Application of Cognitive Apprenticeship Model (CA) to Library Instruction
Elizabeth Tompkins, Reader Services Librarian/Assistant Professor, Kingsborough Community College/CUNY
The cognitive apprenticeship model (CA), which links apprenticeship-learning techniques with classroom practices, offers a flexible framework for planning and implementing library sessions. Developed by Collins, Brown, and Newman (1989), CA illuminates the thought process of teachers and other experts while they deliver instruction in problem solving, close reading, critical thinking, or other higher order reasoning. The CA method comprises a learning environment that consists of the following four dimensions: content, method, sequencing, and the sociology of a learning environment. My application of CA harnesses these modules to break down the thought process associated with library research into components that are comprehensible to all levels of students. Of particular interest is the modeling technique, an approach that conveys the thought process of an expert to the learner. The model becomes the mechanism for an introduction to library research, providing the students with a means to observe and recreate search strategies.
But WHY? The big picture, threshold concepts, and information literacy: using the one-shot to shift student perspective. The rest will come after.
Jason Ertz, Associate Professor / Reference Librarian, College of DuPage
As we continue to work through information literacy skills and understanding in our infamous one-shot sessions, we librarians can start looking at them differently. We all have experienced the students who “have done this already” or are immediately a strategic learner trying to get at the number of sources they need immediately so as to be done with this and fulfill the instructor’s requirement. They find the research session as something done for “this class” and then forgotten – heading back to google exclusively, or other such superficial research.
This session will discuss ways in which we can injected big pictures concepts concerning why we should look for and use certain kinds and qualities of information. The one-shot session has its purposes for faculty that we may not be able to fully get away from the “how-to.” But, there are opportunities within the one-shot to talk about the threshold concepts that will help students understand the “why” of information literacy. Asking the question, “Do you want to base your professional reputation on that source? Why?” gets to the heart of kinds and qualities of information regardless of where one finds these sources be it a database, search engine or catalog. But then we can illustrate how these tools will help find the quality because now students have a reason to do so other than “my instructor said so.” Unless students see a clear need for being information literate, they will struggle constantly with our teaching them how. When students know why information literacy concepts are important and how these concepts fit into the context of their lives, job prospects, and engagement in their chosen disciplines, the motivation comes from within, and showing them how should become much easier.
Designing Digital Badges to Generate Engaged Learning
Trudi Jacobson, Head of the Information Literacy Department, University at Albany Libraries
Tom Mackey, Dean at the Center for Distance Learning (CDL), SUNY Empire State College
This interactive session will delve more deeply into the Metaliteracy badging system introduced during the keynote. The system brings the Metaliteracy learning objectives to life. Students at several SUNY institutions have begun to work their way through the quests and challenges leading to high-level badges that can be displayed in venues such as LinkedIn or online resumes or portfolios. Students undertake authentic activities that are designed to be engaging and to engender metacognitive reflection. Those of us writing the activities are having enormous fun. This has been an exciting process that allows us to create and share learning activities within the same open resource. Join us to explore the system in more depth, and to try your hand at writing a quest.
From Tech Shy to Tech Savvy : Staff Training and Public Education in Public Libraries
Mary Kay Akers, Instruction & Business Outreach Librarian, Glen Ellyn Public Library
Susan DeRonne, Adult Department Head, Glen Ellyn Public Library
“How do you motivate digital non-natives to “get on board” with emerging technologies, while using generational learning styles to a team advantage? We will share our experience at GEPL providing training around ebooks, handheld devices, apps, and social media to empower staff with the technological confidence public library patrons now expect at the reference desk.
We will address the importance of staff trainings in preparing librarians to ease patrons’ tech-induced frustration and speak from a knowledgeable and confident perspective.
In addition to addressing developing staff learning needs assessments, we will also discuss the changing landscape of curriculum and instructional design in public libraries for both staff and the community. We will discuss the empowering role of collaborative social media projects such as readers’ advisory on Facebook and the creation of a department Goodreads account.
