Authentic and Active: A Pilot Project to Access a Large Scale Information Literacy Program
Presented by Jessica Knoch, Richard Hayman, Lisa Shamchuk and Leah Townsend, Grant MacEwan University
Active learning activity: write a question/comment or concern you have about assessment or active learning. Share the question with your neighbor. Think about that question throughout the session. In a classroom, you could have students crumple up the question and throw it across the classroom.
Librarians used the research literature to provide a foundation for the project, for example, Student Learning Assessment Cycle (Gilchrist and Zald, 2008) and Authentic Learning (Burke, 2009).
Context:
• Choose English Library Instruction Program to pilot the project
• Already have faculty buy-in (recommendation within master syllabus that professors expose students to information literacy instruction and the online tutorials; not required, but strongly recommended and supported)
• Provides baseline IL skills
• Recognize the need for assessment
Areas of Inquiry (research questions)
• Are students achieving the IL related outcomes?
• Are we providing baseline IL skills?
Build Your Toolbox
• Curriculum
• Pedagogy - used a hockey metaphor (Pre-Game: Jeopardy, Shoot Out, Press Conference, First Period: Taboo, Synonym Race, Second Period: Human Booleans, Shuffle and Deal, Coloured Shapes, Third Period: Sorting Journals, Wanted Ad, Resource Referee, Overtime: Scrimmage, Librarian Needs a New Car, Resource Referee)
• Evidence Collection - students fill in a worksheet discovering their topic, library instructors committed to provide written feedback
• Rubric (Emerging, Developing or Competent Skills)
Assessment
• Teaches us to become better teachers
• Challenges our values and assumptions about teaching
Active Learning Activity Reflection
• Discuss with your neighbor
• Answer to your questions
• Conclusions
• A-ha moments
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