upcycling instruction: developing effective approaches to teaching experienced researchers
DESCRIPTION
Session presented at the 2014 Library Instruction West Conference in Portland, OregonTRANSCRIPT
What do you find most enjoyable & most challenging about teaching experienced researchers?
UPCYCLING INSTRUCTION
While we’re waiting, please answer the following question on your notecard.
UPCYCLINGINSTRUCTION
developing effective approaches for teaching experienced researchers
Veronica Arellano DouglasSt. Mary’s College of [email protected]
April Aultman BeckerUniversity of Texas MD Anderson Cancer Center
The Good & The Bad
Let’s Discuss
1
The Good & The Bad
Teaching Approaches
Let’s Discuss
1
2
The Good & The Bad
Teaching Approaches
Developing Your Own Activity
Let’s Discuss
1
2
3
So just who exactly is an experienced researcher?
Who did we leave out?
Librarian Survey
Where do you work?
43 %doctoral
university
28 %master’scollege
16 %4 year
college
7 %other
2 %community
college4 %
researchinstitution
164 respondents
Who do you teach?
upper-level undergraduates
faculty or researchers
grad students in professional programs
undergraduate thesis writers
grad students in research programs
research assistants
87 %
87 %
73 %
67 %
51 %
77 %
164 respondents
What do you most enjoy about teaching experienced researchers?
Aspects of Teaching
&IL Abilities & Dispositions
Aspects of Teaching
Aspects of Teaching
intellectuallystimulating
Aspects of Teaching
intellectuallystimulating
teaching advanced IL concepts
Aspects of Teaching
intellectuallystimulating
teaching advanced IL concepts
empowering students
Aspects of Teaching
intellectuallystimulating
teaching advanced IL concepts
empowering students
building relationships
IL Abilities & Dispositions
passionate about their research
able to develop better questions
possess subject expertise & basic IL skills
want to improve their IL skills and research abilities
engaged, motivated, persistent & focused
What do you find most challenging about teaching experienced researchers?
Aspects of Teaching
teaching students
with varying skill
levels
Aspects of Teaching
teaching students
with varying skill
levels
lack of librarian subject
expertise
Aspects of Teaching
teaching students
with varying skill
levels
lack of librarian subject
expertise
time constraints
IL Weaknesses & Dispositions
too narrowly focused
want to improve their IL skills and research abilities
over-reliance on Google
poor IL and technological abilities
passionate about their researchover-confident about research abilities
set in their ways
What’s the best way to help them learn?
Teaching as Conversation
Teaching as Conversation in Practice
Voting forClass Content
Peer Learning
Peer Learning in Practice
CollaborativeBrainstorming
Creating Safe Spaces
Creating Safe Spaces in Practice
ResearchFirst Aid
Timing &Relevance
Develop Your Own Learning Activity
Students & Scenario
Learning Outcome
Activity or Approach
Think. Pair. Share.
Read ThisCooke, Nicole A. 2010. “Becoming an Andragogical Librarian: Using Library Instruction as a Tool to Combat Library Anxiety and
Empower Adult Learners.” New Review of Academic Librarianship 16 (2): 208–27. doi:10.1080/13614533.2010.507388.
Ganley, Barbara Jean, Amy Gilbert, and Dianne Rosario. 2013. “Faculty and Student Perceptions and Behaviours Related to Information
Literacy: A Pilot Study Using Triangulation.” Journal of Information Literacy 7 (2): 80–96. doi:10.11645/7.2.1793.
Green, Rosemary. 2010. “Information Illiteracy: Examining Our Assumptions.” Journal of Academic Librarianship 36 (4): 313–19.
Kruger, Justin, and David Dunning. 1999. “Unskilled and Unaware of It: How Difficulties in Recognizing One’s Own Incompetence Lead to
Inflated Self-Assessments.” Journal of Personality and Social Psychology 77 (6): 1121–34. doi:10.1037/0022-3514.77.6.1121.
Miller, Robin. 2014. “The Almost Experts: Capstone Students and the Research Process.” In Imagine, Innovate, Inspire: The Proceedings
of the Acrl 2013 Conference, 16–22. Indianapolis, IN: ACRL.
Monroe-Gulick, Amalia, and Julie Petr. 2012. “Incoming Graduate Students in the Social Sciences: How Much Do They Really Know
About Library Research?” Portal: Libraries and the Academy 12 (3): 315–35.
O’malley, Donna, and Frances A. Delwiche. 2012. “Aligning Library Instruction with the Needs of Basic Sciences Graduate Students: A
Case Study.” Journal of the Medical Library Association 100 (4): 284–90. doi:10.3163/1536-5050.100.4.010.
Streatfield, David, David Allen, and Tom Wilson. 2010. “Information Literacy Training for Postgraduate and Postdoctoral Researchers: A
National Survey and Its Implications.” Libri: International Journal of Libraries & Information Services 60 (3): 230–40. doi:10.1515/libr.
2010.020.
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What else would you like to talk about today?