Given the growing role of public libraries as centers for digital education and instruction, and the changing role of the public librarian as provider of “tech support”, we must do more than increase the skills of staff in digital literacy and information technology. We must also address the attitudes and flexibility of staff members to raise their comfort level in today’s rich and dynamic information landscape.
Information Literacy for College Readiness
Kate Harger, Dean of Library, McHenry County College
Janet Scott, Reference Librarian & Department Chair, McHenry County College
Dr. Ximena Burgin, Associate Director, Office of Research, Evaluation, and Policy Studies, Northern Illinois University
McHenry County College was the only community college to receive a prestigious Laura Bush 21st Century Librarian Program grant from the Institute of Museum and Library Services in FY2013. Its “Information Literacy for College Readiness” project focuses on the development of a plan, in partnership with local high schools, to increase the information literacy of high school students by teaching community college and high school librarians how to better understand the expectations of college-level students and enhance their college readiness. This breakout session will highlight the activities and research findings of MCC’s grant project, through an interactive panel discussion. Participants will be able to review and reflect upon the information provided in the grant’s Needs Assessment Report, prepared by Northern Illinois University, regarding what McHenry County high school and college students do to find and use information. In addition, participants will learn what changes students would like to see in the library in order to make it easier to locate and effectively use information.
Information Literacy in the College Readiness Classroom: A Collaboration between Faculty
Larissa Garcia, Library Faculty, Triton College
Gail Krahenbuhl, College Readiness Faculty, Triton College
College readiness and student success and retention are major issues in higher education, especially at the community college level. While specific programs, projects, and policies are developed and implemented institution-wide to address under-prepared students, faculty collaboration with academic support departments, like the library, is an additional way to provide meaningful support for these students in the classroom.
Together, a librarian and college readiness instructor at one community college have collaborated to develop appropriate research assignments for developmental education students as well as a series of information literacy sessions that aim to build skills progressively with lots of hands-on learning. Presenters will share assignments and demonstrate activities and materials used to increase student engagement, but they also plan to leave ample time for others to share instruction tips and activities that have worked for them when teaching this student population in order to create a collective best practices list.
Innovation in Information Literacy : Communicating key ideas through video
Mackenzie Salisbury, Information Services Librarian, Northeastern Illinois University
Molly Mansfield, Access Services Librarian, Northeastern Illinois University
Michelle Guittar, Social Sciences Librarian, Northeastern Illinois University
The dynamic nature of Information Literacy requires ongoing evaluation of student needs. In 2010, the Ronald Williams Library completed the ERIAL Project, which revealed that most undergraduates were unable to successfully find information sources for basic research projects. As a response, the Librarians competed for and were awarded an Innovation Grant from Northeastern Illinois University in 2012. This grant allowed Librarians to oversee the development of a series of web-based video tutorials to support teaching information research skills to all NEIU students. From these findings, the Librarians were able to identify the topics for the video tutorials.
In this session, we will focus on how these web-based video tutorials were created, utilized, and assessed, in order to determine how they play an important role in “The Future of Information Literacy”. Our focus will be on identifying crucial concepts of information literacy and how to effectively communicate those ideas. We will incorporate a hands-on activity in which participants will work on editing scripts, compare results, and discuss the challenges and benefits to working with a vendor outside of academia. The object of this session is to illuminate key knowledge gaps and showcase video tutorials as a contemporary tool in information literacy.
Is there anything for me? : Ideas from today’s breakout sessions that you can use in your K-12 library
Barb Miller, Moraine Valley Community College
There are many topics covered in today’s breakout sessions, but at first glance they may not appear to be pertinent to the K-12 media specialist. A few years ago, this former media specialist attended a breakout session geared to incoming college freshman when inspiration struck. That inspiration led to a practice that became a game-changer for my students. I will share that story of inspiration and make some practical suggestions for other ideas you can gain from this year’s breakout sessions. You will have the opportunity to share your inspirations and build on each other’s ideas. A wiki of our ideas will be created and available to all attendees after the Summit to continue to share what they have put into practice.
