Diverse Online Teaching Strategies for our Diverse Students

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Diverse Online Teaching Strategies for our
Diverse Students

• Lori Mestre
• University of Illinois at Urbana-Champaign

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Providing Services For All
Assessing the Community
Marketing and Outreach
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Services For All

• Definitions of Diversity/Multiculturalism
• Who are We?
• What do we know about our users?

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http//www.ala.org/ala/diversity/diversityonline/d
iversityonline.htm
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http//www.librarydiversity.info/
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One Size Does Not Fit All

• Learning Styles In person and online
• How Do You Learn Best?

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• Based on Kolbs Experiential Learning Theory
• Accommodating intuition, people
• Assimilating logic, theory
• Converging practice, technology
• Diverging imaginative, group work

Which would you expect to be reflective/collaborat
ive ?

• Reflective
• Assimilating
• Diverging

• Collaborative
• Accommodating
• Diverging

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• Processor/Reflector

Processor/Doer

• Doer/Theoretical

• Reflective/Theoretical

Kolb, D.A. (1984). Experiential Learning
experience as the source of learning and
development. New Jersey Prentice-Hall .
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Honey, P. Mumroe, A. (1982) Manual of Learning
Styles . London P Honey.
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Communication Styles
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Nonverbals
What do these expressions say to you?
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What are other nonverbal messages?
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• shaking hands, posture, facial expressions,
  appearance, voice, tone, hairstyle, clothes,
  expression in your eyes, smile,
• how close you stand to others,
• how you listen,
• confidence, your breathing,
• the way you move,
• the way you stand,
• the way you touch people,
• color choice,
• silence.

Nonverbals Also Include
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Cross Cultural Communication

• What are some of the similarities?
• What are some of the differences?

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Tactics for Removing Cross Cultural/Communication
Barriers

• Remove language which appears to stereotype users
• Reduce violations of cultural rules during
  discussions and conversations
• Be aware of words, images and situations that
  suggest that all or most members of a racial
  group are the same.
• Avoid using qualifiers that reinforce racial and
  ethnic stereotypes

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• Avoid racial identification except when it is
  essential to communication.
• Be aware of possible negative implications of
  color symbolism and usage that could offend
  people or reinforce bias.
• Avoid language that has questionable racial or
  ethnic connotations.

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• Be aware of rules for attentiveness during
  conversation.
• Be aware of rules regarding the distance between
  speakers during conversation.
• Be aware that objects, characters and symbols may
  reflect different beliefs or values for different
  groups.

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• Be aware that cultures may vary in what they
  consider humorous or taboo.
• Be aware of different rules for taking turns
  during conversations.
• Cultures may use different standards for
  loudness, speed of delivery, silence,
  attentiveness and time to respond to another's
  point.
• Be aware of different cultural rules for entering
  into conversations in progress.

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What are your Tips for Cross Cultural
Communication?
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Ten Tips for Cross Cultural Communication

• 1. Slow Down
• 2. Separate Questions
• 3. Avoid Negative Questions
• 4. Take Turns
• 5. Write it Down
• 6. Be Supportive
• 7. Check Meanings
• 8. Avoid Slang
• 9. Watch the Humor
• 10. Maintain Etiquette

Another page with good suggestions http//www.hals
.lib.tx.us/cust123/2diversity.html
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Reaching Out to Your Community

• Connect with the Community Establish
  Partnerships
• Create a Diversity Statement, Diversity Committee
• Do a Needs Assessment
• Marketing/Publicity
• Evaluate Efforts

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Marketing the Library
http//www.sjlibrary.org/gateways/index.htm
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Dos and Donts of Marketing
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Dos and Donts of Marketing
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Sample Forms

• Library Research Service Community Analysis Scan
  Form http//www.lrs.org/public/ca_form.php
• Diversity and Organizational Culture Survey
  http//staffweb.lib.washington.edu/Diversity/surve
  y/DiversitySurvey.doc.pdf
• Assessing Needs from the Colorado Dept. of
  Education http//www.cde.state.co.us/cdelib/divers
  ity/Resources-Assess.htm

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Technology

• What should we consider?

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Design Activities in Multiple Formats
Scenarios/Simulations
Audio/Visual
Polls/Surveys
Games/Puzzles
Journals/Blogs/Wikis
Discussion Forums/Debates
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Provide audio and visual elements
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Produce multiple formats
http//www.library.uiuc.edu/diglit
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Design Activities in Multiple Formats
Scenarios/Simulations
Polls/Surveys
Polls/Surveys
Games/Puzzles
Journals/Blogs/Wikis
Discussion Forums/Debates
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Design Activities in Multiple Formats
Scenarios/Simulations
Journals/Blogs/ Wikis
Polls/Surveys
Games/Puzzles
Journals/Blogs/Wikis
Discussion Forums/Debates
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Collaborative Creation-- WIKIS
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Providing materials in multiple formats and
actively engaging the user can increase the
learning experience
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National Training Laboratories, Bethel, Maine
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Dales Cone

• Effectiveness of Learning
• According to the media
• involved in Learning
• Experiences.

Edgar Dale, Educational Media, 1960
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Conclusion

• Use a variety of teaching, learning and
  communication styles
• Treat each person as an individual with a need to
  be met
• Be patient, attentive and interested.
• Be flexible and creative

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• Lori Mestre
• Digital Learning Librarian
• lmestre_at_uiuc.edu