Using Best Practices of Teaching and Learning to Make Your Meetings More Inclusive and Productive

As instructors of information literacy, our goal is to equip learners with the skills needed to critically evaluate, use, and create information effectively and ethically. Listening and speaking skills are vital, as the information proficient learner listens to information, asks questions, and synthesizes the information with which they interact. As instructors, we model these skills and behaviors within and outside of classrooms and libraries. We teach learners how to read information, model metacognitive skills, and support learners with how to effectively articulate their findings and new knowledge. We recognize that our pedagogy extends beyond the traditional classroom, which can include other learning spaces, such as meeting spaces. Taking a broader understanding of “learners” can include traditional students as well as our colleagues and teaching moments can abound within these interactions. As teachers, we must model and set learners up for success in classrooms and meeting spaces and ensure they are inclusive and productive. This involves best practices of teaching and instructional design: understanding learner characteristics, creating effective learning outcomes, designing assessment to measure learning, creating effective instructional materials, and using feedback and reflection to improve our teaching. In this workshop, learn how to apply best practices of teaching and learning to your meetings in order to make them more productive and inclusive. Participants will have time to plan an upcoming meeting or revise a past meeting in this workshop

Using Best Practices of Teaching and Learning to Make Your Meetings More Inclusive and Productive

As instructors of information literacy, our goal is to equip learners with the skills needed to critically evaluate, use, and create information effectively and ethically. Listening and speaking skills are vital, as the information proficient learner listens to information, asks questions, and synthesizes the information with which they interact. As instructors, we model these skills and behaviors within and outside of classrooms and libraries. We teach learners how to read information, model metacognitive skills, and support learners with how to effectively articulate their findings and new knowledge. We recognize that our pedagogy extends beyond the traditional classroom, which can include other learning spaces, such as meeting spaces. Taking a broader understanding of “learners” can include traditional students as well as our colleagues and teaching moments can abound within these interactions. As teachers, we must model and set learners up for success in classrooms and meeting spaces and ensure they are inclusive and productive. This involves best practices of teaching and instructional design: understanding learner characteristics, creating effective learning outcomes, designing assessment to measure learning, creating effective instructional materials, and using feedback and reflection to improve our teaching. In this workshop, learn how to apply best practices of teaching and learning to your meetings in order to make them more productive and inclusive. Participants will have time to plan an upcoming meeting or revise a past meeting in this workshop

The Effects of Using an Information Literacy Model on the Information Seeking Behavior of Sixth-Grade Students

This action research study describes how teaching an information literacy model affects the information behavior of sixth-grade students. The theoretical framework that supported this study was Carol Kuhlthau’s Information Search Process or ISP (1989). This study used a sequential mixed-methods design to examine the following questions: “How will teaching the Simple Four information literacy model (Alewine, 2006) to sixth-grade students affect their information seeking behavior?” The study also explored the effects the model had on students’ affective behavior through the second research question: “How will teaching the Simple Four information literacy model (Alewine, 2006) to sixth-grade students affect their confidence and anxiety levels when seeking information?” The participants of this study included one sixth-grade social studies class, comprised of 26 students. Data collection instruments included pre- and post-questionnaires, interviews, and participant observations. Results of this study indicated that there was a statistically significant increase in the self-efficacy and confidence levels of students after using the Simple Four model (Alewine, 2006). There was not a statistically significant decrease in the anxiety levels of students after using the model. Students found the model beneficial during their research tasks with the organization of their information, help in understanding and remembering sources, a reduction in negative feelings, metacognition, and the revision of their work

Using Open Educational Resources to Empower Student Creators

As students are asked to complete multimodal assignments in their higher education courses, librarians can guide students to the use of open educational resources (OER), as many librarians are already teaching students about copyright and how to respect intellectual property rights. Two instructional librarians designed a one-shot lesson for first-year composition students around the use of open resources, where the goal of instruction was for students to be empowered with their creative rights and to use the open resources available to them as creators

Guiding Students Through Choppy Creative Waters: Collaborative Pedagogy to Empower Ethical Creators

With the rise of ‘multimodality’, students are increasingly creating digital projects that require an understanding of copyright that includes Creative Commons, to both search for and appropriately remix the original work of others. In this session, learn how two librarians collaboratively developed their student-centered pedagogy to apply active-learning strategies in the classroom for these special creative copyright sessions. In their approach, the librarians engaged the student-as-producer to make creative copyright more accessible and applicable to their projects. These instructional interventions build on the traditional lecture-style session on Copyright Law to support non-traditional projects