interactive il teaching_strategies_day_one
TRANSCRIPT
![Page 1: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/1.jpg)
Interactive Information Literacy Teaching Strategies
![Page 2: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/2.jpg)
Resource List
• All print and electronic resources referenced in this class are listed here:
• http://www.delicious.com/eduserv/10_Strategies • http://delicious.com/eduserv/information_literacy
![Page 3: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/3.jpg)
What Do You Call…
![Page 4: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/4.jpg)
…This?
![Page 5: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/5.jpg)
I call it a Coke…but--
• Coke• Pop• Soda• Cola• Tonic • Drink
•Soft drink•Can•Soda pop•Carbonated Beverage• ?
![Page 6: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/6.jpg)
Strategy:Using Language/Figures of Speech
• Great for teaching larger, abstract concepts used in a variety of research contexts
• Uses terminology students connect with
• Creates a conversation, active involvement
• Creates meaning in a fun way • Synonyms, metaphor, simile, analogy
![Page 7: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/7.jpg)
English Class
• Metaphor--a figure of speech concisely comparing two things, saying that one is the other
• Analogy--a cognitive process of transferring information from a particular subject (the analogue or source) to another particular subject (the target), and a linguistic expression corresponding to such a process.
• Simile--A figure of speech comparing two unlike things, often introduced with the word "like" or "as"
![Page 8: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/8.jpg)
• Synonyms--“Coke can”– Controlled vocabulary or search term
selection• “pay-per-view” metaphor
– Quality of programming compared to quality of information
– Information as a commodity
• “Garbage can as database” for an identity thief
• Facebook/database
Examples
![Page 9: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/9.jpg)
Common Sources--Metaphors and Analogies
• Sports• Shopping• Food• Cars• Pets
•Technology•Weather•Family•Politics • ?
![Page 10: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/10.jpg)
Fishing for Analogies and Metaphors
• Students are the fish, how do you catch them? (know your students)
• What kind of “hook” are you going to use? (concept(s) you are teaching)
• Put a few lines in the water (brainstorm with colleagues)
• Watch for good fishing spots (look for examples in real life)
![Page 11: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/11.jpg)
Your Turn!
• Let’s take 5 minutes to discuss how you might use language creatively in your class!
• Share an example with the group!
![Page 12: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/12.jpg)
Strategy: Using Humorous Examples or
Images
![Page 13: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/13.jpg)
Make an Impression…
![Page 14: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/14.jpg)
Strategy: (Humorous) Comparisons
• Web page evaluation• Articles • Scholarly vs. popular
![Page 15: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/15.jpg)
Site Comparison:The Onion
![Page 16: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/16.jpg)
vs. CNN
![Page 17: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/17.jpg)
Article Comparison
• Exploding Head Syndrome
![Page 18: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/18.jpg)
Weekly World News
• From the Weekly World News, May 24, 1994:• MOSCOW --• Doctors are blaming a rare electrical imbalance in
the brain for the bizarre death of a chess player whose head literally exploded in the middle of a championship game!No one else was hurt in the fatal explosion but four players and three officials at the Moscow Candidate Masters' Chess Championship were sprayed with blood and brain matter when…
![Page 19: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/19.jpg)
WWN, Cont’d.
• ..Nikolai Titov's head suddenly blew apart. Experts say he suffered from a condition called Hyper-Cerebral Electrosis or HCE.
• "He was deep in concentration with his eyes focused on the board," says Titov's opponent, Vladimir Dobrynin. "All of a sudden his hands flew to his temples and he screamed in pain. Everyone looked up from their games, startled by the noise. Then, as if someone had put a bomb in his cranium, his head popped like a firecracker.”
![Page 20: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/20.jpg)
Headache: The Journal of Head and Face Pain*
• Evans, R., & Pearce, J. (2001, June). Exploding Head Syndrome. Headache: The Journal of Head & Face Pain, 41(6), 602-603. Retrieved December 2, 2007, from Academic Search Complete database.
