds simple enough, but when one group member lives in Japan, another in Florida, and others in various states throughout the country, it becomes difficult to select a time when we all can meet. Often, there would be one or two of us that could not make it to the meeting so it was essential for someone to take notes and send an email out to the group with all of the topics that were discussed. I was fortunate enough to work with classmates who were just as passionate about presenting quality instruction as I am. It wasn't so much about getting a good grade. Instead, we really put a lot of thought into how we can present the information in a way that would accommodate older learners have a positive impact and in our community. Overall, we succeeded in being able to work together over space and time to present quality instruction with a purpose!
The first step was figuring out what and to whom we should teach. Knowing that most health related information is online and that adults over the age of 60 typically lack the knowledge needed to be able to find, evaluate, and use this information, we came up with the idea that we should create a 30 minute, face-to-face instruction session that would be aimed at showing seniors how to access health information online.
We knew that a face-to-face session would be best as some older adults may need help learning how to first navigate to a website. An online tutorial may be confusing for older adults who do not know how to use a mouse or type a URL into the address bar of a web browser. To assist us in our classroom, we chose a simple PowerPoint presentation as it would be easier to read for those who have poor eyesight. While Prezi would have made the presentation more attractive to us, it has too much movement and may be too "busy" and confusing for seniors to look at. We kept the concepts simple and focused on how to find information in only one health-related website, the National Institutes of Health Senior Health website. We demonstrated how to adjust the font and contrast so that information can be seen better with aging eyes. Finally, we showed them how to look up information on various maladies in both text and video formats and where to find help if they did not find the information they needed. Our goal was to ensure that older adults left the instruction session with the confidence to be able to independently search for relevant health information from their own computer.
Active learning exercises were scattered throughout the instruction session to ensure that seniors got to practice searching on their own while instructors roved the classroom to assist where needed. Each participant will leave the session with a certificate of achievement as well as a coupon for additional instruction sessions. Most importantly, each individual leaves the classroom with a newly acquired sense of independence knowing that they no longer have to rely on others for access to health-related information because now they possess the skills needed to find relevant information on their own!
This project had its successes and challenges along the way. The biggest challenge was finding a time when my classmates and I could meet. It sounds simple enough, but when one group member lives in Japan, another in Florida, and others in various states throughout the country, it becomes difficult to select a time when we all can meet. Often, there would be one or two of us that could not make it to the meeting so it was essential for someone to take notes and send an email out to the group with all of the topics that were discussed. I was fortunate enough to work with classmates who were just as passionate about presenting quality instruction as I am. It wasn't so much about getting a good grade. Instead, we really put a lot of thought into how we can present the information in a way that would accommodate older learners have a positive impact and in our community. Overall, we succeeded in being able to work together over space and time to present quality instruction with a purpose!
Sunday, December 1, 2013
The Future of Information Literacy in Academic Health Sciences Libraries
I have recently started working as a Graduate Assistant at an Academic Health Sciences Library in my state and have had the opportunity to sit in on various staff and department meetings, a couple of face-to-face instruction sessions, and numerous reference transactions. What I have noticed is the passion of our education and reference librarians when it comes to increasing the information literacy of our students. Our librarians are constantly plugging the library's services and thinking of new and creative ways to instruct students both online and face-to-face. This got me wondering how this passion for libraries and instruction translates over to the student population and what it means for the future of information literacy?
Currently, there are many options for students to customize certain databases, search multiple databases using a single search interface, and keep track of it all with citation management software. It is easy for students to get lost in it all and feel overwhelmed, especially if they have very little to no information literacy to begin with. It is essential, therefore for students to get some training. That is where the need for education and reference librarians comes in! I recently sat in on a "Searching for the Evidence" class at my library where students learn effective search techniques and which databases are used for finding evidence-based medical information. The class was comprised of first-year residents from the School of Medicine and, when asked about their typical search methods, a couple of the students said that they only perform searches in Google. It surprised and shocked me to learn that despite the access they have to top notch databases, they still preferred Google. Why is that? My theory is that Google feels safe to them because they lack the knowledge needed to perform effective searches in more relevant databases like PubMed or Ovid MEDLINE. By attending this class, these students will learn that not only is there life beyond Google, but they will have a much easier time finding information that is credible and useful if they know how and where to look. As databases get more complex, the need for instruction will only increase. As a result, the need for library instructors to teach the ins and out of these databases so that they are better understood by the students who use them will also increase. By providing students access to these classes, academic health sciences librarians will not only increase the information literacy of medical students, but they will also prove that the library is a valuable and necessary component to medical school education.
Which brings me to my next point. How will the faculty's perception of the library change as more and more students depend on the library for assistance in their research? I read an article recently that talked about the relationship between faculty at academic institutions and librarians and I learned that faculty members often do not view academic librarians as equals (Julien and Pecoskie, 2009). An example from the article talks about a librarian who visited a classroom for the purpose of information literacy instruction. The faculty member in charge of the class said something along the lines of "don't stress out about trying to remember everything that is said today, it is only worth 5 points of your total grade". What kind of message do you think this sends to the students? That because it's library instruction it is not as important as what your regular class instructor teaches you? That you don't need to pay attention because you can just search Google and be fine? It would be unfair of me to generalize here and say that all faculty feel this way about librarians because that is not the case. There are plenty of university faculty that very much value the work that academic librarians do and how their instruction can better the work of their students. But what worries me are the ones that don't and the potential negative impact this will have on students in the long run.
So, how can we get the "Google Generation" to see that the library is the place to start for research rather than the Google search bar? I think more and better advertising is a good start. Just the other day I was given the task of making flyers for the library's upcoming classes. I was told to print only two flyers - one gets posted inside the library's north elevator and one gets posted in the south elevator. Only two? In the elevators?! Who is going to see that? Now, in my library's defense, we do advertise these classes on the library's website. However, if students are going to Google instead of the library's website, they won't see those notifications either, now will they? How else can we reach out to the student population? Should we have faculty plug our classes to their students? Can we hand out welcome gifts to new students with a mug, posti-its, and a stuffed school mascot (all with the library's logo, of course)? Perhaps these are ideas that I can run by my new boss...
It is difficult to say what information literacy will look like in the future. I know what I want it to look like. In a perfect world, students will be just as passionate about using their library as they are for their studies. They will recognize that the library is a great place to start their research. It's okay if you don't know how to search that database, we'll teach you! We just need to spread the word. Eventually, they'll get it :)
References
Julien, H., Pecoskie, J. (2009) Librarians' experiences of the teaching role: Grounded in campus relationships. Library & Information Science Research, 31(3), 149-154.
Currently, there are many options for students to customize certain databases, search multiple databases using a single search interface, and keep track of it all with citation management software. It is easy for students to get lost in it all and feel overwhelmed, especially if they have very little to no information literacy to begin with. It is essential, therefore for students to get some training. That is where the need for education and reference librarians comes in! I recently sat in on a "Searching for the Evidence" class at my library where students learn effective search techniques and which databases are used for finding evidence-based medical information. The class was comprised of first-year residents from the School of Medicine and, when asked about their typical search methods, a couple of the students said that they only perform searches in Google. It surprised and shocked me to learn that despite the access they have to top notch databases, they still preferred Google. Why is that? My theory is that Google feels safe to them because they lack the knowledge needed to perform effective searches in more relevant databases like PubMed or Ovid MEDLINE. By attending this class, these students will learn that not only is there life beyond Google, but they will have a much easier time finding information that is credible and useful if they know how and where to look. As databases get more complex, the need for instruction will only increase. As a result, the need for library instructors to teach the ins and out of these databases so that they are better understood by the students who use them will also increase. By providing students access to these classes, academic health sciences librarians will not only increase the information literacy of medical students, but they will also prove that the library is a valuable and necessary component to medical school education.
Which brings me to my next point. How will the faculty's perception of the library change as more and more students depend on the library for assistance in their research? I read an article recently that talked about the relationship between faculty at academic institutions and librarians and I learned that faculty members often do not view academic librarians as equals (Julien and Pecoskie, 2009). An example from the article talks about a librarian who visited a classroom for the purpose of information literacy instruction. The faculty member in charge of the class said something along the lines of "don't stress out about trying to remember everything that is said today, it is only worth 5 points of your total grade". What kind of message do you think this sends to the students? That because it's library instruction it is not as important as what your regular class instructor teaches you? That you don't need to pay attention because you can just search Google and be fine? It would be unfair of me to generalize here and say that all faculty feel this way about librarians because that is not the case. There are plenty of university faculty that very much value the work that academic librarians do and how their instruction can better the work of their students. But what worries me are the ones that don't and the potential negative impact this will have on students in the long run.
