Active Learning: a workshop for librarians

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Active Learninga workshop for librarians

• Celita DeArmond
• Reference Distance Learning Librarian
• cdearmon_at_accd.edu

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The single biggest problem in communication is
the illusion that it has taken place.

• -George Bernard Shaw

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If we teach it, they will learn!?

• What is YOUR definition of active learning or
  active teaching?
• What seems to work for you or your students in
  the classroom?
• What does NOT work?
• Do you think your students are learning?

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Lorenzen article

• Active learning allows students to
• participate in class
• take some direction initiative during class
• engage in the process of their own education
• What are some common characteristics of
  strategies that promote active learning?
• What are some of the reasons in favor of active
  learning?

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Blooms Taxonomy
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The Adult Attention Span

• How long does it last?
• A. 5-10 minutes
• B. 10-15 minutes
• C. 15-20 minutes
• Lets vote!

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Fun with Learning Styles! not an excuse, nor a
label
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Learning Styles 4MAT

• Based on Kolb theory experiential learning
  cycle
• Experience, Examine, Abstract, Test
• Learning is affected by
• Content issues prior knowledge, experience
• Cognitive issues reasoning, processing
  preferences
• Motivation issues goal orientation,
  self-concept
• What is your preferred learning style?
• Do you think that your preferred learning style
  affects the way you teach? If yes, how?

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Learning Styles VARK

• Part of the Myers-Briggs Personality Type
  Indicator
• Indicates our preferences for taking information
  into the brain and communicating them "outside.
• Visual
• Aural / Auditory
• Read / Write
• Kinesthetic
• What is your preferred learning style? Or are
  you multimodal?
• Might your preferred style affect the way you are
  teaching? If yes, how?

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Teaching to Outcomes

• ACRL Information Literacy Standards
• http//www.ala.org/ala/acrl/acrlstandards/informat
  ionliteracycompetency.htm
• Outcomes based teaching invites you to use active
  learning!
• What are the most important outcomes? What skills
  or concepts are most transferable?
• What can you teach (and the students learn) in a
  one-shot class?
• How can we address learning styles and
  incorporate higher order thinking skills into
  instruction?

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Research is a process

• I. Define your research topic
• II. Devise a search strategy for your topic
• III. Search sources to find books, articles, etc.
• Lather, rinse, EVALUATE, repeat?

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The Research Triangle
ENCYCLOPEDIAS define topic, get general
overview or historical context
BOOKS find in-depth information
ARTICLES highlight specific, current, or
regional information
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I. Define your research topic

• Broad area(s)
• Moral education, values, character
• More specific aspect(s)?
• Use encyclopedias or other reference works to get
  ideas, general overview, context
• Answer the Where? When? Who? Why? and How? of
  your topic
• List What you know v. What youd like to find
  out
• Research question(s) or statement(s)?

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II. Devise a search strategy for your
topicWould teaching morals values in school
improve student behavior?
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Sample searches
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III. Search sources - SAChttp//www.accd.edu/sac/
lrc
A
B
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Library Catalog
Renew books online!
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Keyword v. Subject ???

• Start with a keyword search
• Searches for keywords anywhere!
• Find one item that fits your research topic and
  look at the subject headings
• Search using those subject headings
• Searches for items that are organized under a
  specific topic!

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Search for articles gt Databases

• Try a variety of searches!
• Which search statement(s) worked best?
• Scan titles, click to read abstract (summary).
• What subject headings seem most useful?
• Pick ONE article to recommend to me.

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Professional Development Coll.

not full-text? use SAC's Journal Locator !
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III. Search Sources - review

• A. Looking for BOOKS, VIDEOS, etc,?
• Catalog
• Stay broad, dont get too specific
• B. Looking for periodical ARTICLES?
• Databases
• Get specific!
• Not full-text? ? Journal Locator

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Citing Online Sources

• http//www.bedfordstmartins.com/online/citex.html
• Library databases Subscription Service
• Maynard, W. Barksdale. "Thoreau's House at
  Walden." Art Bulletin 81 (1999) 303-25. Academic
  Search Premier. EBSCOhost. Eastern Kentucky U
  Lib., Richmond. 19 Nov. 2002 lthttp//www.ebscohost
  .comgt.

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Off-campus access / Q A

• Off-campus access requires your SSN and your
  PIN (mmyy of birth)
• Questions?
• Email or call me!
• cdearmon_at_accd.edu
• 733-2477 (ref. desk)
• Online chat appts.

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In closing

• Empowering others is at the heart of great
  teaching. It requires the ability to inspire and
  engage, mentor and collaborate. Without
  self-awareness, and particularly emotional
  awareness, we are unable to be attentive to our
  own feelings and, therefore, have little chance
  of understanding and empowering the feelings and
  motivations of others.
• Shelton, Claudia Marshall. Emotional Awareness
  Fundamental to Effective Teaching. Independent
  School. Vol. 62, no. 3, pp. 62-4, 66-71, Spring
  2003.

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Your own reflections

• Use the questions below to help you reflect on
  this workshop
• The most interesting thing I found as a result of
  this presentation is...
• As a result of today's presentation, I have
  changed my mind about...
• I would like to learn more about...
• One concept I feel I'll remember most from this
  presentation is...