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Brewing up Future Leaders: Supporting Applied Learning Initatives on Campus
Transcript of Brewing up Future Leaders: Supporting Applied Learning Initatives on Campus
Supporting Applied Learning Initiatives on Campus
Director of Peabody Education Library/
Director of Liaison & Instruction Services
email@example.com | @librarianliss
LOEX 2015 | Denver, CO
Applied leaning ...
it's not just for academics!
Image courtesy: Public Domain
Image courtesy of: Teaching by DBduo Photography, on Flickr
Image courtesy of Wperrenod via Wikimedia Commons
Brainstorming . . .
COMM 430: Communication Research & Inquiry
MKT 607: Promotion
Ethical use of information
Strategic Planning Initiatives
"an understanding and a disposition that a student build across the curriculum & co-curriculum, from making simple connections among ideas & experiences to synthesizing and transferring learning to new, complex situations within and beyond campus"
"rubric is recommended for use evaluating a collection of work, rather than a single work sample ... evidence of a student's research and information gathering processes ... could provide further demonstration of a student's information proficiency"
Plan of Action
Review characteristics of applied learning
Discuss connections between applied learning & info lit
Explore my experiences in relation to campus strategic planning
Make connections to applied learning initiatives happening on your campuses
We will ...
... now go enjoy Denver!
"Beer flight" image courtesy of Danielle Griscti on Flickr
firstname.lastname@example.org | @librarianliss
Authority Is Constructed and Contextual
Information Has Value
Searching as Strategic Exploration
Define different types of authority, such as subject expertise (e.g., scholarship), societal position (e.g., public office or title), or special experience (e.g., participating in a historic event).
Use research tools and indicators of authority to determine the credibility of sources, understanding the elements that might temper this credibility.
Understand that many disciplines have acknowledged authorities in the sense of well-known scholars and publications that are widely considered “standard”. Even in those situations, some scholars would challenge the authority of those sources.
Recognize that authoritative content may be packaged formally or informally and may include sources of all media types.
Acknowledge they are developing their own authoritative voices in a particular area and recognize the responsibilities this entails, including seeking accuracy and reliability, respecting intellectual property, and participating in communities of practice.
Understand the increasingly social nature of the information ecosystem where authorities actively connect with one another and sources develop over time.
Determine the initial scope of the task required to meet their information needs
Identify interested parties, such as scholars, organizations, governments, and industries, which might produce information about a topic and determine how to access that information
Utilize divergent (e.g., brainstorming) and convergent (e.g., selecting the best source) thinking when searching
Match information needs and search strategies to search tools
Design and refine needs and search strategies, based on search results
Understand how information systems (i.e., collections of recorded information) are organized to access relevant information
Use different searching language types (e.g., controlled vocabulary, keywords, natural language)
Manage searching processes and results
Assessing Student Learning
Nonprofit industry analysis
Guarantee an applied learning or research experience for every student by each academic program.
WSU will be a model for "requiring students to apply their skill sets in practical or real world concepts ...."
" .... everyone at the university [is required to ]engage in or support applied learning."
Text Source: http://webs.wichita.edu/depttools/depttoolsmemberfiles/wsustrategy/Stage2_docs/Strategic_Plan_Final.pdf
applied learning is . . .
What else can be assessed?
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Public Domain Image from Wikimedia Commons
Image source: http://pocketdentistry.com/11-service-learning/
learning extends beyond the classroom
skills build across the curriculum & co-curriculum
experience synthesizing information
What problem are we trying to solve? / johndbritton / CC BY-SA
Image courtesy of Supershe33 on Wikimedia Commons
Skills for success
Give credit to the original ideas of others through proper attribution and citation
Understand that intellectual property is a legal and social construct that varies by culture
Articulate the purpose and distinguishing characteristics of copyright, fair use, open access, and the public domain
Understand how and why some individuals or groups of individuals may be underrepresented or systematically marginalized within the systems that produce and disseminate information
Recognize issues of access or lack of access to information sources
Decide where and how their information is published
Understand how the commodification of their personal information and online interactions affects the information they receive and the information they produce or disseminate online
Make informed choices regarding their online actions in full awareness of issues related to privacy and the commodification of personal information
Image courtesy of Gerald R. Ford School of Public Policy, University of Michigan on Flickr
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