Background From Paper to Pixels: Using Google Forms for Collaboration and Assessment Librarians wanted to conduct systematic instruction assessment, as well as incorporate more active- learning techniques. Previously, librarians used paper handouts to help students develop research topics, construct keyword searches, and learn how to use Boolean operators as preparation for using online research tools. While the exercise was helpful, the information gathered was not recorded. Not all students filled out the handout, and some would leave it in the classroom. This felt like a waste of paper and a lost opportunity to engage the students. Problem Solution: Google Forms References Allows for real-time, data-driven adjustments to instruction sessions as needed. Generates student-supplied keywords for database examples. Provides an easy way to incorporate active-learning. Extremely versatile. Forms can be used for topic development, keyword searches, pre- or post-tests, evaluations, etc. Saves paper. Models sustainability. Facilitates assessment & sharing of student work. Mireille Djenno Glenda Insua Annie Pho Carter, T.M. (2013). Use what you have: Authen<c assessment of inclass ac<vi<es. Reference Services Review, 41(1), 4961. doi:10.1108/00907321311300875 Oakleaf, M. & Kaske, N. (2009). Guiding ques<ons for assessing informa<on literacy in higher educa<on. portal: Libraries and the Academy, 9(2), 273286. doi:10.1353/pla.0.0046 Oakleaf, M. (2008). “Dangers and opportuni<es: A conceptual map of informa<on literacy approaches.” portal: Libraries and the Academy, 8(3). 233253, doi:10.1353/pla.0.0011 Simpson, S. (2012). Google Spreadsheets and real<me assessment: Instant feedback for library instruc<on. College and Research Libraries News, 73(9), 528549. Students at the University of Illinois at Chicago (UIC) are introduced to library research when they take the required first-year writing composition course. In addition to providing students with a foundation in rhetoric, this course also requires students to do in- depth research on a topic of their choice, making it an ideal context for the introduction of information literacy concepts. Each year, librarians teach instruction sessions for this course more than any other subject. Prompted by Shannon R. Simpson’s article about Google Spreadsheets in College and Research Libraries News (2012), librarians incorporated web- based Google Forms into instruction sessions, as an alternative to the paper handouts. Forms were used both in class for active learning, as well as out of class, as part of “flipped-classroom” pedagogical models. hZp://<ny.url.com/paper2pixels 0 20 40 60 80 100 120 140 160 180 200 Course Subjects Instruc(on Sta(s(cs 20132014 English 161 Other Communica<on Business History
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Background
From Paper to Pixels: Using Google Forms for Collaboration and Assessment
Librarians wanted to conduct systematic instruction
assessment, as well as incorporate more active-
learning techniques.
Previously, librarians used paper handouts to help
students develop research topics, construct keyword
searches, and learn how to use Boolean operators as
preparation for using online research tools. While the
exercise was helpful, the information gathered was not
recorded.
Not all students filled out the handout, and some
would leave it in the classroom. This felt like a waste of
paper and a lost opportunity to engage the students.
Problem
Solution: Google Forms
References
Allows for real-time, data-driven adjustments to instruction sessions as needed.
Generates student-supplied keywords for database examples.
Provides an easy way to incorporate active-learning.
Extremely versatile. Forms can be used for topic development, keyword searches, pre- or post-tests, evaluations, etc.
Saves paper. Models sustainability.
Facilitates assessment & sharing of student work.
Mireille Djenno Glenda Insua Annie Pho
Carter, T.M. (2013). Use what you have: Authen<c assessment of in-‐class ac<vi<es. Reference Services Review, 41(1), 49-‐61. doi:10.1108/00907321311300875
Oakleaf, M. & Kaske, N. (2009). Guiding ques<ons for assessing informa<on literacy in higher educa<on. portal: Libraries and the Academy, 9(2), 273-‐286. doi:10.1353/pla.0.0046
Oakleaf, M. (2008). “Dangers and opportuni<es: A conceptual map of informa<on literacy approaches.” portal: Libraries and the Academy, 8(3). 233-‐253, doi:10.1353/pla.0.0011
Simpson, S. (2012). Google Spreadsheets and real-‐<me assessment: Instant feedback for library instruc<on. College and Research Libraries News, 73(9), 528-‐549.
Students at the University of Illinois at Chicago (UIC)
are introduced to library research when they take the
required first-year writing composition course. In
addition to providing students with a foundation in
rhetoric, this course also requires students to do in-
depth research on a topic of their choice, making it an
ideal context for the introduction of information literacy
concepts. Each year, librarians teach instruction
sessions for this course more than any other subject.
Prompted by Shannon R. Simpson’s
article about Google Spreadsheets in
College and Research Libraries News
(2012), librarians incorporated web-
based Google Forms into instruction
sessions, as an alternative to the paper handouts.
Forms were used both in class for active learning, as
well as out of class, as part of “flipped-classroom”
pedagogical models.
hZp://<ny.url.com/paper2pixels
0
20
40
60
80
100
120
140
160
180
200
Course Subjects
Instruc(on Sta(s(cs 2013-‐2014
English 161 Other Communica<on Business History
Related Documents