So, how can we get the "Google Generation" to see that the library is the place to start for research rather than the Google search bar? I think more and better advertising is a good start. Just the other day I was given the task of making flyers for the library's upcoming classes. I was told to print only two flyers - one gets posted inside the library's north elevator and one gets posted in the south elevator. Only two? In the elevators?! Who is going to see that? Now, in my library's defense, we do advertise these classes on the library's website. However, if students are going to Google instead of the library's website, they won't see those notifications either, now will they? How else can we reach out to the student population? Should we have faculty plug our classes to their students? Can we hand out welcome gifts to new students with a mug, posti-its, and a stuffed school mascot (all with the library's logo, of course)? Perhaps these are ideas that I can run by my new boss...
It is difficult to say what information literacy will look like in the future. I know what I want it to look like. In a perfect world, students will be just as passionate about using their library as they are for their studies. They will recognize that the library is a great place to start their research. It's okay if you don't know how to search that database, we'll teach you! We just need to spread the word. Eventually, they'll get it :)
References
Julien, H., Pecoskie, J. (2009) Librarians' experiences of the teaching role: Grounded in campus relationships. Library & Information Science Research, 31(3), 149-154.
Sunday, November 24, 2013
And now I present to you.....My Teaching Philosophy!
I am a firm believer in the axiom "everyone can learn". I feel as though anyone can succeed in gaining knowledge as long as they are given a safe environment where they can discover and explore new information, make mistakes along the way, and have the encouragement and support of a teacher who understands various learning styles. In order for students to retain information, they have to see that what is being taught is relevant to their needs. They need to be able to walk out of the class and think "I can use this"! In order to accomplish this, I will present examples in my teaching that clearly demonstrate the usefulness of the information and how it can help improve their scholastic endeavors at the university. I will be upbeat and excited about the subjects I am teaching in the hopes that my excitement will inspire my students and encourage them to keep learning the material long after the classroom empties. My ultimate goal in teaching is not just to simply instruct but to create a lifetime love of learning in all of the students that I encounter.
Gone are the days where teachers merely stand in front of a classroom spewing facts and figures. Teachers today need to act as partners in education with their students and help facilitate learning by presenting information in various formats to accommodate different learning styles, develop active learning exercises, give constant feedback, and act as mentors. Not everyone learns at the same rate, therefore demonstrating patience and understanding will allow my students to feel comfortable in my classroom and not feel intimidated or anxious if they do not grasp concepts right away. Teachers should be approachable and I intend to make every effort possible to be there for my students whether they need me to stay after class to further explain a concept or if they contact me after hours through email. Constant communication between my students and I will prove to them that I genuinely care about their learning and that my goal is to ensure that they succeed.
Gone are the days where teachers merely stand in front of a classroom spewing facts and figures. Teachers today need to act as partners in education with their students and help facilitate learning by presenting information in various formats to accommodate different learning styles, develop active learning exercises, give constant feedback, and act as mentors. Not everyone learns at the same rate, therefore demonstrating patience and understanding will allow my students to feel comfortable in my classroom and not feel intimidated or anxious if they do not grasp concepts right away. Teachers should be approachable and I intend to make every effort possible to be there for my students whether they need me to stay after class to further explain a concept or if they contact me after hours through email. Constant communication between my students and I will prove to them that I genuinely care about their learning and that my goal is to ensure that they succeed.
Sunday, November 17, 2013
Universal Design for Online Learning - Pot of Gold
As discussed in previous posts, people have a variety of preferences when it comes to learning. Some prefer content that is highly visual, some prefer to listen, and some learn better when they are active in the process and get hands on practice. Because of this, it is essential to develop instruction that meets the needs of most people's learning preferences. In the 1990s, the Center for Applied Special Technology (CAST) developed principles of Universal Design for Learning (UDL) to assist instructors in "designing curricula—that is, educational goals, methods, materials, and assessments—that enable all individuals to gain knowledge, skills, and enthusiasm for learning"
The first principle of Universal Design for Learning is to "Provide Multiple Means of Representation". According to this principle, instruction should include a multitude of ways in which learners can perceive and comprehend information. The Pot of Gold tutorial excels in this regard by including various media through which instruction is presented (videos, pictures, and text). In addition, library terms are defined and can be easily understood by students new to using a library for research. Finally, the Pot of Gold tutorial bridges concepts with relevant analogies and metaphors. An example of this is the analogy they use when describing the process of identifying your research topic. Students should chose a topic much like how they chose someone to date. Just as you wouldn't chose to spend your time with someone who is dull and boring, you shouldn't chose a topic that is of no interest to you. Don't waste your time with a dud. Chose a topic that interests you!
The second principle of Universal Design is to "Provide Multiple Means of Action and Expression". This principle states that because students differ in the ways that they are engaged and motivated to learn, one must provide a variety of activities and means for expression. The tutorial provides ways for students to easily navigate the instruction session by following the set progression of modules or skipping around to a topic of interest (physical action). Goals and objectives are clearly stated at the start of the tutorial so students know what to expect to have learned by the end. Expression and communication are exhibited in the ways that students can leave feedback regarding the effectiveness of the tutorial or suggestions to improve instruction.
The third principle of Universal Design is to "Provide Multiple Means of Engagement". The Pot of Gold tutorial does this by engaging learners in quizzes and thoughtful activities and by promoting the tutorial on the library's website to gain the attention of students who may need more guidance. Information presented in the tutorial is done so in a way that is friendly and approachable so that even the most timid or anxious of library users will feel comfortable. The school's mascot, a leprechaun, appears through the tutorial giving students a sense of pride.
Utilizing Universal Design principles while developing instruction will ensure that you have covered all of your bases in terms of making the instruction relevant, accessible, and approachable. This is especially important when designing online instruction. Since you will not be there in the physical space guiding students through the process, there is no way to know whether or not your students needs are being met or if they are getting anything from the session. By not following UL principles in developing online instruction, you run the risk of students becoming bored with lessons that are not relevant to their needs. They may be intimidated by unfamiliar terms that are not clearly defined, leaving them to feel stupid and lost. Finally, if there are no checkpoints where students can periodically test their newly acquired knowledge and receive feedback, they may not know if the instruction even made a difference.
Since there are so many ways in which people prefer to learn, it is helpful to have these Universal Design principles handy during the process of developing instruction. By following these guidelines, you will have the most impact on a greater number of students.
Bibliography
(Center for Applied Special Technology, 2013).
A couple of weeks ago, I took the University of Notre Dame Hesburgh Libraries "Pot of Gold" tutorial. This information literacy tutorial is aimed at first year students at Notre Dame and attempts to introduce students to the skills they will need in order to access, evaluate, and utilize information they find through the library's website. While I initially visited the tutorial with the goal of evaluating how effective their instruction was, I am revisiting it today to examine whether or not it fits within the principles of Universal Design. The first principle of Universal Design for Learning is to "Provide Multiple Means of Representation". According to this principle, instruction should include a multitude of ways in which learners can perceive and comprehend information. The Pot of Gold tutorial excels in this regard by including various media through which instruction is presented (videos, pictures, and text). In addition, library terms are defined and can be easily understood by students new to using a library for research. Finally, the Pot of Gold tutorial bridges concepts with relevant analogies and metaphors. An example of this is the analogy they use when describing the process of identifying your research topic. Students should chose a topic much like how they chose someone to date. Just as you wouldn't chose to spend your time with someone who is dull and boring, you shouldn't chose a topic that is of no interest to you. Don't waste your time with a dud. Chose a topic that interests you!
The second principle of Universal Design is to "Provide Multiple Means of Action and Expression". This principle states that because students differ in the ways that they are engaged and motivated to learn, one must provide a variety of activities and means for expression. The tutorial provides ways for students to easily navigate the instruction session by following the set progression of modules or skipping around to a topic of interest (physical action). Goals and objectives are clearly stated at the start of the tutorial so students know what to expect to have learned by the end. Expression and communication are exhibited in the ways that students can leave feedback regarding the effectiveness of the tutorial or suggestions to improve instruction.
The third principle of Universal Design is to "Provide Multiple Means of Engagement". The Pot of Gold tutorial does this by engaging learners in quizzes and thoughtful activities and by promoting the tutorial on the library's website to gain the attention of students who may need more guidance. Information presented in the tutorial is done so in a way that is friendly and approachable so that even the most timid or anxious of library users will feel comfortable. The school's mascot, a leprechaun, appears through the tutorial giving students a sense of pride.
Utilizing Universal Design principles while developing instruction will ensure that you have covered all of your bases in terms of making the instruction relevant, accessible, and approachable. This is especially important when designing online instruction. Since you will not be there in the physical space guiding students through the process, there is no way to know whether or not your students needs are being met or if they are getting anything from the session. By not following UL principles in developing online instruction, you run the risk of students becoming bored with lessons that are not relevant to their needs. They may be intimidated by unfamiliar terms that are not clearly defined, leaving them to feel stupid and lost. Finally, if there are no checkpoints where students can periodically test their newly acquired knowledge and receive feedback, they may not know if the instruction even made a difference.
