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Teaching the Art of the Academic Dialogue

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Kate Langan

on 8 September 2014

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Transcript of Teaching the Art of the Academic Dialogue

Teaching the art of the academic dialogue:
A discussion on threshold concepts

Kate
agnotology
4 EVR
's
Threshold Concepts
Transformational
Unforgettable
Irreversible
Liminal
Troublesome
Integrative
Bounded - Discipline specific
Reference, Humanities, and Information Literacy Librarian?
Or, "restored" Spanish fresco?
+
=
Aristotle
384–322 BCE
Socrates
470/469 BC – 399 BC
Plato
428/427 or 424/423 BC
- 348/347 BC
M. Bakhtin
1895- 1975

ACRL IS 2014 Midwinter
WMU is a mid-sized, mid-western, doctoral granting public university with an FTE of approximately 21,000 undergraduates.
I think, research and write
here.
Teaching and learning is supposed to happen here.
English 1050

120 sections of Engl.1050 offered each academic year 22 students per section.

Approximately 2300 freshmen enrolled in 2012-2013 academic year.

Represents nearly 55% of the entire freshmen class (4200 freshmen enrolled in Fall 2012).

The potential to integrate IL into the curriculum and effectively reach many students is evident. This assessment could be repeated for other colleges.

Data gathering
5 semesters,
anonymous, multiple-choice questions.
193 sections offered
66 sections opted for library for research instruction,
16 of which participated in the study.
237 valid responses
214 (90%) were traditional first year freshmen,
11 questions demographic / self-reported student experience in high school
In High school:

18% never wrote a research paper .
Extremes: 37% vs. 100%

30% had not used their high school library or media center

"The only true wisdom is in knowing you know nothing." Socrates
http://prezi.com/pdz8jrsgrpdi/english-1050-lesson-plan-wexplanation-for-librarians/
What is “learning"?

Does learning imply acquiring knowledge?

Is the acquisition of knowledge a stagnant, finite event?

Are there tangible artifacts that are testaments to the act of learning or acquiring knowledge?

If so, how do we measure it?
What do you know about your students and their knowing?

How do you think they view their world?

What is your bias as a teacher in translating their views?
X
“ Threshold concepts are akin to a portal opening up a new and previously inaccessible way of thinking about something. It represents a transformed way of understanding or interpreting, or viewing something without which the learner cannot progress.” Meyer and Land, 2003.
Poll:
What do you identify as a threshold concept? Here is an example: Helen Keller: water / sound. She finally understood language. It made sense. Pulling from any discipline, what else?
“They do not offer consistent guidance for instructors on teaching priorities. Threshold concepts are, by nature, prioritized content because they are the foundational concepts.” p. 393.
Data possibly biased, based on observations, assumptions.

Threshold concepts identified are good but still seem to be performance-based.

WHY AM I HERE?
How did you get here?
Poll:

What is your bias? Age, gender, socio-economic standing, education experience, race? What do you bring into the classroom that skews your perception of your students and what they know?
Poll:

What would you like to know about your student base? For example, I asked "Which classes required a paper?" and "What was the average length of a paper?"


Survey questions and lesson plan:
Concept Mapping
Bibliography
http://libguides.wmich.edu/profile/katelangan
Shameless self-promotion
http://works.bepress.com/kathleen_langan/
Breakout Sessions

Session 1:
http://tinyurl.com/m9hksjy
Liz Bernal

Session 2:
http://tinyurl.com/kmrg7cc
Bridget Schumacher

Session 3:
http://tinyurl.com/ny8rgsd
Krystal Lewis
http://www.nytimes.com/2012/08/24/world/europe/botched-restoration-of-ecce-homo-fresco-shocks-spain.html?_r=0
Session 4:
http://tinyurl.com/lzt7xre
Veronica Arellano

Session 5:
http://tinyurl.com/m4foxwj
Jennifer Knievel

William G. Perry
The thinkers who thought about thinking , voice, and truth who led towards an understanding of the art of the academic dialogue.

kathleen.langan@wmich.edu

http://prezi.com/ynod9qczywmt/concept-mapping-in-the-higher-ed-classroom/
Look for me at LOEX in Grand Rapids, May 8-10. "A Tableau Vivant of IL Classrooms: The Multimodal/MultiSensory Experience for the Teaching and Learning of Threshold Concepts"
Lev Vygotsky
1896-1934
Students have a voice. They are choosing truths or creating truths. There is a certain responsibility in participating in the academic dialogue. Dialogue whether internal or external. As teachers, we need to provide a safe environment free of bias where students can explore truths, try out their voice, and be supportive/redirect them when/if they fail.
Threshold concepts:

Getting Unstuck
Finding a voice
Be faithful to /honor your truth
Lesson Plan

Concept Mapping
Dear diary / (journaling)
Googlewhacking
Knowing what you want to know

Risk involved in finding voice
3:50 was the benchmark.
1913-1998
Jacques Derrida
1930-2004
Major arguments

Thresh Concepts for IL are Interdisciplinary in nature.
ACRL does not prioritize standards

Townsend, L., Brunetti, K., & Hofer (2011)
Which team are you on?

Phenomenology: the study of experience
vs.
Ontology: the study of what is
What do you want to know? Understanding your questions.
Concept Mapping
Social Learning Theory Connectivism, Active learning, etc...
Dear Diary,
Write a letter to the professor. What do you want to talk about? Where do you want to lead them?
Googlewhacking
Did I fail?
Do you see how mad I am?
What about play and risk?
Play celebrates process, and isn't bound by success or failure.
Outline for today
Presentation
http://prezi.com/user/katelangan/

Breakout Sessions
Googledrive

Reconvene/Conclusion

Initial reactions
Stop. No talking
You look pretty.
I'm bored.
Why are you doing this?
You sound like an automaton.
Kate Langan, Assistant Professor, Western Michigan University
kathleen.langan@wmich.edu
Full transcript