Layering Workshops for 1st Year Students: Cross-Campus Collaboration for Student Success
Amy Kammerman, Coordinator of Library Instruction and Information Literacy, Harper College
The library instruction program at our college existed for many years as an insular method of addressing any and all student research needs and improving information seeking behaviors, but in effort to reach more students and increase students’ understanding of college-level research practices, the program needed to reach beyond the library doors and use the expertise of supplemental learning areas on campus. Building on layers of knowledge and a creative perspective, we looked at our information literacy program through a project management lens, investigating the benefits of focus on specific student groups, specifically first-year community college students. By examining the gaps in our student’s information seeking skills, we developed an instruction program that engages students in understanding the multiple layers of information literacy through workshops that supplement what they have learned in our classroom.
Collaboration between the library, writing and tutoring center, the Academy for Teaching Excellence, and the incorporation of multimedia tools, allows students to utilize information literacy skills in context with their assignments and understand how information is incorporated into their overall college experience. The presentation will discuss the step-by-step communication and project plan that was implemented to create a cohesive program that works with various departments on campus.
Near or Far: Connecting with the Adult Learner
Lauren Hays, Instructional and Research Librarian, MidAmerica Nazarene University
Jackie Burns, Distance Education Librarian, Missouri Western State University
In this breakout session, the presenters will discuss teaching information literacy skills to adult learners. Theories of adult learning will provide the basis for the discussion and then practical examples of teaching information literacy to adult students both on campus and online will be provided. Instructional design for both face-to-face and online courses using adult learning theories will be discussed. Attendees of the breakout session will be active participants in a discussion about best practices and brainstorm future ways to reach this student population.
Next Generation Literacy: Connecting the Everyday to the Academic
Christina Miller, Assistant Professor, High School Librarian, York College/City University of New York
Anamika Megwalu, Assistant Professor, Reference Librarian, York College/City University of New York
New technologies and ideologies, and the deconstruction of traditional boundaries in learning, have led to the confluence of ‘everyday’ and academic learning and the need for a re-conceptualization of what it means to be information literate. The presenters design their information literacy sessions, for college and high school students, with an eye toward helping them acquire transliteracy – that is, the ability to derive value and create transferable knowledge through the use of a multitude of digital platforms and information sources.
Attendees of this interactive workshop will participate in two exercises designed to foster transliteracy and change learning dispositions. Prof. Megwalu will present an activity based on Analogical Reasoning that encourages college students to begin their research work with familiar web sources such as Wikipedia, blogs, and social networking and file sharing sites, before they use academic databases. Prof. Miller will demonstrate a standards (AASL/CCSS)-based exercise used in a high school science research class; students learn about scientific research by reading about studies in the popular media before they use the library’s databases. Such activities encourage next generation students to exploit everyday information sources for their academic work.
Not Just Where to Click: Teaching Students How to Think About Information
Troy Swanson, Department Chair, Library/Teaching and Learning Librarian, Moraine Valley Community College
Heather Jagman, Coordinator of Reference, Instruction, and Academic Engagement, DePaul University
How do librarians transform information literacy to be more than just the simple mechanics of online catalogs, search engines, and subscription databases? How do the epistemologies of librarians and students intersect? How do we motivate students to explore their own beliefs and work with sources that conflict with their beliefs? This session will explore these issues and offer practical approaches to the conceptual side of information literacy.