Since there are so many ways in which people prefer to learn, it is helpful to have these Universal Design principles handy during the process of developing instruction. By following these guidelines, you will have the most impact on a greater number of students.
Bibliography
Center for Applied Special Technology. (n.d.). About
UDL. Retrieved November 17, 2013, from CAST:
http://cast.org/udl/faq/index.html
University of Notre Dame Hesburgh Libraries. (n.d.). Retrieved
November 17, 2013, from Pot of Gold Information Literacy Tutorial:
http://library.nd.edu/instruction/potofgold/
Sunday, November 10, 2013
"In the News" - What Would Walt Do?
What happens when three exceptional Colorado-based librarians travel to Anaheim, California to attend a workshop on quality customer service presented by the Disney Institute? You get new ideas on how to make every visitor to your library feel like a valued and welcomed guest. You find new ways to answer old questions. Most importantly, you learn to develop a new approach to customer service that will surprise and delight all who enter the library!
Libraries are not typically the first things people think of when they think about customer service. You go to the library, you get a book, and you leave. Perhaps you might find a comfy nook to settle down in for a while so you can study quietly. Maybe you are doing some research and need to ask a librarian for help. No matter why you visit your library, you likely do not come for the customer service. Sure, the librarians are amiable enough but do they ever blow you away with exceptional customer service or go "above and beyond"? Probably not. That should change, don't you think?
Mr. Walt Disney once said "We have always tried to be guided by the basic idea that, in the discovery of knowledge, there is great entertainment - as, conversely in all good entertainment there is always some grain of wisdom, humanity, or enlightenment to be gained". There is no reason why libraries cannot be genuine and fun. I know, seeking knowledge is serious business. But it is the personal touches library staff can put on our encounters with guests that can make the discovery of knowledge a positive and memorable experience!
The librarians who attended this conference focused on many areas of customer service and this is only a short blog post. However, one of the things that stood out to me was how to answer questions you may get 1000 times a day in a way that is fresh, personable, and authentic. Working the reference desk, I know it is hard not to seem bored when you are asked the same questions over and over. Therefore, we should always make an effort to not only tell someone the answer but to personalize it in a way so that the patron feels special. For example, when someone asks "Where are the fiction books located", don't just point and say "over there". Instead, get up from the desk and walk them over to the fiction section. While walking, you can ask if there is a particular title they are looking for. If they are just browsing, be sure to let them know that they can come to you to request a title if they don't see it on the shelf. Make a point to get to know your patrons. Learn their names if they come in often. We want people to come back not because we have books but because we have an amazingly helpful and caring staff too!
I know libraries can never be as fun and memorable as Disney World is....but can't we at least try?
Read more about learning from the legend here.
Libraries are not typically the first things people think of when they think about customer service. You go to the library, you get a book, and you leave. Perhaps you might find a comfy nook to settle down in for a while so you can study quietly. Maybe you are doing some research and need to ask a librarian for help. No matter why you visit your library, you likely do not come for the customer service. Sure, the librarians are amiable enough but do they ever blow you away with exceptional customer service or go "above and beyond"? Probably not. That should change, don't you think?
Mr. Walt Disney once said "We have always tried to be guided by the basic idea that, in the discovery of knowledge, there is great entertainment - as, conversely in all good entertainment there is always some grain of wisdom, humanity, or enlightenment to be gained". There is no reason why libraries cannot be genuine and fun. I know, seeking knowledge is serious business. But it is the personal touches library staff can put on our encounters with guests that can make the discovery of knowledge a positive and memorable experience!
The librarians who attended this conference focused on many areas of customer service and this is only a short blog post. However, one of the things that stood out to me was how to answer questions you may get 1000 times a day in a way that is fresh, personable, and authentic. Working the reference desk, I know it is hard not to seem bored when you are asked the same questions over and over. Therefore, we should always make an effort to not only tell someone the answer but to personalize it in a way so that the patron feels special. For example, when someone asks "Where are the fiction books located", don't just point and say "over there". Instead, get up from the desk and walk them over to the fiction section. While walking, you can ask if there is a particular title they are looking for. If they are just browsing, be sure to let them know that they can come to you to request a title if they don't see it on the shelf. Make a point to get to know your patrons. Learn their names if they come in often. We want people to come back not because we have books but because we have an amazingly helpful and caring staff too!
I know libraries can never be as fun and memorable as Disney World is....but can't we at least try?
Read more about learning from the legend here.
Sunday, November 3, 2013
Teaching Preference Inventory
When I started down this path of librarianship, I did so with the goal of eventually becoming an academic librarian, preferably at a Health Sciences Library. I know that a position in the Education and Reference department at any academic library will require me to do a substantial amount of teaching. Whether this teaching occurs in a group or individual face-to-face instruction, I will need to have a basic understanding of how I teach before I can determine what kind of impact I hope to have on my students.
As a starting point, I took the Teaching Preference Inventory which is a survey of about 45 questions aimed at helping teachers understand their own views on teaching and how to express their beliefs, intentions, and actions in their teaching philosophy statements. Once I got past the fact that half of the questions were in Spanish (Google Translate is a wonderful tool!), I was able to complete the survey in about 15 minutes.
My TPI profile results page revealed how my answers compare to the "Five Perspectives" of teaching. The results indicated that I possess two dominant perspectives, namely "Apprenticeship" and "Nurturing".
The Apprenticeship Perspective basically states that teachers should be experts in their field and should be able to teach students in an easily accessible language starting with simple concepts and moving on to more complex concepts as the student progresses. As the student becomes more advanced, the teacher steps back and becomes more of a mentor than an instructor. I did a lot of this when I taught private music lessons years ago. I started students off with a good foundation (proper tone, scales, knowledge of basic music theory, etc.) and as my students progressed, my role as an instructor took a backseat to my role as a mentor. I was not surprised, therefore, to see this perspective listed as one of my dominant traits.
The results also indicated that am dominant in the Nurturing Perspective. This claims that students' desire to achieve lay in the heart rather than the head and that anyone can learn as long as they put in the effort to do so. Basically, students should want to learn! I have always hoped that I provide a safe, caring environment in which to learn. I want students to know that it is okay to make mistakes along the way and not to be discouraged by mistakes but rather learn from them. This goes back to the whole mentor thing. I feel as though when students have proper guidance and can count on an instructor to see mistakes as efforts rather than failed attempts, they will inevitably succeed.
By taking this Teaching Preference Inventory, I know a little bit more about myself as a teacher. To be honest, these results where not too surprising for me. I know from past teaching experiences that I have told my students that making mistakes was okay, as long as they learn from them. I always strive to be a mentor to someone rather than being that person at the front of the class spewing information. And I have always taught my students to start small. It's important to have a firm foundation on which to build the rest of your learning. Hopefully, I can carry on these teaching traits to my future instructional endeavors so that I can once again have a positive impact on my students!
As a starting point, I took the Teaching Preference Inventory which is a survey of about 45 questions aimed at helping teachers understand their own views on teaching and how to express their beliefs, intentions, and actions in their teaching philosophy statements. Once I got past the fact that half of the questions were in Spanish (Google Translate is a wonderful tool!), I was able to complete the survey in about 15 minutes.
My TPI profile results page revealed how my answers compare to the "Five Perspectives" of teaching. The results indicated that I possess two dominant perspectives, namely "Apprenticeship" and "Nurturing".
The Apprenticeship Perspective basically states that teachers should be experts in their field and should be able to teach students in an easily accessible language starting with simple concepts and moving on to more complex concepts as the student progresses. As the student becomes more advanced, the teacher steps back and becomes more of a mentor than an instructor. I did a lot of this when I taught private music lessons years ago. I started students off with a good foundation (proper tone, scales, knowledge of basic music theory, etc.) and as my students progressed, my role as an instructor took a backseat to my role as a mentor. I was not surprised, therefore, to see this perspective listed as one of my dominant traits.
The results also indicated that am dominant in the Nurturing Perspective. This claims that students' desire to achieve lay in the heart rather than the head and that anyone can learn as long as they put in the effort to do so. Basically, students should want to learn! I have always hoped that I provide a safe, caring environment in which to learn. I want students to know that it is okay to make mistakes along the way and not to be discouraged by mistakes but rather learn from them. This goes back to the whole mentor thing. I feel as though when students have proper guidance and can count on an instructor to see mistakes as efforts rather than failed attempts, they will inevitably succeed.
By taking this Teaching Preference Inventory, I know a little bit more about myself as a teacher. To be honest, these results where not too surprising for me. I know from past teaching experiences that I have told my students that making mistakes was okay, as long as they learn from them. I always strive to be a mentor to someone rather than being that person at the front of the class spewing information. And I have always taught my students to start small. It's important to have a firm foundation on which to build the rest of your learning. Hopefully, I can carry on these teaching traits to my future instructional endeavors so that I can once again have a positive impact on my students!