• *Ouch.
![Page 21: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/21.jpg)
![Page 22: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/22.jpg)
Comparisons: Classroom Potential
• Give students one source and see what else they can find--is it real?
• Validate (or invalidate) by searching a variety of sources
• Direct comparisons--Search for bias, parody, consistency of facts across resources
• Bias--Fox vs. CNN; different disciplines? Journalism vs. scholarship/Medicine vs. Psychology
• Is there a corporate entity behind scholarly work? Example--positive article about Atkins Diet in scholarly journal, but sponsored by Atkins Corp.
![Page 23: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/23.jpg)
Strategy: Let’s Play with Print!
• Research shows students often have a great deal of difficulty selecting and narrowing their topic*
• Libraries have great print resources that help teach and reinforce information literacy concepts in a variety of ways!
– *Quarton, B. (2003, June). Research Skills and the New Undergraduate. Journal of Instructional Psychology, 30(2), 120. Retrieved December 2, 2007, from Academic Search Complete database.
![Page 24: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/24.jpg)
Useful Print Resources
• CQ Researcher • Subject encyclopedias (Encyclopedia
of Psychology, Religion, Philosophy) • Periodicals
![Page 25: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/25.jpg)
Print Resources: Classroom Potential
• CQ Researcher (or other current, topical resource)
• Excellent for exploring a variety of current topics
• Concise, interesting articles• Other, more in-depth sources are cited • Offers statistical information, pro-con
arguments on controversial issues
![Page 26: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/26.jpg)
Subject/Topic Encyclopedias
• Students are often unaware of these wonderful, scholarly resources
• Generally, sources of this type offer a better, more in depth overview than the web or a general encyclopedia
• Opportunities for students to explore other, cited resources
![Page 27: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/27.jpg)
Periodicals
• Scholarly vs. Popular • Give them criteria have them review
in teams• Evaluate and share, offer feedback• Tricks! Publications like Science,
Nature, New Yorker or Discover can prove challenging to evaluate
• Print vs. online full text
![Page 28: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/28.jpg)
Strategy: Boolehuh?
• Boolean searching is an essential concept for effective database searching
• I learned it via Venn diagrams. Ugh. • What are some other, more effective
ways to teach students about this idea?
![Page 29: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/29.jpg)
Boolean Operators
AND -- NOT -- OR --NEAR
![Page 30: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/30.jpg)
cars AND trucks library OR libraries
dolphins NOT football
![Page 31: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/31.jpg)
Boolean Shoes
• Use the students, get them up and moving and illustrate boolean concepts based on the kinds of shoes they are wearing:
• Black AND brown shoes (NO Results!) • Flip flops OR sandals• Sneakers NOT Reebok
![Page 32: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/32.jpg)
Strategy:
Make it Memorable With Mnemonics
• The Five W’s of Information Evaluation
• The ABC3 of web page evaluation• SQ3R-for critical thinking • CRAAP test • Others?
![Page 33: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/33.jpg)
Five W’s
• Who-authority• What-topic, consistency• Where-where did you find it? • When-when was it published? Last
updated? • Why-Bias- is it trying to influence or
inform? Persuade, sell, entertain?
![Page 34: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/34.jpg)
ABC3
• Authority• Bias• Content• Consistency• Currency
![Page 35: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/35.jpg)
Discussion: Do you ever?
![Page 36: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/36.jpg)
Helpful Resources
• Perdue University OWL• http://owl.english.purdue.edu/• OWL Materials-Writing a Research
Paper• http://owl.english.purdue.edu/owl/
resource/658/01/
![Page 37: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/37.jpg)
Helpful Method-SQ3R for Critical Thinking
• Survey• Question• Read• Recite• Review• WRITE!
