1. North American Coordinating Council on Japanese Library Resources Training the Trainers Emily Werrell and Sharon Domier August 7-9, 2004

2. Information Literacy The ability to recognize when information is needed and to locate, evaluate and use effectively the needed information.

3. What should students be able to do (in terms of library research) by the time they finish school?

4. From BI to Information Literacy Integration into the curriculum Shared responsibility Focus on concepts rather than tools From “sage on the stage” to “guide on the side” Assess learning outcomes, not skills

5. Factors influencing current practice in library instruction Learning theory New approaches to teaching writing Research into information-seeking behavior

6. Writing Instruction Purpose of the research paper clarified Research process no longer isolated from the writing process From a generic, model research process to a flexible, individualized one

7. Barbara Fister’s study Research process is recursive Students don’t conduct research systematically By concentrating on tools, we misrepresent the nature of research Teach development of questions, selection of resources, judgment

8. Carol Kuhlthau’s research Challenged “model search” approach Studied the Information Search Process from the user’s perspective Identified gaps between systems of information provision and the user’s natural ISP Identified both cognitive and affective aspects of the ISP consistent with learning theory

9. ACRL Standards 1.Identifying information need and potential sources 2.*Information retrieval skills 3.Critical evaluation 4.Effective use of information 5.Ethical and legal use of information * traditional BI

10. Pedagogy for an information literacy program: supports diverse approaches to teaching; incorporates appropriate information technology; includes active and collaborative activities; encompasses critical thinking and reflection; responds to multiple learning styles; supports student-centered learning; builds on students’ existing knowledge; and links information literacy to ongoing coursework

11. Roundtable Describe the library instruction program at your institution Describe the resources that are available to you as a teaching librarian

12. Today’s agenda: Learning Theory Teaching Methods Teaching as Performance LUNCH! Lesson Planning Assessment Practice sessions Dinner Individual consultations with instructors

13. Learning Theory

14. Behaviorism Cognitive psychology Humanist psychology

15. Behaviorism Focus on observable behavior Stimulus/response External rewards/reinforcement Discrete learning tasks Active learning Emphasis on individual differences

16. Cognitive psychology Focus on how people perceive, organize, and interact with elements in their environment. Response to patterns and relationships, not learning by trial and error Knowledge is constructed in the learner’s mind, not “obtained” Discovery learning important

17. Humanist Psychology Focus on affective aspects of learning Intrinsic motivation Emotional needs must be met Material must have personal meaning or relevance

18. Theory to practice How might some of these learning theories be represented in your own presentation tomorrow?

19. Teaching methods

20. Teaching Methods Lecture and demonstration Emphasis on transmission of information Attention decreases with length Poor retention Doesn’t work well for problem-solving Addresses limited # of learning styles Misrepresents complex tasks

21. Teaching Methods Active learning Students learn and retain more Opportunity to learn in multiple ways Activity breaks monotony of session Provides realistic practice Increases student responsibility for learning Requires instructor to give up some control

22. Learning activities Hands-on practice Involving students in demonstrations Asking questions Brainstorming Group work/Discussion Peer teaching Writing

23. Taking the plunge You may be COVERING less, but you are TEACHING more. Need-to-know vs. nice-to-know Create an activity to reinforce each important concept Try the activity yourself before using it Manage risk and unpredictability You will improve with practice!

24. Let’s take a break!

25. Teaching as Performance

26. Preparation Getting their attention Body language and expression Voice Language Asking and answering questions Finale Don’t panic!

27. Lunch in the West Electronic Classroom

28. Lesson Planning

29. Setting goals and objectives What’s the difference? Incorporate IL standards or the SAILS Skill Sets as appropriate Get faculty input

30. Lesson planning Content Teaching methods Student participation Evaluation Materials

31. Assessment

32. Some definitions: Formative assessment Summative assessment Evaluation Quantitative and qualitative Classroom assessment techniques

33. Assessing Student Learning Decide what you are trying to teach Decide how learners can exhibit what they’ve learned Give them the opportunity to do so Evaluate the results Report your findings

34. Assessment of teaching Classroom activities On-the-spot classroom assessment Faculty feedback Surveys Videotaping Teaching portfolios Peer coaching

35. Break time!

36. Today’s agenda: Paired presentations and feedback Lunch Japanese-specific techniques Program development and promotion; working with faculty Wrap-up and evaluation Trial access to Japanese resources

37. Program Development

38. Delivery methods Presentation slide shows Usage guides Pathfinders Tutorials Research consultations Course-integrated sessions Formal courses Discussion boards

39. Working with Faculty Cultivate relationships Establish visibility Learn about the program and curriculum Build on small successes

40. Curriculum integration Campus-wide programs Curriculum mapping

41. Wrap-up