Tips and Techniques for Library Instruction Teaching Fundamentals This section covers some basic concepts and theories behind good teaching practice. By developing your own teaching philosophy and style, and by understanding various learning styles, you will build a solid foundation for effective teaching. Teaching in LibrariesTeaching PhilosophyTeaching StylesTeaching to All Types of LearnersFurther Reading and Resources Class Planning Planning out your session gives you the opportunity to: collaborate with a faculty member on shared goals identify learning outcomes so that you can focus your session build in assessment, if desired develop a personal portfolio so that you can keep track of and improve your teaching Collaborating with FacultyCreating a Lesson Plan and Determining Learning Outcomes Organization and TimingFurther Reading and Resources Teaching Tools & Technologies A combination of different teaching tools can supplement your instruction and make the session more meaningful for your students. Active Learning
How to choose your news - Damon Brown (Jaime) How the media landscape has changed Media visionary Clay Shirky gave a TED Talk on how the media landscape has changed. “The moment we’re living through, the moment our historical generation is living through, is the largest increase in expressive capability in human history.” In other words, the amount of information we are capable of capturing is unprecedented. As a result, we need new techniques to filter through the information and need to work much harder than previous generation to better understand our world. Watch Clay Shirky’s fascinating media discussion on TED-Ed. Understanding social media The TED Book “Our Virtual Shadow: Why We Are Obsessed with Documenting Our Lives Online” discusses the challenges of social media turning every day folks into journalists. You can read an excerpt of Our Virtual Shadow on the TED blog. Journalism can be much more than reporting.
Instruction | CARLI ACT UP: Evaluating Sources and Pushing Against Privilege Dawn Stahura from Salem State University Presented on April 7, 2020 Inclusive Information Literacy, #InclusiveInfoLit: Resources from the Twitter Chats A bibliography suggested by #InclusiveInfoLIt attendees. A Work in Process: Cultivating Inclusive Classrooms Robin Harris, Michelle Oh, and Alyssa Vincent from Northeastern Illinois University Presented on March 12, 2019 Descriptive outline, presenter's slides, and reading lists Intrusive Librarianship Annette Alvarado, Loyola University Chicago Presented on February 13, 2019 Descriptive outline Train the Trainer: Ideas & Tips to Help Faculty Teach Information Literacy Marielle McNeal, North Park University Presented on March 19, 2018 Descriptive outline Leading Online Sessions: Tips for Engaging Webinars Stephanie Richter & Cameron Wills, Northern Illinois University (click for presenter bios) Presented on December 6, 2017 Descriptive outline Curriculum Mapping Faculty Collaboration (Webinar)
How to do a literature review: Citation tracing, etc. (Christina) There is a number of academics (and coaches and consultants) who have both a strong presence online and do a marvellous job of writing excellent blog posts as guidance for undergraduate, graduate students and early career professors. Two of my favourite who write specifically about literature reviews are How To Do a Literature Review (written by Aurelie) and Literature Review HeadQuarters (written by Ben – see this helpful post of his on when to say “I already have enough literature, thankyouverymuch“). I would refer you to their websites so that you can learn a lot more about how to do literature reviews. Recently, I was asked to write about how I do literature reviews. In my case, there are a number of things I could share about how to write a literature review, but I want to focus on 3 major themes that I think are important to the way in which I write my own literature reviews: citation tracing, concept saturation and mind-mapping of results.
S.O.S. for Information Literacy Teach Information Literacy & Critical Thinking! (Susan) Are you spending a lot of time helping your students do information research? Do they know the differences between scholarly and popular materials? Are they... using the web indiscriminately for research papers? These are symptoms of "information illiteracy." Save time and get better research papers by helping your students improve their information literacy skills. NOTE: See "Exercises & Handouts" in this site for an outline of a UCLA Graduate Teaching Assistant workshop on teaching information researching and critical thinking skills to undergraduates, as well as a copy of the PowerPoint slide show. Questions, corrections, or suggestions for additions to this site? ATTRIBUTION This site was originally created in 2009 by Esther Grassian as a LibGuide when she was Information Literacy Librarian in the UCLA College Library.
Rubrics - RAILS Rubrics are powerful tools for assessment. The RAILS project is intended to help librarians create and use rubrics for information literacy assessment. To this end, RAILS serves as clearinghouse for information literacy rubrics. Existing RAILS rubrics are grouped by topic and/or by creator and accessible using the navigation links on the right. Any of these rubrics can be modified and saved by librarians; librarians can also upload new rubrics. These rubrics have been submitted by volunteers and are not perfect. Questions?
Esther Grassian (Susan) Esther Grassian received an MLS in 1969 from the UCLA Graduate School of Library and Information Science (in later years joined with the UCLA Graduate School of Education and renamed the UCLA Information Studies Department). She retired from the UCLA College Library in June 2011 after 41 years serving in a variety of reference, instruction and management positions, including Reference/Instruction Librarian, Electronic Services Coordinator, Instruction Coordinator, Interim Head of College Library, and Information Literacy Librarian. She was awarded Librarian of the Year in 1995 by the Librarians Association of the University of California, Los Angeles Division, and in 1998, was granted Distinguished Librarian status by the UCLA Library. As of February 2015, she is a part-time Adjunct Librarian at Pierce College, one of the nince Los Angeles Community Colleges. She and Joan R. Ms. June 2012, Ms.
Information Literacy in the Disciplines Guide | Instruction Section Website Instruction Section Website The Instruction Section is part of ACRL, a division of ALA. Skip to content Information Literacy in the Disciplines Guide This site contains links and citations to information literacy standards and curricula developed by accrediting agencies, professional associations, and institutions of higher education. Arts & Humanities Cultural Studies Professional Studies Science & Engineering Social Sciences Other Standards & Resources Note: The discipline titles above are based on the National Center for Education Statistics’ Classification of Instructional Programs (2000 Edition). ©2015 American Library Association 50 E Huron St., Chicago IL 60611 1.800.545.2433Copyright StatementPrivacy Policy Instruction Section Website Proudly powered by WordPress.
Searching Online (Jenna) Searching online can be both beneficial and frustrating. You may find vast amounts of information, or you may not find the kinds of information you're looking for. Searching online will provide you with a wealth of information, but not all of it will be useful or of the highest quality. The internet is a superb resource, but it doesn't contain all the information that you can find at a library or through library online resources. The Internet is a complex and ever-evolving place. Finally, search engines don't always search the entire page; many search engines will only index the first 100 to 500k of each page. Additionally, not all of the information located on the Internet can be found via search engines. With this in mind, knowing a few search strategies and hints can make the search more profitable.
*CORA: Community of Online Research Assignments | an open access resource for faculty and librarians Writing Commons CORA (Nikita) Writing Commons is an open education resource that helps students improve their writing, critical thinking, and information literacy. Founded in 2008 by Joseph M. Moxley, Writing Commons is a viable alternative to expensive writing textbooks. Faculty may assign Writing Commons for their composition, business, STEM/Technical Writing, and creative writing courses. Writing Commons houses seven main sections: Information Literacy | Research Methods & Methodologies | Writing Processes | Collaboration | Genres | New Media | Style