Sunday, October 27, 2013
Personal Preferences in Assessment of Learning
A lot of planning is involved when it comes to developing and carrying out information literacy instruction. First, a Needs Assessment must be performed to determine what kinds of instruction will be most beneficial to students. One must develop instructional goals, teaching objectives, and expected learning outcomes. And, finally, one must deliver the instruction to the intended audience. However, what good is all of this planning if you have no method established for measuring whether or not your students have actually learned what they were supposed to? This week's blog focuses on the importance of assessment as well as the different approaches one can take in the assessment process.
Assessment essentially accomplishes two goals; it acts as a way for instructors to measure how well a student has learned the material presented in an instruction session and it allows instructors to see where adjustments and improvements can be made in order to produce better learning outcomes (Grassian & Kaplowitz, 2009, 199). Megan Oakleaf, assistant professor at Syracuse University's School of Information Studies, lists several approaches to information literacy assessment. While each method has its benefits, there are also limitations. Oakleaf lists the pros and cons to three major assessment methods - fixed-choice tests, performance assessments, and rubrics (Oakleaf, 2008).
Fixed choice tests are the most familiar to both students and instructors and include multiple choice, true/false, and matching. While these tests are cheap to produce and easy to score (hello scantron!), they are not very good at accurately measuring success in learning (Oakleaf, 2008). Sure, students may be able to select a familiar answer from a list of four choices and perhaps they can guess between true or false. But have the concepts taught to them during the instruction session actually stuck? There is no way to know this by evaluating the answers of a fixed-choice test!
A more reliable method (and the one that I prefer) is the performance assessment. A performance assessment measures how well a student has made sense of the material and how they apply it in the real world. To quote Oakleaf's article, "performance assessments give students opportunities to demonstrate their understanding and to thoughtfully apply knowledge, skills, and habits of mind in a variety of contexts as they would in the real world" (Oakleaf, 2008). Students can demonstrate their grasp of concepts through papers, projects, problem-based exercises, or portfolios (Grassian & Kaplowitz, 2009, 211). However effective these types of tests are at measuring learning outcomes, they are costly to develop, administer, and score. They require time for the student to prepare and for the instructor to analyze (Oakleaf, 2008). Librarians must consider if these limitations outweigh the benefits of acquiring a more accurate assessment.
Finally, there is the rubric. For me, I see rubrics as being closely linked to the performance assessment. Rubrics "measure the learner's results, responses, or products against some criteria or standard of performance" (Grassian & Kaplowitz, 2009, 213-14). Rubrics allow for reliable and consistent scoring of student's work as well as stating instructional expectations clearly for the student's benefit. With rubrics in place, students know what they are expected to have learned following instruction and this empowers them to meet those standards (Oakleaf, 2008). But, like the previous two methods, there are certain limitations. Librarians need to be mindful of how they word the rubric. If expectations are too generalized, the rubric becomes ineffective. Instead, librarians need to specifically state expected learning outcomes in a language free from jargon so that students are sure to understand what is expected of them (Oakleaf, 2008).
Due to the fact that I am relatively inexperienced when it comes to teaching, I need to ensure that I dedicate time during my planning process to examine methods of assessment more thoroughly. There is no such thing as a "perfect teacher". Only through assessment will I know whether or not my students have truly grasped the concepts I have presented to them as well as which parts of my instruction where indeed effective.
Bibliography
Assessment essentially accomplishes two goals; it acts as a way for instructors to measure how well a student has learned the material presented in an instruction session and it allows instructors to see where adjustments and improvements can be made in order to produce better learning outcomes (Grassian & Kaplowitz, 2009, 199). Megan Oakleaf, assistant professor at Syracuse University's School of Information Studies, lists several approaches to information literacy assessment. While each method has its benefits, there are also limitations. Oakleaf lists the pros and cons to three major assessment methods - fixed-choice tests, performance assessments, and rubrics (Oakleaf, 2008).
Fixed choice tests are the most familiar to both students and instructors and include multiple choice, true/false, and matching. While these tests are cheap to produce and easy to score (hello scantron!), they are not very good at accurately measuring success in learning (Oakleaf, 2008). Sure, students may be able to select a familiar answer from a list of four choices and perhaps they can guess between true or false. But have the concepts taught to them during the instruction session actually stuck? There is no way to know this by evaluating the answers of a fixed-choice test!
A more reliable method (and the one that I prefer) is the performance assessment. A performance assessment measures how well a student has made sense of the material and how they apply it in the real world. To quote Oakleaf's article, "performance assessments give students opportunities to demonstrate their understanding and to thoughtfully apply knowledge, skills, and habits of mind in a variety of contexts as they would in the real world" (Oakleaf, 2008). Students can demonstrate their grasp of concepts through papers, projects, problem-based exercises, or portfolios (Grassian & Kaplowitz, 2009, 211). However effective these types of tests are at measuring learning outcomes, they are costly to develop, administer, and score. They require time for the student to prepare and for the instructor to analyze (Oakleaf, 2008). Librarians must consider if these limitations outweigh the benefits of acquiring a more accurate assessment.
Finally, there is the rubric. For me, I see rubrics as being closely linked to the performance assessment. Rubrics "measure the learner's results, responses, or products against some criteria or standard of performance" (Grassian & Kaplowitz, 2009, 213-14). Rubrics allow for reliable and consistent scoring of student's work as well as stating instructional expectations clearly for the student's benefit. With rubrics in place, students know what they are expected to have learned following instruction and this empowers them to meet those standards (Oakleaf, 2008). But, like the previous two methods, there are certain limitations. Librarians need to be mindful of how they word the rubric. If expectations are too generalized, the rubric becomes ineffective. Instead, librarians need to specifically state expected learning outcomes in a language free from jargon so that students are sure to understand what is expected of them (Oakleaf, 2008).
Due to the fact that I am relatively inexperienced when it comes to teaching, I need to ensure that I dedicate time during my planning process to examine methods of assessment more thoroughly. There is no such thing as a "perfect teacher". Only through assessment will I know whether or not my students have truly grasped the concepts I have presented to them as well as which parts of my instruction where indeed effective.
Bibliography
Grassian, E. S., & Kaplowitz, J. R. (2009). Information
Literacy Instruction: Theory and Practice (2nd ed.). New York, New York:
Neal-Schuman Publishers, Inc. .
Oakleaf, M. (2008, July). Dangers and Opportunities:
A Conceptual Map of Information Literacy Assessment Approaches. Libraries
and the Academy, 8(3), pp. 233-253.
Sunday, October 20, 2013
Mid-Semester Check-in!
I am about halfway through the current semester and have learned so much already about Information Literacy and the various instructional techniques I can utilize to help visitors to the library increase their information literacy skills. Looking back at my most recent posts, a clear theme is obvious (albeit not surprising to anyone who knows me). I have a passion for Health Literacy! Most of my posts and reflections center on how to increase health literacy and how to stay on top of current trends. It's important for me to keep current on the resources that are available to me as a librarian so that I am in the best possible position to assist patrons at the reference desk.
As the semester progresses, I find myself examining the various ways other libraries throughout the country have dealt with challenging situations regarding the implementation of the ACA and how I may be able to apply their methods in the future.
In the wake of Superstorm Sandy, the Atlantic City Free Public Library became a hub of activity with patrons coming in to apply for FEMA assistance. Now, a year later, the ACFPL is seeing increased activity as patrons come into the library seeking information and assistance regarding the ACA. This scenario hits close to home for me. Just last month, Longmont, Colorado was hard hit by flooding, leaving many of our community's patrons displaced from their homes and in need of aid. Working the reference desk at the Longmont Public Library, I understood the importance of being prepared to provide directions to the Disaster Assistance Center in Longmont as well as provide information on federal assistance to individuals affected by the floods. Just like the ACFPL, I had to immediately shift gears shortly after a natural disaster in order to deal with patrons seeking a different kind of assistance - help with understanding the ACA.
Because the flooding and the implementation of the ACA happened just weeks apart, I felt as though I did not have as much time as I would like to prepare for people seeking assistance with understanding the new health care laws. By reading about the experiences of others at libraries throughout the country, I know that I am not alone. I can examine how libraries have handled similar situations and see how effective their preparations were for their library. In the ACFPL's case, it was essential for the library to adapt to their community's needs. That meant compiling a list of reputable resources for patrons seeking assistance after Superstorm Sandy and updating that list as needed to provide resources for people who need more information on health care laws. ACFLP encouraged staff to keep current on these resources so that they can better direct patrons to appropriate websites. Additionally, they took advantage of further resources such as the ALA's E-Government Toolkit which is a great source for locating Internet agencies on the federal, state, and local levels.
Keeping in mind how other libraries have prepared for unique circumstances as well as the resources they have utilized in the process gives me confidence that I can tackle patron requests for ACA and disaster relief information!
Bibliography
As the semester progresses, I find myself examining the various ways other libraries throughout the country have dealt with challenging situations regarding the implementation of the ACA and how I may be able to apply their methods in the future.
