Creating Significant Learning Experiences in the Library

Spencer JardineCowpoke in ISU’s Oboler

Library

Write down answer on a piece of paper/3x5 card.• What is your dream as a

library instructor/teacher?• What do you want your

students/patrons to learn?

Significant Learning Students will be engaged in their own

learning There will be a high energy level The whole process will have important

outcomes and results Potential for changing lives in important

ways--- L. Dee Fink. Creating Significant

Learning Experiences (6).

Significant Learning Outcomes/Results

Enhances our individual lives Enables us to contribute to

many communities Prepares us for the world of

work

Forces for Change1. Information technology2. New providers of educational services3. Globalization of higher education4. New kinds of students

(Fink 12-13)

Critical Competencies

• Conscientiousness, personal responsibility, & dependability

• Ability to act ethically

• Skill in oral and written communication

• Interpersonal & team skills

• Critical thinking skills• Respect for people

different from oneself

• Ability to change• Ability and desire for

lifelong learning

(Fink 16)

Taxonomy of Significant Learning

Foundational knowledge Application Integration Human Dimension Caring Learning how to learn

Information Literacy Forms the basis for lifelong learning Is common to all disciplines, to all learning

environments, and to all levels of education

Enables learners to - master content - extend their investigations- become more self-directed- assume greater control of

learning

Information-Literate Individuals Can

Determine the extent of information needed

Access the needed information effectively and efficiently

Evaluation information & its sources critically

Incorporate selected information into one’s own knowledge base

Use information effectively to accomplish a specific purpose

Understand the economic, social, & legal issues surrounding the use of information

Accesses and uses information ethically & legally

“FIDeLity” Feedback Frequent Immediate Discriminating

(based on criteria & standards)

Done lovingly (or, supportively)(Fink 95)

Citation Assignment

• In conjunction with “Evaluating Information—Applying the CRAAP Test” (Green handout)

• Group exercise: evaluate an abstract• Hands-on time to do research• Complete “Citation Assignment”• Assessment done according to rubric

guidelines• Cooperation of instructor

Cephalonian Method• Print & hand out

questions• Ask students to read

their question if it has a big letter B or says “2nd Floor.”

Cons:• Takes preparation• Requires impromptu

approach

Pros:• Gets students talking

and asking questions• Involves many

students• Great for tours• Works for instruction• Prompts the

presenter forgets less

Visual Quiz• Divide into groups• Prepare multiple-

choice questions• Prepare large, color-

coded letters• Groups consult and

agree on one answer• They hold up the

letter that corresponds to their answer

Pros:Good for reviewDevelops

competitionEnhances team-

working & communication skills

Con:Requires

preparationTakes time

One-Minute Essay• What was the most

important thing you learned in class today?

• What important question remains unanswered?

• How might you use what you learned today outside of class?

Pros:Can be answered on

an evaluation form.Gets students to

think about their learning and how they might apply it.

Encourages critical thinking and recall.

Instructor can then give feedback.

Think—Pair--Share

• Ask a question• Have class write

down their answer• Let students

discuss answers in pairs

• Call on students to share or ask for responses from the whole class

Pros:• Encourages thinking• Gets students to

participate- More likely to share after talking with a peer

• Creates a more lively class

Cons:• Time

Should we make the effort to change or not?

Write down an answer. What would you change? Why?

(Fink 1)

So long, partner!

• What was the most important thing you learned today?

• What important question remains unanswered?