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2010 WAAL presentation
Transcript of 2010 WAAL presentation
WAAL 2010 Introductions Marta L. Magnuson
School of Information Studies
University of Wisconsin – Milwaukee
email@example.com Raina Bloom
School of Information Studies
University of Wisconsin – Milwaukee
firstname.lastname@example.org Question Who would be uncomfortable standing up here? Why? Academic Librarians and Teaching Many new librarians do not go into profession because they like teaching. Historically have limited involvement with curriculum and acceptance in larger academic community. Librarian Education and Teaching 19% of librarians receive training in library school
60% of MLIS programs offer a full-semester course in library instruction – most are not required
Academic librarians are rarely mentioned in education literature Why Teach? Because your patrons need you! The myth of the “Digital Native”
Information Naïveté + Library Anxiety = a dangerous combination
The Digital Divide Because it’s your job! Academic reference positions often list instruction as one of the job duties.
Increased focus on information literacy on college campuses. Teaching Anxiety 85% of respondents reported speech anxiety (Motley, 1988)
Teaching anxiety is more than just anxiety about public speaking. There is also “apprehension concerning interactions with the audience” (Gardner & Leak, 1994) questions from students immediate negative feedback class disruptions student evaluations Symptoms Physical Symptoms Mental/Emotional Symptoms sweating
heart palpitations feelings of unpreparedness
disengaged students Seven Types of Teaching Anxiety Lack of training
Teaching versus Research
Evaluation Teaching Anxiety – You Are Not Alone! 65% of academic librarians experience teaching anxiety Combination of both physical symptoms (60%) and mental/emotional symptoms (65%)
no consistent relationship between length of service, age, and teaching anxiety Concerns 23% student engagement
22% public speaking
19% lack of training The More Things Change… Wey, 1951 pupil control and discipline
deficiencies in equipment
adjusting to teaching assignment
motivating pupil interest Dropkin & Taylor, 1963 discipline
evaluation of teaching
planning Campbell & Williamson, 1974 deficiencies in equipment
planning and presenting lessons Advice The three Ps Plan Practice Patience The unexpected Technological malfunctions
The questions you don’t expect
Student issues Communication!
Read the syllabus
Strive for interactivity Scenario #1 – The One-Shot Example Additional Examples History
MLIS Students Scenario #2 – For-Credit Courses Organization
Individual responsibility Lesson Plans Online Courses Be aware of different learning styles and delivery methods
PowerPoint - notes
PowerPoint with audio or Camtasia
Keep it simple
Make it visually engaging
Give clear directions
Know your students
Let your students know you Create an outline to keep you on track
Make 'em work for it!
Active learning takes the pressure off you. Free videos are your friend! Example from class:
Dewey Decimal Rap Course Guidelines Organization It's up to you!
Plan a big project and have that guide your course
Emphasis on goals for students - not content.
Bloom's Taxonomy http://www.edpsycinteractive.org/topics/cogsys/bloom.html
Create assignments that build on past knowledege Example Web 2.0 Individual Responsibility From Marta's syllabus: Expectations
I believe that we can all learn from each other. In this course you are a participant, not an observer. I encourage you to ask questions and be involved in class discussions. This will create a more interesting and exciting learning environment. I have a few ground rules in order to achieve these goals:
•Being prepared to participate actively. This means that you must complete all assignments on time – I will not accept late assignments unless you discuss it with me ahead of time.
•Taking responsibility for your learning and progress in the course, including seeking help from the instructor as needed.
•Knowing and following UWM’s policies for appropriate academic conduct as outlined in the UWM Student Handbook: http://www4.uwm.edu/osl/students/upload/handbook-09-10.pdf Don't back down!
Don't take it personally! Students need to have responsibility and accountibility Marta's 210 Syllabus (Objectives) Blogs
Edu Blogs: http://edublogs.org/ Wikis
PBWorks: http://pbworks.com/ Screencasts
Jog the Web: http://www.jogtheweb.com/ Social Bookmarking
Delicious: http://www.delicious.com/ Flair
Prezi: http://prezi.com More Resources:
http://www.slideshare.net/markwoolley/web-20-tools-for-your-classroom-right-now http://screenr.com/3vh Screenr Example Jing Example
http://www.screencast.com/users/RainaBloom/folders/Jing/media/e9915a40-9009-4171-bbea-14850312d929 From Raina's syllabus -
You are expected to contribute to an environment conducive to learning and collaboration. This contribution includes but is not limited to:
1.Respecting the opinions of others in your words and actions. I expect that this respect will be extended to me and to your fellow students.
3.Taking responsibility for your own learning by seeking help and asking questions when needed. Conclusions Teaching anxiety is normal
Librarianship is moving towards more in-class teaching Keys to Success Planning Organization Teaching is a
learning experience It’s all an illusion (Wordle of Wikipedia entry for "Question") (Davis, 2007) (Davis, 2007) (Sproles, Johnson, & Fairson, 2008) (Coates & Thoresen, 1976) References and Resources Accardi, M. T., Drabinski, E., & Kumbier, A. (2010). Critical library instruction : Theories and methods. Duluth, MN: Library Juice Press.
Coates, T. J., & Thoresen, C. E. (1976). Teacher Anxiety: A Review with Recommendations. Review of Educational Research, 46(2), 159-184.
Cox, C. N., & Lindsay, E. B. (2008). Information literacy instruction handbook. Chicago, IL: Association of College and Research Libraries.
Davis, K. D. (2007). The Academic Librarian as Instructor: A Study of Teacher Anxiety. College & Undergraduate Libraries, 14(2), 77-101. doi:10.1300/J106v14n0206
Gardner, L. E., & Leak, G. K. (1994). Characteristics and correlates of teaching anxiety among college psychology teachers. Teaching of Psychology, 21(1), 28.
Godwin, P., & Parker, J. (2008). Information literacy meets library 2.0. London: Facet Publ.
Grassian, E. S., & Kaplowitz, J. R. (2009). Information literacy instruction : theory and practice (2nd ed.). New York: Neal-Schuman Publishers.
Johnson, A. M., Sproles, C., & Reynolds, L. (2009). Library instruction and information literacy, 2008. Reference Services Review, 37(4), 463-553.Motley, M. T. (1988). Taking the terror out of talk. Psychology Today, 22(1), 46.
Johnson, A., Jent, S., & Reynolds, L. (2008). Library instruction and information literacy 2007. Reference Services Review, 36(4), 450-514.
Showalter, E. (2003). Teaching literature. Malden, MA: Blackwell Pub.
Sproles, C., Johnson, A. M., & Farison, L. (2008). What the Teachers Are Teaching: How MLIS Programs Are Preparing Academic Librarians for Instructional Roles. Journal of Education for Library & Information Science, 49(3), 195-209.
This presentation: http://prezi.com/zu1mt8psbjdy/2010-waal-presentation/
ACRL Information Literacy Listserv: http://www.ala.org/ala/mgrps/divs/acrl/about/sections/is/ilil.cfm
Journal of Information Literacy: http://ojs.lboro.ac.uk/ojs/index.php/JIL/index
http://information-literacy.blogspot.com/ Amaztype (Davis, 2007) (Showalter, 2003)