In the wake of Superstorm Sandy, the Atlantic City Free Public Library became a hub of activity with patrons coming in to apply for FEMA assistance. Now, a year later, the ACFPL is seeing increased activity as patrons come into the library seeking information and assistance regarding the ACA. This scenario hits close to home for me. Just last month, Longmont, Colorado was hard hit by flooding, leaving many of our community's patrons displaced from their homes and in need of aid. Working the reference desk at the Longmont Public Library, I understood the importance of being prepared to provide directions to the Disaster Assistance Center in Longmont as well as provide information on federal assistance to individuals affected by the floods. Just like the ACFPL, I had to immediately shift gears shortly after a natural disaster in order to deal with patrons seeking a different kind of assistance - help with understanding the ACA.
Because the flooding and the implementation of the ACA happened just weeks apart, I felt as though I did not have as much time as I would like to prepare for people seeking assistance with understanding the new health care laws. By reading about the experiences of others at libraries throughout the country, I know that I am not alone. I can examine how libraries have handled similar situations and see how effective their preparations were for their library. In the ACFPL's case, it was essential for the library to adapt to their community's needs. That meant compiling a list of reputable resources for patrons seeking assistance after Superstorm Sandy and updating that list as needed to provide resources for people who need more information on health care laws. ACFLP encouraged staff to keep current on these resources so that they can better direct patrons to appropriate websites. Additionally, they took advantage of further resources such as the ALA's E-Government Toolkit which is a great source for locating Internet agencies on the federal, state, and local levels.
Keeping in mind how other libraries have prepared for unique circumstances as well as the resources they have utilized in the process gives me confidence that I can tackle patron requests for ACA and disaster relief information!
Bibliography
Morris, L. (n.d.). Ready, Set, Respond: How
Atlantic Free Public Library Prepared for ACA Implementation. Retrieved
October 19, 2013, from WebJunction:
http://www.webjunction.org/news/webjunction/ready-set-respond-acfpl-aca.html
Sunday, October 13, 2013
"In the News": October is Health Literacy Month!
Did you know:
To help prepare librarians for this task, OCLC's WebJunction has put together a list of resources and information aimed at helping library staff improve public library eHealth services as well as help library staff respond to the increasing demand for information regarding the ACA. The Health Happens in Libraries website provides resources, webinars, and support for libraries responding to health information needs.
As a library technician manning the reference desk at my local public library, I see many opportunities to utilize the information and resources at the "Health Happens in Libraries" website to my advantage. As members of my community turn to their public library with questions regarding new healthcare laws, it is important that I stay up to speed on what kind of information is provided on my state's healthcare marketplace and be ready to teach basic health information literacy skills to patrons of all ages.
As I review this information and prepare for the onslaught of public library patrons coming to me for assistance with health-related matters, I consider several questions:
References
- Low health literacy is linked to a higher risk of death and more emergency room visits and hospitalizations
- Health literacy may not be related to years of education or general reading ability.
- A person who functions adequately at home or work may have marginal or inadequate literacy in a health care environment.
To help prepare librarians for this task, OCLC's WebJunction has put together a list of resources and information aimed at helping library staff improve public library eHealth services as well as help library staff respond to the increasing demand for information regarding the ACA. The Health Happens in Libraries website provides resources, webinars, and support for libraries responding to health information needs.
As a library technician manning the reference desk at my local public library, I see many opportunities to utilize the information and resources at the "Health Happens in Libraries" website to my advantage. As members of my community turn to their public library with questions regarding new healthcare laws, it is important that I stay up to speed on what kind of information is provided on my state's healthcare marketplace and be ready to teach basic health information literacy skills to patrons of all ages.
As I review this information and prepare for the onslaught of public library patrons coming to me for assistance with health-related matters, I consider several questions:
- How can public libraries/librarians promote health literacy to the elderly and minority populations? Do we need more bilingual or large print materials to help provide information and guidance to these populations? Should we hold health literacy classes in Spanish or establish "seniors only" classes so we can better assist and provide instruction?
- If access is an issue for people who do not have the Internet at home, how can our library help provide equitable access? Should we increase computer time limits for those who are accessing health-related information in our computer labs?
- How can we make health-related information more visible on our library's website? Currently, there is a link in our "Library 24/7" page but can we provide a widget on the library's homepage so patrons do not have to hunt for health-related information on our website?
References
National Network of Libraries of Medicine. (n.d.). Health
Literacy. Retrieved October 03, 2013, from National Network of Libraries of
Medicine: http://nnlm.gov/outreach/consumer/hlthlit.html
Saturday, October 5, 2013
Critical Thinking and Active Learning
Have you ever found yourself questioning the validity of a news article online, looking in the bibliography of a non-fiction book to examine where the author found his or her sources, or wondering whether or not an information source is biased? If you have answered yes to any of these questions, than you can congratulate yourself on being a critical thinker! With practically everyone owning a smartphone or iPad, information can be accessed almost anywhere and at whatever time it is needed. But, according to a frequently cited Information Literacy Instruction-related essay, Mona McCormick points out that "it is not the process of finding information that is important, but what people do with it once they have found it" (McCormick, 1983). It is important, therefore, for people to learn how to evaluate information sources and utilize them effectively.
Let's be honest, when the deadline for a research paper is looming before you and the pressure is on to get something, anything, written, do you spend the extra time it takes to look up reliable sources or do you Google your topic and use the first few sources that pop up in the results list even though they may not be exactly relevant? This is not an uncommon occurrence with students doing research today. In today's technological age, people expect information, and they expect it fast! As a result, students may only look at and use sources from the first page of results even though those sources are only somewhat related to their research topic (Grassian and Kaplowitz, 2009). To combat this, many Colleges and Universities require first-year students to take an "Introduction to the Library" course. Sometimes Information Literacy Instruction (ILI) is built into general education courses and sometimes ILI is presented as a stand-alone, for-credit course. Regardless of how it is built into the curriculum, the goal is to get students to learn how to think critically about the information sources they encounter in the research process as well as how to use those sources effectively.
Many ILI instructors have incorporated active learning exercises into library instruction. By allowing students to be engaged in the learning process by practicing search skills, students will not only be able to relate what they have learned to topics that are relevant to their interests as students but retain much of what they have learned about information literacy and apply it to future research endeavors. This got me thinking about how I would use active learning activities in the classroom to develop critical thinking skills.
Since the web is often the first stop for research related activities, I think it would be useful to give students the opportunity to learn how to search for reliable information on the web, think about who produces the information sources they encounter, and, finally, use that information to solve a problem. WebQuests are a great way to get students to learn how to search the web for reliable information and, since I love diseases, parasites, and microorganisms, I looked for WebQuests that focused on some or all of those topics. My first stop was WebQuest.org where I was able to search existing WebQuests for ones that would fit my needs. But what if I wanted to develop my own? WebQuest.org gives instructions on how to take an existing WebQuest and adapt and/or enhance it to fit your particular needs. I was able to find a Parasitology WebQuest that would be perfect for instructing students on how to find and use reliable web sources during a Health Sciences Library orientation!
Another useful technique would be to get students to research selected topics on their own, pair up with a student who has the same topic to talk about how they went about the research process, then report back to the class as a pair regarding some of the challenges and similarities they encountered in the research process. For example, in a class of 16 students I will have eight different topics relating to parasitology (malaria, roundworms, bed bugs, just to name a few) . All 16 students will be given some time on their own to research their topic and find three to five sources that would be useful to them if they were writing a paper on that topic. Then, students will break into pairs and find the student who also has their particular parasite-related topic to discuss the sources they found and why they think they are from reliable sources. The pair will then give a brief explanation to the class on how they found the sources, how they evaluated the sources for validity, and how they can apply the information they found in those sources to an academic research paper. This "Think-Pair-Share" activity allows for self-discovery of information with the ILI instructor acting as a guide or facilitator rather than simply a lecturer (Grassian and Kaplowitz, 2009). Because the students found the information on their own and determined whether or not the information was useful for them, they may have an easier time retaining what they have learned because they were so involved in the process.
With more experience in the classroom, IL instructors can develop new and more creative techniques to get students more active in the learning process. These activities can be adapted to web-based information sources, print reference materials, and databases. Students will no doubt appreciate the opportunity to get some hands-on training instead of simply sitting through a boring lecture on how to perform a search online!
Let's be honest, when the deadline for a research paper is looming before you and the pressure is on to get something, anything, written, do you spend the extra time it takes to look up reliable sources or do you Google your topic and use the first few sources that pop up in the results list even though they may not be exactly relevant? This is not an uncommon occurrence with students doing research today. In today's technological age, people expect information, and they expect it fast! As a result, students may only look at and use sources from the first page of results even though those sources are only somewhat related to their research topic (Grassian and Kaplowitz, 2009). To combat this, many Colleges and Universities require first-year students to take an "Introduction to the Library" course. Sometimes Information Literacy Instruction (ILI) is built into general education courses and sometimes ILI is presented as a stand-alone, for-credit course. Regardless of how it is built into the curriculum, the goal is to get students to learn how to think critically about the information sources they encounter in the research process as well as how to use those sources effectively.
