1. Taking a Giant Leap Using the Taxonomy of Significant Learning to Inform Instructional Design
Ashlynn Kogut
Texas A&M University

2. The Plan Discuss the Origin of the Taxonomy Elements of the Taxonomy
Articulation of Outcomes Using the Taxonomy
Consider How the Taxonomy Relates to One-Shots
Reflection activities will be interspersed for consideration of how the taxonomy applies to one-shots.

3. Thinking About Our Instruction

4. Raise your hand if you have heard of Fink’s Taxonomy of Significant Learning.

5. Fink in LIS Literature
Design of semester long business research course (Jefferson, 2017)
Used in developing online information literacy course (LeMire, 2016)
Creating objectives for 3D copyright education (Thomas, 2018)
Used in designing faculty workshops (Bowles-Terry, Watts, Hawthorne, & Iannuzzi, 2017)
Resource for teaching librarians (Lannon & Colosimo, 2012)

6. What instructional design models do you use when planning your instruction sessions?

7. Think about your typical one- shot session…
What impact do you want that learning experience to have on students in their course?

8. Current higher education environment
Origin of the Taxonomy
Current higher education environment

9. Significant Learning
Teaching results in a “lasting change” in students’ lives.
Students must do more than understand and remember.
Connections between “life file” and “course file.”
Fink, 2013, p. 7, p. 34

10. What comes to mind when you hear the phrase “significant learning”?

11. Create
Evaluate
Analyze
Apply
Understand
Remember
Bloom’s Taxonomy

12. Taxonomy of Significant Learning
Foundational Knowledge
Application
Integration
Human Dimension
Caring
Learning How to Learn
Taxonomy of Significant Learning

13. Taxonomy of Significant Learning Bloom’s Taxonomy
Foundational Knowledge
Application
Integration
Human Dimension
Caring
Learning How to Learn
Create
Evaluate
Analyze
Apply
Understand
Remember

14. Foundational Knowledge
Application
Integration
Human Dimension
Caring
Learning How to Learn
Foundational Knowledge
Fink describes as
Understand and remember
Needed to achieve other kinds of learning
In information literacy setting
Knowing what is a database, scholarly article, popular article…

15. Foundational Knowledge
Application
Integration
Human Dimension
Caring
Learning How to Learn
Application
Application
Fink describes as
Skills
Critical, creative, or practical thinking
Performing a new task
In information literacy setting
Choosing an appropriate topic
Searching for information
Evaluating information
Citing sources
skills, critical/creative/practical thinking
in literature on college teaching this is seem as skills, managing complex projects, general concept of thinking, critical thinking, creative thinking, practical thinking
“engage in some new kind of action”
“goal of any skill-focused learning is to move learners along a continuum in the direction of being able to perform an action at a higher level of competence” (p. 44)
(Developing skills in topic development, searching, evaluating, and citing.)

16. Foundational Knowledge
Application
Integration
Human Dimension
Caring
Learning How to Learn
Integration
Fink describes as
Making connections between ideas, learning experiences, and life
In information literacy setting
Linking information evaluation to personal settings
Seeing how different topics require different information

17. Foundational Knowledge
Application
Integration
Human Dimension
Caring
Learning How to Learn
Human Dimension
Human Dimension
Fink describes as
Learning about oneself and others
“Personal and social implications” of what learned
In information literacy setting
Developing personal voice
Realizing value of information

18. Foundational Knowledge
Application
Integration
Human Dimension
Caring
Learning How to Learn
Caring
Caring
Fink describes as
Developing new feelings, interests, and values
In information literacy setting
Concern about how and why information is produced

19. Foundational Knowledge
Application
Integration
Human Dimension
Caring
Learning How to Learn
Learning How to Learn
Learning How to Learn
Fink describes as
Becoming a better student
Asking about a subject
Self-directed learning
In information literacy setting
Continuing to learn utilizing search and evaluation skills

20. How does this apply to one-shots?
Apply the categories of the taxonomy to the instructional context
Consider the “beyond cognitive” categories as instructional goals

21. Foundational Knowledge
Application
Integration
Human Dimension
Caring
Learning How to Learn
Which levels of the taxonomy do you want to achieve in your one-shot session?

