Library Gazette

Learning Outcomes for LIB100/200

Wednesday, July 6, 2011 2:04 pm

The University is working on determining learning outcomes for academic departments, and since we offer classes, we also need to come up with relevant ones. This is going to be an ongoing project. This year we just reported on the goals for LIB100:

  1. Learn how to determine the nature and extent of information needed for identifying a research topic.
  2. Become familiar with the strengths and limitations of different types of information resources in order to access resources effectively.
  3. Learn strategies for the critical evaluation of information in order to evaluate the reliability of a resource and determine the biases that are inherent in a resource.
  4. Learn how to structure and implement research strategies in order to plan and execute an effective search.
  5. Acquire in-depth knowledge of library services and resources in order to be lifelong learners.
  6. Develop awareness of the legal, economic, political and social aspects of information resources in order to use information ethically.

And now we embark on the process of determining Learning Outcomes for our program. Luckily, this is a process that can help energize those of us who teach LIB100 and can help us determine what our students really come away with.

Learning Outcomes are statements that specifically identify something measurable about what you want your students to learn. You can then create classroom activities to help students learn these things, and you can measure their learning with assessments.

Yesterday many LIB100 faculty got together to talk through how to create LIB100/200 learning outcomes with the most boring powerpoint presentation I’ve ever created (but appropriately so, since this wasn’t a talk meant to inspire, but rather meant to walk us through a complex process):

Creating Learning Outcomes

LIB100 faculty will plan learning outcomes for their specific classes over the summer, we’ll get together to share notes next month and see if we have any overlap and common areas, and we’ll report back at the end of the semester to see how they worked, if the assessments showed learning, and plan for the next semester.

It’s really quite lovely to implement learning outcomes at this point in the growth of our LIB100 program. People have taught long enough to have an idea of what they can cover and what makes the most impact for students. We can use this experience and information to craft clear learning outcomes that allow us to prove the effectiveness of our teaching and inform our daily interactions with students. I, for one, can’t wait to see the results.

Teaching Teaching

Wednesday, October 14, 2009 2:50 pm

I figure since we’re about halfway through Teaching Teaching, it might be time for a Gaz update! This semester we’ve taken a different approach. Instead of Roz or me organizing the topics, lectures for each class, and activities, we’re acting as a community of learners. As a group we came up with topics that we wanted to address on the first day of the “class.” Each week several people share on the week’s topic based on their experiences and we have related group discussions based on what we hear.

So far we’ve heard about:

(Attendees will be glad to see I’ve finally updated the blog!)

The topic for next Tuesday is “writing objective quiz questions and creating assignments.” So far I’m the only one who has volunteered. Does anyone else have anything they’d like to share on this day? There’s a lot of interest in creating quick and easy to grade assignments, and this is the period set aside to discuss that topic!

Since this semester has been a little bit crazy and folks haven’t always remembered the sessions they wanted to attend, I’ve added each session to the PDC. You can sign up for each “teaching strategy workshop” on our Staff Development page. This way you’ll get a reminder for the session in advance. Of course, if there’s something you’re interested in and you don’t sign up, don’t worry about it! Come on along anyway!

See you next Tuesday at 9am!

Teaching Teaching Wrap-Up

Friday, May 15, 2009 1:50 pm

Today was the final day of the teaching teaching spring class. We’ve been at it since January, and we’ve held 14 sessions. We’ve had 14 hours (less the minutes early I left for committee meetings) to devote some serious time to coming together as a group to talk about our teaching and hopefully learn a few tricks. I started today talking about the design for the course. Roz clearly played a large role, and everyone who participated helped shape the course either through conversations outside of the class or by their participation.

And while we’re talking about participants, we had a large percentage of the library staff attend at one point or another, and most people attended several (or all!). The “teaching teaching” participants were Roz Tedford, Bobbie Collins, Lauren Corbett, Carol Cramer, Ellen Daugman, Craig Fansler, Joy Gambill, Kevin Gilbertson, Derrik Hiatt, Kate Irwin-Smiler (from PCL), Julie James (from Carpenter), Sarah Jeong, Vicki Johnson, Steve Kelley, Mary Beth Lock, Leslie McCall, Carolyn McCallum, Kaeley McMahan, Erik Mitchell, Elizabeth Novicki, Mary Scanlon, Susan Smith, and Giz Womack.