Many ILI instructors have incorporated active learning exercises into library instruction. By allowing students to be engaged in the learning process by practicing search skills, students will not only be able to relate what they have learned to topics that are relevant to their interests as students but retain much of what they have learned about information literacy and apply it to future research endeavors. This got me thinking about how I would use active learning activities in the classroom to develop critical thinking skills.
Since the web is often the first stop for research related activities, I think it would be useful to give students the opportunity to learn how to search for reliable information on the web, think about who produces the information sources they encounter, and, finally, use that information to solve a problem. WebQuests are a great way to get students to learn how to search the web for reliable information and, since I love diseases, parasites, and microorganisms, I looked for WebQuests that focused on some or all of those topics. My first stop was WebQuest.org where I was able to search existing WebQuests for ones that would fit my needs. But what if I wanted to develop my own? WebQuest.org gives instructions on how to take an existing WebQuest and adapt and/or enhance it to fit your particular needs. I was able to find a Parasitology WebQuest that would be perfect for instructing students on how to find and use reliable web sources during a Health Sciences Library orientation!
Another useful technique would be to get students to research selected topics on their own, pair up with a student who has the same topic to talk about how they went about the research process, then report back to the class as a pair regarding some of the challenges and similarities they encountered in the research process. For example, in a class of 16 students I will have eight different topics relating to parasitology (malaria, roundworms, bed bugs, just to name a few) . All 16 students will be given some time on their own to research their topic and find three to five sources that would be useful to them if they were writing a paper on that topic. Then, students will break into pairs and find the student who also has their particular parasite-related topic to discuss the sources they found and why they think they are from reliable sources. The pair will then give a brief explanation to the class on how they found the sources, how they evaluated the sources for validity, and how they can apply the information they found in those sources to an academic research paper. This "Think-Pair-Share" activity allows for self-discovery of information with the ILI instructor acting as a guide or facilitator rather than simply a lecturer (Grassian and Kaplowitz, 2009). Because the students found the information on their own and determined whether or not the information was useful for them, they may have an easier time retaining what they have learned because they were so involved in the process.
With more experience in the classroom, IL instructors can develop new and more creative techniques to get students more active in the learning process. These activities can be adapted to web-based information sources, print reference materials, and databases. Students will no doubt appreciate the opportunity to get some hands-on training instead of simply sitting through a boring lecture on how to perform a search online!
References
Dodge, B. (2002). Adapting and Enhancing Existing
WebQuests. Retrieved October 2013, from WebQuest.org:
http://webquest.sdsu.edu/adapting/index.html
Grassian, E. S., & Kaplowitz, J. R. (2009). Information
Literacy Instruction: Theory and Practice (2nd ed.). New York:
Neal-Schuman Publishers, Inc.
McCormick, M. 1983. "Critical Thinking and Library Instruction." RQ 22, no. 4: 339-342.
Walthere, A. (n.d.). Parasitology WebQuest.
Retrieved October 2013, from World Health Research:
http://world-health-research.wikispaces.com/Parasitology+Webquest
Monday, September 30, 2013
Learning Styles and Personality Types
As a library professional, I may very well find myself instructing a group of people on how to perform effective searches in databases or how to establish basic research skills. I generally consider myself to be quite the introvert and the idea of standing up in front of a classroom of strangers is, well, quite terrifying. Will I get my points across clearly and effectively? Will I speak loud enough for everyone to hear me? Am I presenting the material in such a way that all of my learners can gain understanding of the concepts I am teaching?
In order to be an effective teacher, one must understand that people learn in many different ways and presenting material in a variety of formats will have a greater impact on a group of students. Some people are shy and may sit in the back of the room therefore it is helpful to walk through the class and "check in" on them and get them involved. Some learners respond to instruction better when it is presented visually rather than in a lecture format. Many of my own personal concerns about whether or not I will be an effective teacher can be solved by taking into consideration how people learn and the various personality types involved in a group (including both teachers and students). I have taken two tests - one, a learning style inventory that explains how I learn and the other a personality test that tells me more about how I think and feel as a person. The results of these two tests have been quite revealing and, as a result, I have gained greater insight into how others learn.
The first test I took was a learning styles test provided online by North Carolina State University that measures various learning traits on four different scales - Active vs. Reflective Learners, Sensing vs. Intuitive Learners, Visual vs. Verbal Learners, and Sequential vs. Global Learners. The test took only a few minutes and asked me questions about how I prefer to learn. I was not surprised by the results. According to the test results, I am definitely more of a reflective learner than an active one and I fall in the middle of the scale for the remaining three categories. What this tells me is that I adapt pretty well to various formats of instruction. For example, I learn well when an instructor presents a concept and fills in the details later and I learn equally well when an instructor gives me all the facts at once and presents the big picture at the end. I don't mind charts and graphs nor do I mind explanations written entirely in text. So, it doesn't seem to matter to me how the material is presented but rather how I think about it afterwards. According to the results of this test, I am more of a reflective learner than an active one therefore I prefer to work and study alone and ruminate on what has been presented to me. I tend to take lots of notes on course material but re-write it in a way that makes more sense to me. This takes extra time, sure, but it allows me to think about concepts and how they relate to past experiences of things I have learned in other classes. Group work is never something that I have enjoyed because it is difficult for me to think about how information makes sense to others and is much easier to think about how it makes sense to me. Although group work is uncomfortable for me, I have to realize that there are learners who are more active and thrive in this kind of learning environment. As an instructor, I have to step outside of my comfort zone and make sure to include hands-on and group work in my curriculum to appeal to those learners and not just avoid it because it makes me uneasy.
The second test was a Humanmetrics Jung Typology Test that revealed what I have already known about myself - that I am highly introverted! The results of this test nearly mirrored the results of the learning style test. I am an ISFJ which means I have a strong (89%!) preference of introversion over extroversion, I have slight preferences of sensing and judging over intuition and perceiving, and a moderate preference of feeling over thinking. This is not news to me. I often prefer to stay at home with my cats and a book rather than go out with friends. Crowds are pretty scary for me and it is not unusual for me to let emotions rule my life to some degree. Remember all those worries I expressed in that first paragraph? Yeah, those are an introvert's feelings and emotions in action! What this test tells me is that I need to build skills that will give me confidence in social situations, most especially in the classroom. I need to stop worrying about whether or not my students are judging me as an ineffective instructor and instead be confident in the knowledge that I can pass on to others. Although the results of this test were not surprising, it was a bit of a wake up call. Because I am so introverted, I probably have to work harder than most to gain confidence in front of a classroom full of students. If my students sense that I am not confident, they will not trust that the material I am presenting to them is accurate.
It's important for instructors to do some kind of self-assessment in order to gain an appreciation for the different learning styles and preferences of their students. Without doing so, instructors may fall into a dangerous pattern of only teaching the way they themselves prefer to be taught, of not having the confidence to relate what they know to others, and to fail to recognize some of the struggles their students may be experiencing in the learning process. Take these tests yourself and see how you can improve your teaching style!
Learning Styles Test - http://www.engr.ncsu.edu/learningstyles/ilsweb.html
Humanmetrics Jung Typology Test - http://www.humanmetrics.com/cgi-win/JTypes1.htm
In order to be an effective teacher, one must understand that people learn in many different ways and presenting material in a variety of formats will have a greater impact on a group of students. Some people are shy and may sit in the back of the room therefore it is helpful to walk through the class and "check in" on them and get them involved. Some learners respond to instruction better when it is presented visually rather than in a lecture format. Many of my own personal concerns about whether or not I will be an effective teacher can be solved by taking into consideration how people learn and the various personality types involved in a group (including both teachers and students). I have taken two tests - one, a learning style inventory that explains how I learn and the other a personality test that tells me more about how I think and feel as a person. The results of these two tests have been quite revealing and, as a result, I have gained greater insight into how others learn.
The first test I took was a learning styles test provided online by North Carolina State University that measures various learning traits on four different scales - Active vs. Reflective Learners, Sensing vs. Intuitive Learners, Visual vs. Verbal Learners, and Sequential vs. Global Learners. The test took only a few minutes and asked me questions about how I prefer to learn. I was not surprised by the results. According to the test results, I am definitely more of a reflective learner than an active one and I fall in the middle of the scale for the remaining three categories. What this tells me is that I adapt pretty well to various formats of instruction. For example, I learn well when an instructor presents a concept and fills in the details later and I learn equally well when an instructor gives me all the facts at once and presents the big picture at the end. I don't mind charts and graphs nor do I mind explanations written entirely in text. So, it doesn't seem to matter to me how the material is presented but rather how I think about it afterwards. According to the results of this test, I am more of a reflective learner than an active one therefore I prefer to work and study alone and ruminate on what has been presented to me. I tend to take lots of notes on course material but re-write it in a way that makes more sense to me. This takes extra time, sure, but it allows me to think about concepts and how they relate to past experiences of things I have learned in other classes. Group work is never something that I have enjoyed because it is difficult for me to think about how information makes sense to others and is much easier to think about how it makes sense to me. Although group work is uncomfortable for me, I have to realize that there are learners who are more active and thrive in this kind of learning environment. As an instructor, I have to step outside of my comfort zone and make sure to include hands-on and group work in my curriculum to appeal to those learners and not just avoid it because it makes me uneasy.
