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Pyramid Method of Teaching Information Literacy

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Mason Yang

on 16 September 2014

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Transcript of Pyramid Method of Teaching Information Literacy

Pyramid Method of Teaching Information Literacy
BIG QUESTION:
Learners do not receive
knowledge passively--they construct their own knowledge!
"If the
new information
is accurate or congruous with preexisting knowledge, learning is facilitated. If the information is incongruous with preexisting knowledge, then one's perception takes precedence and actually interferes with the acquisition of accurate information."

Jonassen, D.H.; Grabowski, B.L. (1993). Handbook of individual differences, learning, & instruction, p.421.
Assessment:
* Currently through LAC workshop using home grown rubric: does not tell us much about how the LI improve student's IL skills.

*In the process of implementation of IL curriculum map for all programs with 100+ student enrollment, the next step is to cover program of 50 to 99 students enrollment, which will reach 50% of all undergraduates.

*Plan:
Compare MU to others via participation in SAILS in order to benchmark then improve the IL assessment statistics.
Brainwashing!
What really happens in one-shot LI sessions?
Real case of one shot instruction sessions
The good, the bad, and the ugly
Pros:
Structured lesson,
Easy to prepare,
Assignment specific
Teaching faculty satisfied
(a long list for sure)
2. What do you remember about the last library instruction session in one of your courses?
What do you want to find out

What kind of resources will be best

Where and how do you look for those resources

Remember to give credit for what you used

Research Preparation:
Let’s review

Understand the difference between primary and secondary sources.
Use Search Planning Worksheet to locate secondary print sources in the ALADIN Catalog.
Locate secondary source articles on a topic in a multidisciplinary database such as ProQuest Research Library or Academic Search Complete using your Search Planning Worksheet

Objective for today’s session:


EN 102
The 1920'
Secondary Sources

(Contact Information)

Secondary
Charlie Chaplin biography
Cover of “East St. Louis Toodle-oo ”
Flapper dress bought at Lord and Taylor
“Singing in the Rain”
Book about Prohibition
Primary
Charlie Chaplin autobiography
“East St. Louis Toodle-oo ” by Duke Ellington
Flapper style dress from trunk in attic
“Jazz Singer”
Legislation For 1919 Prohibition Of Intoxicating Beverages
Primary vs. Secondary Sources: 1920s
Done?
Stop
or
Revise search and try again
Steps for a successful search
List/Cite everything you consult/use
For help with citation questions visit the Learning Resource Center or set up an appointment with a tutor.


Give credit where credit is due
Way to provide access to millions of articles by indexing them by title, author and subject
Many now have full text
Databases are big business and information isn’t free
Many of the best journals and magazines are only available through databases

What is a periodical index/database?

Comparison of the economy of the 20s with the economy of the 2000s.
A book about prohibition and bootleggers


A book about the St. Valentine’s Day Massacre
A book about daily life in the 1920s
Examples of Secondary Sources from the 1920s

Secondary sources interpret, comment on, or analyze an event or period
Indexes
Biographies
Encyclopedias
Books
Journals
Secondary Sources
Ask for help!
By phone: 703-284-1649
(main campus Reference Desk phone)
By email: library@marymount.edu
By our IM screen name: AskMULibrary
(via AOL, Google Talk, Meebo, MSN or Yahoo!)
Reference Assistance
How to facilitate learning now:
modeling
scaffolding
stimulate deep learning through reflection and exploration
Prior knowledge
Learning is sequential
Google
General databases
Discipline
specific
Resources
Discovering
Exploring
Investigating
How to teach with this strategy:
Total class participation
Questions leading discussions
Peer-to-Peer teaching
Class talking points
Few handouts
Move from knowledge telling to knowledge transformation
Pros:
Student engagement
Prior knowledge to help build the confidence
Target gaps/problem areas on skills, knowledge, and search strategy
Transferable skills to other courses
Level the playing field
Works well in differentiated classes because the class enables students of all different levels to progress in their own pace

Cons:
Interactive teaching caused discomfort of high organized students & teaching faculty
Can't cover all topics on traditional LI class outlines
Sometimes prior knowledge is wrong!
Pyramid Pros & Cons
1. "I learned how to use advanced Google search and then transfer that information into Google Scholar and finally the MU database search." (MGT304--Junior)
2."Using Google Scholar and sorting out key words and phrases" (MGT291--Junior)
3. "Google advanced search and Google Scholar" (MGT291--Junior)
4."Finding the right topic search tools for my topic" MGT291-Junior)
5. "Searching databases with more detailed info help" (MGT291--Senior)
Question on LI Evaluation Form: What was the most important piece of information you learned during this class?
Testimony from Last Year's Student Evals:

How do learners acquire knowledge?
1.
Prior Knowledge
-- The whole of a person's knowledge before a certain learning task.
2.
Social Negotiation
--Learning from other students
3.
Self-Regulation
--Goal setting, plan making and monitoring one's learning process.
4.
Meaningful Tasks
-- Instructor provided exercises which mirror future workplace situations.

(See Handbook of Research on Learning and
Instruction pg. 364)
Take Away Message:
"If I had to reduce all educational psychology to just one principle, I would say this:
The most important single factor influencing learning is what the learner already knows.
Ascertain this and teach him accordingly" (Ausubel, 1968, in Educational Pyschology:A Cognitive View).
Marcia Dursi
Mason Yang
Liaison Librarians for School of Business Administration

Marymount University
Arlington, VA

Questions to Everyone
Start with library website
Portal of the database
Catalog
ILL
Academic search complete
JSTOR
3. What do you want the library instruction to do for your students?
1. How satisfied are you with sources your students are using in their paper? 1 - 5
Cons:
One shot without context
Process driven other than concept driven
Little if any transferable knowledge: even graduates come back again and again with each new course because they can't transfer the knowledge to the new course
Missing links to prior knowledge
For ones who already knew, boring, texting, facebooking; for ones who don't know, out of context and huge gap to cross, lost to Google til the day before assignments due
Reflection Time
Traditional LI's =Training and marketing

Low level skill for a specific database or discipline
Best Result:
Students become an skilled/advanced users of one or a few databases, but can't figure out how to use a new database or research tool for different information needs
Reading Time
Piaget and Constructivism Theory:
"
Prior skills and knowledge
transfer
directly
to new learning.
...when prior knowledge exists, acquisition of new information is facilitated" (Jonassen and Grabowski, 1993, p.421)
Fun Time
Important Quote
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