Manual Memory, Reading Handouts Click the above link to view Word documents for all the handouts and the Instructor Manual for this chapter. Memory Pre and Post Test To introduce the topic of memory techniques, use the Memory Test handout to do a Memory Pre and Post Test to involve students actively in the topic. UNIV1100: First Year Seminar The First Year Seminar is offered as a one- or two-credit hour elective course that provides opportunities for first-year students to explore issues related to a specific theme (depending upon the section taken) through discussion, activities, reading, writing, teamwork, and community service – all of which will be centered on the theme of the specific section. Special emphasis will be placed on the importance of relating the class theme to the first-year college experience and the skills necessary for college success. Learning Outcomes:
Surviving your group project Now that you have created your project task list, it’s time to decide how you’ll get all of the work done. You’ll need to determine in what order the tasks need to be done, when the tasks need to be completed, and who is responsible for each task. You can use backward planning to guide these decisions. Begin with the day the assignment is due. Work backwards to determine the order of the tasks, as well as the deadline and the person responsible for each one. Providing due dates for tasks will keep everyone on track. About The Framework for Information Literacy for Higher Education Higher education is changing dramatically and libraries are changing along with it. We face the common challenge of how to help students develop both a conceptual understanding of the universe of information and a practical understanding of how to locate, manage, use and create information, in the face of diminishing resources, demands for demonstrating student success, and an increasingly complex information landscape Teaching can be a solitary undertaking, and so can learning, but new approaches to teaching and learning show clearly that collaboration – within and across disciplines – can lead to uncovering enduring understandings that lead to deep learning and the emergence of students as creators of information, not just consumers. To complete this learning circle, faculty can look to librarians as partners in the academic mission. A content…
Cellphones in school: a teaching tool or distraction? After 20 years of teaching, Miriam Morgenstern is calling it quits this month. The Lowell High School history and ESL teacher is starting an educational nonprofit, although that’s not the only reason she’s leaving the classroom. Another is her frustration with students and their cellphones. The texting, tweeting, and Snapchatting during class time are “an incredible distraction, and makes it much more difficult to teach,” she said. LIB200: Research Methods & Historical Topics – Instruction & Learning Interested in learning more about research methods in your major? Getting ready to work on an honors thesis? Thinking about going on to graduate school after you leave Wake Forest? ZSR’s advanced research courses could work for you!
How Concerned Should We Be about Cell Phones in Class? As faculty, it seems we are very concerned about cell phones in the classroom. Articles about the problem are popping up everywhere in the pedagogical literature, and they often are the “most-read” and “most-commented” articles listed on various websites. Is student use of electronic devices that pressing of a pedagogical problem? I’ve been wondering if our focus on it isn’t becoming excessive. No question, it’s a vexing problem.
Intersections of Scholarly Communication and Information Literacy Welcome to the interactive online home of Intersections of Scholarly Communication and Information Literacy: Creating Strategic Collaborations for a Changing Academic Environment, a white paper published by the Association of College & Research Libraries. Written by a working group of leaders from many parts of the association, this white paper explores and articulates three intersections between scholarly communication and information literacy. The paper also provides strategies for librarians from different backgrounds to initiate collaborations within their own campus environments between information literacy and scholarly communication. Use the chapter numbers at the top of this page, or the drop-down Chapters menu, to navigate the white paper.