The second test was a Humanmetrics Jung Typology Test that revealed what I have already known about myself - that I am highly introverted! The results of this test nearly mirrored the results of the learning style test. I am an ISFJ which means I have a strong (89%!) preference of introversion over extroversion, I have slight preferences of sensing and judging over intuition and perceiving, and a moderate preference of feeling over thinking. This is not news to me. I often prefer to stay at home with my cats and a book rather than go out with friends. Crowds are pretty scary for me and it is not unusual for me to let emotions rule my life to some degree. Remember all those worries I expressed in that first paragraph? Yeah, those are an introvert's feelings and emotions in action! What this test tells me is that I need to build skills that will give me confidence in social situations, most especially in the classroom. I need to stop worrying about whether or not my students are judging me as an ineffective instructor and instead be confident in the knowledge that I can pass on to others. Although the results of this test were not surprising, it was a bit of a wake up call. Because I am so introverted, I probably have to work harder than most to gain confidence in front of a classroom full of students. If my students sense that I am not confident, they will not trust that the material I am presenting to them is accurate.
It's important for instructors to do some kind of self-assessment in order to gain an appreciation for the different learning styles and preferences of their students. Without doing so, instructors may fall into a dangerous pattern of only teaching the way they themselves prefer to be taught, of not having the confidence to relate what they know to others, and to fail to recognize some of the struggles their students may be experiencing in the learning process. Take these tests yourself and see how you can improve your teaching style!
Learning Styles Test - http://www.engr.ncsu.edu/learningstyles/ilsweb.html
Humanmetrics Jung Typology Test - http://www.humanmetrics.com/cgi-win/JTypes1.htm
Monday, September 23, 2013
Characteristics of Information Literate Individuals, Health Literacy Instruction, and the Digital Divide
The goal of this week's post is to examine the various characteristics that describe an information literate individual and how to design instruction that helps to build each of these characteristics. In just a few short weeks, open enrollment will begin for the new Affordable Care Act (ACA), and I have already encountered patrons at the reference desk who are in need of more information regarding the different plans available to them and where to go to enroll. Many of these patrons either do not have access to online information or do not know how to access the information needed. Currently, the library I work at has dedicated an area of the library's website to assist patrons on how to access more information on enrollment. But how does this help those who lack basic computer skills? How can patrons who do not know how to navigate the Internet access the library's website to get more information on the ACA? What kinds of instruction can information professionals design that will address the needs of these particular individuals?
Let's begin by discussing what it means to be information literate. There are three very important characteristics that I think define an information literate individual. The first is being able to search for potential sources of information. Whether one chooses to look for print based materials in the reference section of their library or perform an online search, he or she must posses a basic understanding of how to search for information. The second characteristic is being able to evaluate sources for relevancy and reliability once they have been found. It can be intimidating to some to see hundreds of potential sources come up after performing a search. An information literate individual will know how to sift through the results and pick sources that are not only relevant to their needs but from reliable sources as well. Finally, after searching for information and finding sources that fit their needs, an information literate individual will be able to use the information they find to solve a problem. The problem one hopes to solve is what started the search for information in the first place.
So, how can information professionals use instruction to better develop or enhance these characteristics and how does it relate to health literacy? Since most of the information regarding the ACA is online, it would be helpful to establish basic computer skills classes that use the search for health information as a goal to increase information literacy and health literacy together. Through a series of progressive exercises, individuals will be able to navigate the Internet, use these navigation skills to search online databases or the library's catalog for health-related information, evaluate the sources they find for relevancy and reliability, and finally, use that information to make informed decisions about health care. One exercise will be dedicated to how to use the Health Insurance Marketplace to sign up for health coverage. In most states, the marketplace can be found by visiting www.healthcare.gov. However, certain states have their own marketplace. Insurance applicants in my state of Colorado, for example, can find the marketplace at www.connectforhealthco.com.
Individuals attending these classes will be receiving instruction on how to use computer hardware, establish an email account, and navigate the Internet all while searching for health-related information, especially information regarding insurance coverage. By the end of the series of courses, patrons will have improved their computer literacy by being able to use computer hardware to perform tasks and they will have increased their information and health literacy through performing searches on health related information, evaluating the sources they find, and using this information to solve health-related needs.
Let's begin by discussing what it means to be information literate. There are three very important characteristics that I think define an information literate individual. The first is being able to search for potential sources of information. Whether one chooses to look for print based materials in the reference section of their library or perform an online search, he or she must posses a basic understanding of how to search for information. The second characteristic is being able to evaluate sources for relevancy and reliability once they have been found. It can be intimidating to some to see hundreds of potential sources come up after performing a search. An information literate individual will know how to sift through the results and pick sources that are not only relevant to their needs but from reliable sources as well. Finally, after searching for information and finding sources that fit their needs, an information literate individual will be able to use the information they find to solve a problem. The problem one hopes to solve is what started the search for information in the first place.
So, how can information professionals use instruction to better develop or enhance these characteristics and how does it relate to health literacy? Since most of the information regarding the ACA is online, it would be helpful to establish basic computer skills classes that use the search for health information as a goal to increase information literacy and health literacy together. Through a series of progressive exercises, individuals will be able to navigate the Internet, use these navigation skills to search online databases or the library's catalog for health-related information, evaluate the sources they find for relevancy and reliability, and finally, use that information to make informed decisions about health care. One exercise will be dedicated to how to use the Health Insurance Marketplace to sign up for health coverage. In most states, the marketplace can be found by visiting www.healthcare.gov. However, certain states have their own marketplace. Insurance applicants in my state of Colorado, for example, can find the marketplace at www.connectforhealthco.com.
Individuals attending these classes will be receiving instruction on how to use computer hardware, establish an email account, and navigate the Internet all while searching for health-related information, especially information regarding insurance coverage. By the end of the series of courses, patrons will have improved their computer literacy by being able to use computer hardware to perform tasks and they will have increased their information and health literacy through performing searches on health related information, evaluating the sources they find, and using this information to solve health-related needs.
Friday, September 13, 2013
Information Literacy Blogs
As I mentioned in my previous post, I will be pulling many of my ideas and discussions about Information Literacy from other well-established blogs. Two of them are listed in the left-hand sidebar and will be the focus of this week's blog post.
The great thing about blogs is that they speak to a variety of audiences. There are blogs for democrats and republicans, cat lovers and dog enthusiasts, coffee drinkers and tea aficionados...this list goes on. It's important to provide multiple viewpoints on issues to allow people to gain different perspectives. When I began the process of learning more about Information Literacy, I really wanted to examine what was being done to improve Information Literacy in my community as well as those very far away. I wanted to hear about the various kinds of emerging technologies that exist in our libraries to assist in literacy instruction as well as what kinds of initiatives are being established in developing countries that will allow people to gain access to much needed services. As a result of my desire to see the bigger picture of what is being done around the world to advance Information Literacy, I chose two blogs - WebJuntion and Chat Literacy.
WebJuntion is a great starting off point for anyone involved in libraries who wants to learn more about the current trends in libraries today, how libraries and information professionals can provide valuable services to their constituents, and how to inspire a love of lifelong learning through Information Literacy Instruction. According to the producers of WebJunction, their blog is meant to be a "place where the library profession gathers to build the knowledge, skills and support we need to power relevant, vibrant libraries". There is too much talk today regarding whether or not libraries will even exist in the future given the amount of information that can be so easily accessed on the internet, and the only way information professionals can combat these kinds of attitudes is to provide valuable services to library users that cannot be found anywhere else but at their local library. In order to accomplish this goal, however, librarians and library staff must be willing to become lifelong learners themselves and take advantage of sites like WebJunction that provides updated (and free!) information regarding the latest trends in library technologies, patron services, and management. Topics range from digital literacy to customer service and even include discussions on community relations and spanish language outreach programs. One of the most exciting aspects of WebJuntion, however, is the availability of FREE webinars that are open to anyone who wishes to attend and learn something new. Some of the upcoming webinars include discussions on how to provide better Reader's Advisory, engaging teens with digital media through hands-on projects, and removing reference librarians from the desk and placing them within the community at the point of need. WebJunction is an amazing resource that every information professional should take advantage of.