![Page 38: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/38.jpg)
Strategy: Use a Game
• Information Literacy Game • Information Literacy Jeopardy • Word search• “Information Literacy Bingo”
![Page 39: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/39.jpg)
Information Literacy Game
• General concepts in board game format from UNC-Greensboro
• Multiple players• Fun, interactive--students can chose
an avatar/identity• UNC-G makes files available for other
libraries to share
![Page 40: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/40.jpg)
Information Literacy Jeopardy
• Any popular game is adaptable • Really helps reinforcing concepts like
Plagiarism• Example of “answer” from Murphy
Library/UW LaCrosse Library Jeopardy: • To take or disguise ideas or words of
others as your own; to use another’s idea without crediting the source.
• Question: “What is plagiarism?”
http://www.uwlax.edu/murphy/nonweb/searchsoup/jeopardy/
![Page 41: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/41.jpg)
Discussion: Competition!
• Competition=engagement• How else might we engage students
in competitive endeavors in the classroom?
• Contests, Trivia, “Battles,” Teams
![Page 42: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/42.jpg)
Strategy: Use an Online Tutorial
• Yours, or, well, ‘borrow’ one!• There are lots of good ones out there• Great for exploring topics in a hands-
on process• Excellent for use with difficult or time
consuming topics like plagiarism
![Page 43: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/43.jpg)
Online Tutorial: Example
• Acadia University • “You Quote it, You Note it”• http://library.acadiau.ca/tutorials/
plagiarism/
![Page 44: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/44.jpg)
Strategy: Concept to Search Terms
• Frustration: You’ve spent time teaching boolean searching, search terms, etc.--then you move to hands on searching.
• Still, students type in their topic as a complete sentence!
![Page 45: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/45.jpg)
Topic
• The role of women in the Civil War• “Mindwalking through”
![Page 46: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/46.jpg)
Key Concepts
• Women Role Civil War
![Page 47: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/47.jpg)
Keywords
Women Role Civil War
•Gender•Wife
•Wives
•Home•Family•Nurse•Spy
•War btw. The States
•United States
•History•American Civil War,
1861-1865
![Page 48: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/48.jpg)
Strategy: Make a Logical Leap
• Everyday information leads to scholarship• Instructor prompts discussion with students about
different information needs in a typical student’s life, different information sources they might use to fill that need, and why a source is useful.
• Example: Where do you look when you need info about--
• A movie you might like to see?• The weather for the upcoming weekend?• Information about a celebrity or political figure?
![Page 49: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/49.jpg)
Then…
Magazines/Newspapers
Books/Monographs
Scholarly Journals
•Most current info•Good for topics in the news
•Thorough treatment•Written by experts
•Present research•Review articles•Very specialized
Instructor explains that, similarly, there are different sources of academic information and each has its uses. List each source and its characteristics.
![Page 50: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/50.jpg)
Icebreakers or…This One Goes to 11!
![Page 51: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/51.jpg)
A Few Icebreakers to Get Your Class Going!
• Use candy as an incentive/prize for responses• Inform students that it's "o.k." to interrupt
librarians• Ask students about their previous
experience(s) in using the library, good/bad, successful/unsuccessful, etc.
• Begin with a library orientation video
– 3 Letter body parts!
• Discussion: How do you break the ice?– ACRL Brainstorm,
http://www.ala.org/ala/mgrps/divs/acrl/about/sections/is/eventsconferences/brainstorming.cfm
![Page 52: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/52.jpg)
Video-Be careful!
• Queue it up carefully!• Make sure it works• Test ahead of time• Make sure it is still there
– http://www.watchcartoononline.com/the-simpsons-episode-206-dead-putting-society
– 12:31
![Page 53: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/53.jpg)
Icebreakers
• Use icebreakers to set the tone for your lecture
• If you get students attention from the beginning, it's easier to keep it
• Students stop listening after the first seven minutes of class, so keep icebreakers on hand even for use in the middle of a session
![Page 54: Interactive il teaching_strategies_day_one](https://reader035.vdocument.in/reader035/viewer/2022070315/5554c39db4c90503388b4fd1/html5/thumbnails/54.jpg)
Questions? Comments?• What strategies do you use?