Online Tutorials: Measure Twice, Cut Once
Dorothy Hemmo, Instruction Librarian, University of Illinois Springfield
Nancy Weichert, Instruction Librarian, University of Illinois Springfield
Online tutorials have become a standard in academic libraries as fewer librarians are trying to reach more students both on ground and online. However, maintaining tutorials in an ever changing online environment proves to be quite difficult. The librarians at the University of Illinois Springfield will discuss their efforts towards making the tutorial creation and management process more sustainable. Presenters will discuss the challenges of creating a unified multi-module interactive online tutorial suite in a collaborative environment. Additional topics will include reaching pedagogical consensus, instructional design, planning process, course integration and specific tools utilized for tutorial creation including Camtasia, Captivate, and Guide on the Side.
Plugging into Media Literacy: Creating Strategies for Libraries
Susan Avery, Instructional Services Librarian, University of Illinois at Urbana-Champaign
Eric Kurt, Media Commons Coordinator, University of Illinois at Urbana–Champaign
The growth in the use of digital media in student assignments and course expectations poses an important question: What should the library’s role be in addressing issues related to media literacy? This session will provide definitions and guidance for establishing digital media literacy practices as a two-pronged strategic focus of the library.
First, media literacy will be introduced as a framework for evaluating the broad array of resources students encounter in their research. We will broach important questions students should ask, such as: What evaluative criteria should be applied when selecting media for academic research purposes? How does the format of media impact the information shared?
Second, we will introduce aspects of digital media literacy as they relate to the creation of media. Multimodal formats are increasingly being assigned by faculty in place of the traditional research paper. What are best practices for creating digital media for use in class projects and presentations? What resources are available for student use? Are there accessibility concerns?
Through short demonstrations and discussion attendees will explore the varied aspects of media literacy and discover strategies for incorporating both prongs of media literacy in their libraries.
Tablet Versus Bring Your Own Device in the Information Literacy Classroom: An Interactive Discussion of Best Practices
Ilana R. Barnes, Business Information Specialist/ Assistant Professor of Library Science, Purdue University- Parrish Library of Management and Economics
In the 2013 school year, a team of librarians in the Parrish Library for Management and Economics taught a business information literacy course to roughly 500 management students in 70 person sessions. Due to limitations on a set of iPads, two of the three concurrent classes were taught with a set of iPads, while another had a Bring Your Own Device (BYOD) policy, where students brought their own laptops. In order to evaluate the comparative effectiveness of the two technology approaches, librarians conducted focus groups and surveys, as well as utilized final evaluations.
Rather than just report the results of the comparative project, it seemed most informative to turn this session into a set of interactive discussions in order to build a community of practice around this subject. Many libraries have experimented with tablets for library instruction and BYOD. This interactive session with made up of three parts: a 15 minute introduction to both methods of content delivery, with a description of the results of the project; then a 15 minute open forum of the relative value of each method; and finally a pulling-together of best practice for where, when and why to use each method for library instruction (with the help of a worksheet).
Teaching Sources as Conversation: Exploring Challenges & Successes
Andrea Baer, Undergraduate Education Librarian, Indiana University-Bloomington
Most library educators likely agree on the importance of the concept “research as conversation.” This metaphor suggests that sources reflect larger critical dialogues and, moreover, that meaningful research involves analyzing sources relationally and ultimately weighing into the discussion oneself. Who should teach the skills that contribute to a dialogical understanding of sources, however, may sometimes be a more difficult issue, as librarians debate how our teaching roles should ideally intersect with those of course instructors.
With information literacy instruction’s growing emphasis on critical thinking and threshold concepts within and across disciplines, the question of whether librarians should teach higher order concepts like “research as conversation” becomes less and less debated. At the same time, discussions on how we teach critical approaches to source evaluation and source use are just beginning to blossom.
In this breakout session, we’ll share approaches, challenges, and successes to teaching research as a dialogue to which students can be meaningful contributors. Participants are encouraged to bring instruction activities and ideas to the table. The facilitator will also have on hand several classroom activities which stress the conversational nature of research.
|8:30-9:00||Breakfast and Registration|
“Changing Models, Changing Emphases: The Evolution of Information Literacy”
|11:45-12:45||Lunch (Moraine Plaza)|