We covered a lot of ground, too! We talked about what Instructional Design is, and the different models of ID that are practiced. We talked about taxonomies of teaching, educational psychology, multiple intelligences/learning styles, teaching styles, learning theory, problem based learning, active learning, classroom management, assessment, and the scholarship of teaching and learning. We’re planning a few summer workshops to bridge a few gaps, and we’re planning a fall program of facilitated practical talks on specific techniques. Keep an eye on your email to see when the next teaching classes will be!

I’ve really enjoyed this project, and it’s been a great semester. As I told the group this morning, having an enthusiastic group of participants made it much more fun (and made all of the planning much less burdensome and far more enjoyable). Clearly, this is an example of the culture of ZSR/WFU. The participants were focused on our mission: honing their teaching skills in order to better position themselves to help our students succeed. I can’t wait to see how this course shapes our instruction in the coming semesters. Thanks to everyone who participated! I really appreciate your enthusiasm and engagement!

If you’re interested in seeing what we were up to, you can see the course blog.

Day 13: SoTL

Friday, May 8, 2009 2:12 pm

Today’s session was on the scholarship of teaching and learning. I really wanted to make sure to include it because this is something we’re all capable of doing right now and is nice to address after covering most of the content. I’m also saving the last class for wrap up and synthesis.

So, here are the slides:

If you have any questions, a lot of us have published and presented in this area. Feel free to ask for advice or collaboration!!

Day 11: Classroom Management Q & A

Friday, April 17, 2009 4:10 pm

Today’s class focused on the practical, down and dirty, aspects of classroom management. Since I knew this was a topic of interest for several people, and that we had already covered IGI and Conversation Theory a bit in another session, I decided to focus our attention on the classroom aspects of teaching. If anyone’s particularly interested in that, though, I’m happy to chat. :)

A reminder: Roz and I are meeting next week to discuss this project and next steps. If anyone has feedback, questions, ideas for future teaching initiatives, please let one of us know!!

I also mentioned Central Michigan’s FaCIT Take 5 For Teaching website. It’s a great resource for practical tips if you have a spare five minutes and an area you’re interested in learning more about.

Okay! The things we discussed:

First Day

  • Student Tours
  • Discussion of how students currently use the library (perhaps followed with student led tour)
  • Students fill out card about what they want to get from the class (to be used in refining the syllabus)
  • Showing the library website and how to do useful things (place a hold, reserve a study room, etc)
  • Clickers to get demographic information and introduce the tool
  • Learning style inventory

Getting Students To Talk

  • Room and layout makes a difference. Giz volunteered to help rearrange for a few hours this summer to see if there are any good solutions. I’m in. Anyone else?
  • Worksheets and in class assignments in lieu of discussion
  • Pair work

Group Word

  • No one currently lets students choose if they want to work alone or in a group
  • Students might resist group work, but it’s good for them (they’ll have to do it for the rest of their life)
  • Service learning as a way to do group work with one large class group

Getting Comfortable with Speaking

  • Practice with an audience
  • The shift between the reference librarian’s role as a helper/expert to a teacher’s role as the one in charge is a hard one
  • Praise in public, chastise in private
  • Set ground rules

Multitasking Students

  • Ignore it
  • Ask how what they’re doing is applicable (if blatant)
  • Teach from in front of the multitasking student, wherever they’re sitting

Attendance and Tardiness

  • Quiz grades: that they count towards attendance, that they start when the class starts so their grades reflect tardiness
  • Tick off each comment as class participation
  • In class graded exercises
  • Shut door when class starts
  • Stop and comment when people come in late

Learning Names

  • Name table tent by each student
  • Assigned seats

Establishing Class Rules

  • As a class
  • List that is modified each semester based on previous experiences

So, those are the comments I managed to record during our discussion. If I missed something or you think of something else, please add it! If you have any other Q&A, please leave them here!!

Teaching Teaching (or maybe it should have been Teaching Strategies… )

Friday, March 20, 2009 4:25 pm

It occured to me that with the passing of spring break we’ve crossed the halfway point with our Teaching Teaching class! For those who are interested in what we’ve been doing, you can read up on it with our blog. If you’re interested in coming, feel free to drop in any Friday at 9:00 in 476. You can attend as many or as few as you’d like, and we try to make it relevant to everyone, even if they’ve missed prior classes.

