alao instruction interest group workshop, part 2

Michelle Millet’s presentation was our morning exercise. In the afternoon we had presentations on one-shot instruction and I’ll highlight two.

Vera Lux presented on multiple literacies in library instruction. She mentioned visual, digital, media, data, and meta literacies and mentioned that they began with a need to address subject-specific (discipline) literacies. All of these literacies, including the new standards from ACRL, include elements about finding, interpreting, evaluating, using, and creating.

Vera then detailed two instruction activities. In one, she gives students popular articles of studies on science research. The students use the popular article to find the original study discussed in the popular article. They then do a visual analysis of both articles – just on visual facts, get the gist of the article (popular versus original scholarly). Students also find what the popular article is saying about the science research and then find the discussion component of the scholarly article to compare the two articles Did the popular article do justice to the original study? I think this could work well for the CRAP test (currency, reliability, authority, and purpose) and teaches them to maximize their research time.

In her second example of multiple literacy instruction, Vera tells students “You used this photograph of a track & field athlete crossing the finish line in a web project. You just learned that it would be unethical and likely even illegal to use the image without permission if it is copyrighted. You don’t remember how you found the image and the project is due tomorrow.”

Students then find the image (need to determine keywords from image) and trace it back to original source to see if they can use it. If it’s copyrighted, they need to find a suitable replacement that is ok to use (i.e.: athletes crossing finish line – winning, victory, successful – find one with similar idea but no sports). This makes students think about ethics and copyright as well as use images meaningfully.

Melissa Bauer talked about using problem-based learning (PBL) in the one shot session. Problem-based learning is a constructivist approach. This means that knowledge isn’t something that can be given. Rather, students need to actively discover knowledge and reflect on it, constructing knowledge from one’s own experiences. It is student centered and inquiry based; the problem drives the learning/solution.

Melissa sets up a problem based on student learning outcomes for the class, either from real world current events or course content. This way it is relevant to the student. In developing the problem, Melissa must make it authentic, collaborative (comprehensive – takes time to answer; controversial problem makes them choose sides), and reflective (resources support solution).

She has students work in small groups with a limited amount of time to accomplish solution. She breaks up the typical one-shot 50 minutes:

5 minutes – review and analyze

10 minutes – librarian instruction

25 minutes – find & evaluate

10 minutes – class debriefing

The librarian’s role in problem-based learning is as facilitator, guiding students through the learning process, asking probing questions, limiting direct instruction, and coaching students.

PBL makes the connection between search terms, resources, and quality of information because students are finding and applying information in a short amount of time.