22. Linking Taxonomy to Framework
Jefferson (2017) maps each of the categories to the frames
Authority is Contextual – Foundational Knowledge
Searching as Strategic Exploration – Application
Information Creation is a Process – Integration
Research as Inquiry – Learning How to Learn
Information has Value – Caring
Scholarship as Conversation – Human Dimension

23. Articulation of Outcomes

24. Verbs for Significant Learning Goals
Foundational Knowledge
Remember
Understand
Identify
Integration
Connect
Identify interaction between
Relate
Integrate
Caring
Get excited about
Be ready to
Be more interested in
Value
Application
Use Assess
Critique Judge
Manage Analyze
Solve. Create
Human Dimension
Come to see themselves as
Interact with others regarding
Understand other in terms of
Decide to become
Learning How to Learn
Read and study effectively
Identify sources of information on
Frame useful questions
Create a learning plan
Fink, 2013, p. 89

25. How does this apply to one-shots?
Articulate achievable learning outcomes
Visualize how information literacy connects throughout the course

26. Write your own learning outcomes using the Verbs for Significant Learning Goals.

27. Verbs for Significant Learning Goals
Foundational Knowledge
Remember
Understand
Identify
Integration
Connect
Identify interaction between
Relate
Integrate
Caring
Get excited about
Be ready to
Be more interested in
Value
Application
Use Assess
Critique Judge
Manage Analyze
Solve. Create
Human Dimension
Come to see themselves as
Interact with others regarding
Understand other in terms of
Decide to become
Learning How to Learn
Read and study effectively
Identify sources of information on
Frame useful questions
Create a learning plan
Fink, 2013, p. 89

28. Example Significant Learning Goals
Foundational Knowledge
Understand information is complex
Identify information sources beyond Google and Wikipedia
Describe why credit must be given to the original ideas of others
Application
Determine an appropriate topic for a particular information need
Make decisions about what resouce will fit an information need
Formulate relevant search strategies for databases and the Internet
Evaluation found information
Create citations for sources
Integration
Connect information use to other courses as well as to their personal lives

29. Example Significant Learning Goals
Learning How to Learn
Develop a commitment to finding, using, and evaluating information throughout their lives
Learn about their own assumptions and habits regarding information seeking in order to continue to develop their skills in the future
Human Dimension
Come to see themselves as knowledgeable consumers of information
Develop an identity as a contributor of information
Become aware of how individuals and groups are excluded from the information marketplace
Caring
Be interested in how and why the information encountered in daily life is generated

30. How would a one-shot fit into a significant learning course?
Helps students “learn how to learn”
Application of information literacy concepts to other situations/courses

31. Look back on your answer to:
“What impact do you want that learning experience to have on students in their course?”
How can the taxonomy of significant learning assist you in achieving that impact?

32. Any questions? Ashlynn Kogut awkogut@library.tamu.edu
Thanks!
Any questions?
Ashlynn Kogut

33. References
Bowles-Terry, M., Watts, J. C., Hawthorne, P., Iannuzzi, P. (2017). Collaborating with Teaching Faculty on Transparent Assignment Design. In B.K. West, K. D. Hoffman, M. Costello (Eds.), Creative Instructional Design: Practical Applications for Librarians,
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses (Rev. and updated edition.) San Francisco: Jossey-Bass.
Jefferson, C. (2017). Good for business: Applying the ACRL Framework Threshold Concepts to Teach a Learner-Centered Business Research Course. Ticker: The Academic Business Librarianship Review, 2(1).
Lannon, A., Holder, S., & Colosimo, A. (2012). Walking the walk, talking the talk: a learning-centered approach to the design of a workshop on teaching for McGill librarians. Practical Academic Librarianship: The International Journal of the SLA Academic Division, 2(2),

34. References
LeMire, S. (2016). Information Literacy and Instruction: Scaling Instruction to Needs: Updating an Online Information Literacy Course. Reference & User Services Quarterly, 56(1),
Thomas, C. (2018). In Depth: Interactive Copyright Education for 3D Objects. Journal of Copyright in Education and Librarianship, 2(1), 1–17.
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