While WebJunction is created for the library professional, Chat Literacy is created by the library professional. As a result, many different perspectives are provided by library professionals from across the globe that concentrate on building better Information Literacy skills regardless of whether a library user has access to a first rate library in the United States or a small African village library in Ghana. Topics range from search techniques and critical thinking skills to eLearning and Web 2.0. What attracted me to this particular blog was the fact that I can learn about some of the challenges faced in third world libraries and hear about the various creative solutions that have been developed by library professionals overseas. For example, I can filter out articles that only discuss information literacy developments in Sub Saharan Africa and a wealth of information appears regarding Health Information Literacy training at the University of Zimbabwe and enhancing digital and information literacy in Botswana's public libraries. It is interesting to see how libraries with very little funding and support can develop creative ways to teach patrons how to access, analyze, and utilize information. It not only gives the reader some much needed perspective but reading about Information Literacy programs from all over the world is very inspiring!
I'm excited to examine both of these blogs in the coming weeks to learn more about how libraries are evolving both locally and internationally. Library users expect a lot from their libraries these days. It is our responsibility to not only live up to these expectations but to far exceed them. By learning from others and reading about the successes of library programs both near and far, library professionals can really make some headway in promoting Information Literacy and lifelong learning.
The great thing about blogs is that they speak to a variety of audiences. There are blogs for democrats and republicans, cat lovers and dog enthusiasts, coffee drinkers and tea aficionados...this list goes on. It's important to provide multiple viewpoints on issues to allow people to gain different perspectives. When I began the process of learning more about Information Literacy, I really wanted to examine what was being done to improve Information Literacy in my community as well as those very far away. I wanted to hear about the various kinds of emerging technologies that exist in our libraries to assist in literacy instruction as well as what kinds of initiatives are being established in developing countries that will allow people to gain access to much needed services. As a result of my desire to see the bigger picture of what is being done around the world to advance Information Literacy, I chose two blogs - WebJuntion and Chat Literacy.
WebJuntion is a great starting off point for anyone involved in libraries who wants to learn more about the current trends in libraries today, how libraries and information professionals can provide valuable services to their constituents, and how to inspire a love of lifelong learning through Information Literacy Instruction. According to the producers of WebJunction, their blog is meant to be a "place where the library profession gathers to build the knowledge, skills and support we need to power relevant, vibrant libraries". There is too much talk today regarding whether or not libraries will even exist in the future given the amount of information that can be so easily accessed on the internet, and the only way information professionals can combat these kinds of attitudes is to provide valuable services to library users that cannot be found anywhere else but at their local library. In order to accomplish this goal, however, librarians and library staff must be willing to become lifelong learners themselves and take advantage of sites like WebJunction that provides updated (and free!) information regarding the latest trends in library technologies, patron services, and management. Topics range from digital literacy to customer service and even include discussions on community relations and spanish language outreach programs. One of the most exciting aspects of WebJuntion, however, is the availability of FREE webinars that are open to anyone who wishes to attend and learn something new. Some of the upcoming webinars include discussions on how to provide better Reader's Advisory, engaging teens with digital media through hands-on projects, and removing reference librarians from the desk and placing them within the community at the point of need. WebJunction is an amazing resource that every information professional should take advantage of.
While WebJunction is created for the library professional, Chat Literacy is created by the library professional. As a result, many different perspectives are provided by library professionals from across the globe that concentrate on building better Information Literacy skills regardless of whether a library user has access to a first rate library in the United States or a small African village library in Ghana. Topics range from search techniques and critical thinking skills to eLearning and Web 2.0. What attracted me to this particular blog was the fact that I can learn about some of the challenges faced in third world libraries and hear about the various creative solutions that have been developed by library professionals overseas. For example, I can filter out articles that only discuss information literacy developments in Sub Saharan Africa and a wealth of information appears regarding Health Information Literacy training at the University of Zimbabwe and enhancing digital and information literacy in Botswana's public libraries. It is interesting to see how libraries with very little funding and support can develop creative ways to teach patrons how to access, analyze, and utilize information. It not only gives the reader some much needed perspective but reading about Information Literacy programs from all over the world is very inspiring!
I'm excited to examine both of these blogs in the coming weeks to learn more about how libraries are evolving both locally and internationally. Library users expect a lot from their libraries these days. It is our responsibility to not only live up to these expectations but to far exceed them. By learning from others and reading about the successes of library programs both near and far, library professionals can really make some headway in promoting Information Literacy and lifelong learning.
Tuesday, September 3, 2013
Welcome! Allow me to introduce myself!
Welcome to my Information Literacy blog! You have most likely found this blog through a URL link on one of the discussion boards from Prof. Maatta Smith's Information Literacy Instruction class therefore you have already received a brief introduction about myself and my prior experiences (or lack thereof) with Information Literacy Instruction. However, if you have stumbled upon this blog through other means, please allow me to introduce myself!
My name is Mandi King and I currently live in Denver, CO. I am in my second year as a graduate student at Wayne State University's School of Library and Information Science program with a duel specialization in Health Sciences and Academic Libraries. In a perfect world, I would love to graduate with my MLIS and land a job as a Health Sciences Librarian at a major university. Unfortunately, in this economy, beggars cannot be choosers and as a result, I have spent the past two and a half years gaining experience in public libraries doing everything from shelving books, assisting patrons with technology, working the circulation desk, and answering questions at the reference desk. Although I feel as though my experiences working in public libraries have prepared me well for what life will be like as a "real" librarian, I do wish I had more experience in one area - Information Literacy Instruction! Although I have done some student teaching in the past as an undergrad, I have very little experience in instructing library users on how to become more information literate.
What is Information Literacy, you ask? Well, according to the Association of College and Research Libraries (ACRL), Information Literacy, or IL, is "the set of skills needed to find, retrieve, analyze, and use information". Due to the proliferation of information on the internet, it sometimes may be difficult for people to weed through a results page to find exactly the kind of information he or she is seeking. That is where a librarian skilled in the art of Information Literacy Instruction comes in! It is up to the librarian to instruct students, community members, and professionals, on how to search for information effectively in order to yield the most relevant results, analyze those results, and use the information that is found in an ethical and responsible way.
The goal of this blog, therefore, is not only to delve into the definition of IL more deeply but to explore other topics relating to how librarians instruct patrons on becoming more information literate. Some of the topics discussed in this blog will touch on learning styles and how different personality types absorb instruction, current trends in Information Literacy Instruction, and the future of IL. I will draw most of my resources from other very well-established blogs that you can examine on your own (links to these blogs can be found in the sidebar) as well as from textbooks and lectures on Information Literacy Instruction.
Please feel free to comment on any of my blog posts. Part of what makes a successful information professional is the ability to not only teach but to learn from others as well!
References:
Association of College and Research Libraries. (2013). Introduction to Information Literacy. Retrieved from ALA Web Site: http://www.ala.org/acrl/issues/infolit/overview/intro
My name is Mandi King and I currently live in Denver, CO. I am in my second year as a graduate student at Wayne State University's School of Library and Information Science program with a duel specialization in Health Sciences and Academic Libraries. In a perfect world, I would love to graduate with my MLIS and land a job as a Health Sciences Librarian at a major university. Unfortunately, in this economy, beggars cannot be choosers and as a result, I have spent the past two and a half years gaining experience in public libraries doing everything from shelving books, assisting patrons with technology, working the circulation desk, and answering questions at the reference desk. Although I feel as though my experiences working in public libraries have prepared me well for what life will be like as a "real" librarian, I do wish I had more experience in one area - Information Literacy Instruction! Although I have done some student teaching in the past as an undergrad, I have very little experience in instructing library users on how to become more information literate.
What is Information Literacy, you ask? Well, according to the Association of College and Research Libraries (ACRL), Information Literacy, or IL, is "the set of skills needed to find, retrieve, analyze, and use information". Due to the proliferation of information on the internet, it sometimes may be difficult for people to weed through a results page to find exactly the kind of information he or she is seeking. That is where a librarian skilled in the art of Information Literacy Instruction comes in! It is up to the librarian to instruct students, community members, and professionals, on how to search for information effectively in order to yield the most relevant results, analyze those results, and use the information that is found in an ethical and responsible way.
The goal of this blog, therefore, is not only to delve into the definition of IL more deeply but to explore other topics relating to how librarians instruct patrons on becoming more information literate. Some of the topics discussed in this blog will touch on learning styles and how different personality types absorb instruction, current trends in Information Literacy Instruction, and the future of IL. I will draw most of my resources from other very well-established blogs that you can examine on your own (links to these blogs can be found in the sidebar) as well as from textbooks and lectures on Information Literacy Instruction.
Please feel free to comment on any of my blog posts. Part of what makes a successful information professional is the ability to not only teach but to learn from others as well!
References:
Association of College and Research Libraries. (2013). Introduction to Information Literacy. Retrieved from ALA Web Site: http://www.ala.org/acrl/issues/infolit/overview/intro
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