Here’s some of what we’ve covered:

Let Roz or me know if you have any questions!

Day 8: Case Study Ideas

Friday, March 20, 2009 3:36 pm

So we’ve done a lot lately! On day 6, Roz talked about teaching styles. Day 7 was a swap and share. Last week was spring break, which brings us to Day 8!

I’m about to post all the standard class posts, but wanted to give space for sharing the case study ideas you might have come up with when reading through the exercise and talking in pairs. So, if you had an idea… this is where to put it!


Teaching and Learning Fair

Thursday, February 26, 2009 3:38 pm

Yesterday the Teaching and Learning Center hosted it’s annual Teaching and Learning Fair. The library had a booth, and as the library liaison, I chatted with attendees about some of the interesting and innovative ways that library staff teach their classes. Here are the slides that I used on the poster:

Many visitors were really interested in using blogs, wikis, google docs, or podcasting in their classes. In those cases, I made sure they had the information they needed in case they want to use the library hosted blogs/wikis/podcasts in their own classes.

The fair was a great opportunity to share what we’re doing, and talk up some of the tools and services we offer. Hopefully, we’ll see an increase in interest in some of these tools as a result of the fair. And if your faculty want to incorporate blogs, wikis, or podcasts, please let them know that we’re here to help!

TLC Educational Technology Discussion Group

Tuesday, February 17, 2009 11:24 pm

This year I have been able to do a little more work with the Teaching and Learning Center as their library liaison. This has been fun for me, and a good chance to look for opportunities where the library and the TLC can work together on projects that help both organizations with our missions.

Today kicked off one of these projects, and one I’ve been looking forward to for a few semesters.

Every month, on the third Tuesday at 11:00 am, we’re holding an informal Educational Technology Discussion Group. This morning the TLC provided coffee, cookies, and chairs, and a group of 16 got together to discuss the use of educational technology. About half the group were teaching faculty, and the other half were ITGs.

This morning’s conversations focused on the uses of blogs and wikis to enhance out-of-class learning, multimedia projects, clickers, Sakai, and a number of other less widely-used tools. I was thrilled to hear that so many library hosted blogs and wikis have been positive experiences for the faculty in attendance, and glad to know that our willingness to go into classrooms to teach the nuts and bolts of these tools, along with multimedia and podcasting projects, has meant that faculty are more at ease using these tools in their classes.

We also talked about issues that I think of as intimately related to information literacy. The discussion touched on privacy issues, publishing in a Web 2.0 world, finding and creating information on the Internet, and information life skills (such as how to find information to teach oneself how to use a new technology). I tried to pipe up as much as was reasonable on these issues, because as far as I’m concerned, they’re all information literacy related.

Towards the end of the session we discussed how to get more faculty involved in doing these types of projects and joining the group. Two refrains I heard were to (1) help faculty realize that it really is easy to integrate these tools (2) help faculty realize that, if structured correctly, the use of some of these tools will actually save time in teaching/grading the course. These, to me, come down to instructional design issues, so now I’m mulling over how to make this case more effectively, and to a larger audience at the University.

I would love to see more library teachers there next time. I know we’re doing some amazing things with educational technologies in a number of our classes, and this would be a great venue to share ideas, get new ones, and let people know how the library can support this type of work. If you’re interested, here is the next meeting information:

Date: Tuesday, March 17, 2009
Time: 11:00 A.M.
Location: Teaching and Learning Center, Room 330, ZSR Library

Day 3: ID in Practice

Friday, February 6, 2009 3:15 pm

The meta from today:

  • I wanted to do one variation on the group work from last time to show how the same type of activities can be changed to keep it interesting enough that students have to follow directions and pay attention to what is going on in the room. You can also modify any exercise in a number of ways, so this was one example. The first one focused on the abstract and the group work was a way to draw similarities across topics. The second group activity focused on each group learning about one model and understanding it enough to teach others. It was much less about trends.
  • The reason that there was a focus on how each taxonomy could inform your teaching is because they were all fairly abstract. This was to help the learners who need concrete examples and reasons why.
  • I’m not sure that I’ll do this or not since we tend to be in paper saving mode, but with students I might print out the collaborative handout and pass it out at the beginning of the next class as a quick refresher before moving on.
  • We’ll do something different in the next class. I don’t want anyone to get too settled in. :)

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