beyond the basics: differentiation strategies for online information literacy instruction
DESCRIPTION
BTRANSCRIPT
Beyond the Basics: Differentiation Strategies to Enhance Online Information
Literacy Instruction
Brandon West, M.Ed., M.L.S. Online Instruction/Instructional Design Librarian
Penfield Library, SUNY Oswego
June 29, 2014 ALA/LIRT Conference Program
Differentiation
• Bloom’s Taxonomy
“Bloom’s New Taxonomy.” (2013).
Maine Dept. of Education.
www.maine.gov
Differentiation
• Learning Styles / Multiple intelligences (Gregory & Chapman, 2007)
• Differentiation is an approach to instruction that incorporates a variety of strategies to address: • What students need to learn (Content)
• How students learn about a topic (Process)
• How students demonstrate what they learn (Product) (De Jesus, 2012)
My Online Teaching Journey
• Last fall, I taught information literacy online for the first time as an embedded librarian.
• EDU 516: Research Methods in Education
• Teaching faculty: “My students need to use the library to find research articles.”
Content Process Product
Content = What the students need to learn.
• The students in EDU 516 need to learn how to use ERIC for their education research to locate 6 to 8 research articles and 1 dissertation or thesis.
• This information would be used by students to craft a literature review.
Content Process Product
Then…
• I posted an ERIC web tutorial available on Penfield Library’s website in Angel, our learning management system.
Content Process Product
Web tutorial Video tutorials Quick Guide Document
• Now…
Content Process Product
• Podcasts
• Wikis
• Blogs
• PDFs
• Articles
• Videos
• Tutorials
• Screencasts
• LibGuides
• Slideshows
Provide students with content choices. Select options that appeal to a
variety of learning styles and ability levels.
Provide students with optional links/materials to allow them to delve more deeply into topics.
Content Process Product
Process = How students will learn the content.
Then….
• The students would complete the tutorial, then search for articles. I also hosted a discussion board to answer questions.
Content Process Product
Now…
• Students complete a tutorial of their choosing.
• Students independently develop a search strategy; they can post their questions to the discussion board as questions arise.
• Small groups of 2 or 3 students review each other’s strategies.
Content Process Product
Consider the structure of learning activities and the types of interactions students will have with their peers, the content, and the librarian.
• Asynchronous vs. Synchronous activities/interactions (Mackey & Jacobson, 2011)
• Provide tiered activities: beginner, intermediate, advanced (Cash, 2011)
• Incorporate opportunities for individual and small group work into activities
Content Process Product
Product = How students demonstrate what they have learned.
Then…
The professor had a “Library Visit” assignment that asked them to submit a list of their 6 to 8 articles and 1 dissertation or thesis.
Content Process Product
Now…
The students need to:
• Provide APA citations for their selected resources
• Evaluate how the sources benefit their action research project
• Analyze themes in found the literature
• Options for assignment:
Write an annotated bibliography OR Create a presentation
Content Process Product
Assignment Criteria 0-4 pts– Few requirements
met
5-9 pts– Most requirements
met
10 pts– All requirements
met
6 to 8 articles provided
in APA format
Less than 6 to 8 articles;
more than 5 APA
citation errors
6 to 8 articles, but more
than 4 APA citation
errors.
6 to 8 articles; 2 or less
errors in APA format.
1 dissertation or thesis
provided in APA format
No dissertation or thesis
provided
At least 1 dissertation;
less than 2 errors in APA
citations.
At least 1 dissertation or
thesis, 1 or less errors in
APA format. Explanation of why
article/dissertation will
benefit your research.
No explanations
provided
Explanations are
provided for ½ of
resources
Explanations are
provided for ALL
resources.
Provide 4 themes that
seem to run throughout
the literature.
No themes in literature
are discussed
Only 3 or fewer themes
are discussed
4 or more themes are
discussed
Content Process Product
Examples of possible products in online courses: • Discussions • Annotated bibliography • Present synchronously • Contribute to wikis • Develop a multimedia object using web tools • Blog/Journal entries
These products help the librarian assess student understanding.
Considerations
•Time
• Start small & incorporate differentiated instruction elements over time.
•Accessibility – Section 508
•Student learning profiles
• Self assessments
Interesting Reads & Other Sources
Akdemir, O., & Koszalka, T. A. (2008). Investigating the relationships among instructional strategies and learning styles in online environments. Computers & Education, 50(4),1451-1461. doi: 10.1016/j.compedu.2007.01.004.
Cercone, K. (2008). Characteristics of adult learners with implications for online learning design, AACE Journal, 16(2), 137- 159.
• Carol Tomlinson – An expert in Educational Differentiation
• Consult teaching literature available in Curriculum Material Libraries
References
Cash, R. (2011). Advancing differentiation: Thinking and learning for the 21st century. Minneapolis, MN: Free Spirit Publishing, Inc.
De Jesus, O. (2012). Differentiated instruction: Can differentiated instruction provide success for all learners?. National Teacher Education Journal, 5(3), 5-11.
Gregory, G., & Chapman, C. (2007). Differentiated instructional strategies: One size doesn’t fit all. London, UK: Corwin Press.
Mackey, T. P., & Jacobson, T. E. (Eds.). (2011). Teaching information literacy online. New York, NY: Neal-Schuman Publishers.