From Pints to Barrels: Helping Topic-Focused Students See ...

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5-2-2015

From Pints to Barrels: Helping Topic-FocusedStudents See the Bigger PictureBeth FuchsUniversity of Kentucky, [email protected]

Debbie SharpUniversity of Kentucky, [email protected]

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Repository CitationFuchs, Beth and Sharp, Debbie, "From Pints to Barrels: Helping Topic-Focused Students See the Bigger Picture" (2015). LibraryPresentations. 125.https://uknowledge.uky.edu/libraries_present/125

From Pints to Barrels:

Helping Topic-Focused Students See the Bigger Picture

Beth Fuchs and Deborah Sharp, University of Kentucky Denver, Colorado

Librarian Student

“It’s not about the burrito . . .” Scores 0=3, 1=15, 2=3, 3=0

Librarian Student

Add yours! http://padlet.com/bethfuchs/loex2015

Typical scenario . . .

Less typical scenario . . .

Kuhlthau, C. C. (2004). Seeking meaning: A process approach to library and information services (2nd ed.). Westport, Conn: Libraries Unlimited, p. 82.

Cognitive science connection Expert and novice thinking

Prior knowledge

Theory

Practice

Multiple Perspectives and Questions Patterns and Analogies Rubrics and Concrete Examples

3 Teaching Gateways

Multiple Perspectives and Questions

“The process of critically examining different perspectives meant students began viewing knowledge as less certain or absolute.”

- Practices that Provide Effective Academic Challenge for First-Year Students. Journal on Excellence in College Teaching (2010), p. 56

Patterns and Analogies “Experts’ ability to classify information in more meaningful – and thus more practically useful – ways than novices is linked to their ability to recognize meaningful patterns.”

- How learning works: Seven research-based principles for smart teaching (2010), p. 55

Rubrics and Concrete Examples

“We understand new things in the context of things we already know, and most of what we know is concrete.” -Why don't students like school?: A cognitive scientist answers questions about how the mind works and what it means for the classroom (2009), p. 67

Find it here: libguides.uky.edu/ infolit

After . . . Scores 0=3, 1=11, 2=15, 3=6

Key References Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M.

K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.

Baxter Magolda, M. B., King, P. M., & Drobney, K. L. (2010). Practices

that Provide Effective Academic Challenge for First-Year Students. Journal on Excellence in College Teaching, 21(2), 45-65.

Willingham, D. T. (2009). Why don't students like school?: A cognitive

scientist answers questions about how the mind works and what it means for the classroom. San Francisco, CA: Jossey-Bass.

Image Credits (in order of use)

“Knotty Barrel; Beer Sampler.” Jaryl Cabuco. https://www.flickr.com/photos/jarylcabuco/6167786103 CC BY-NC 2.0 (https://creativecommons.org/licenses/by-nc/2.0/) “Schaenke im Schottenhammel Faesser Zapfzeug.” Usien. http://commons.wikimedia.org/wiki/File:Schaenke_im_Schottenhammel_Faesser_Zapfzeug.JPG CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0/deed.en) “deep in thought. and email. -_MG_9134.” sean dreilinger. https://www.flickr.com/photos/seandreilinger/2194655714 CC BY-NC-SA 2.0 (https://creativecommons.org/licenses/by-nc-sa/2.0/) “the thinking man.” nick farnhill. https://www.flickr.com/photos/nickfarnhill/3418253113/ CC BY-SA 2.0 (https://creativecommons.org/licenses/by-sa/2.0/) “Flossmoor Barrels.” Paul Riismandel. https://www.flickr.com/photos/mediageek/4451993406 CC BY-NC-SA 2.0 (https://creativecommons.org/licenses/by-nc-sa/2.0/) “Bunch O’Beer.” Mark H. Anbinder. https://www.flickr.com/photos/mhaithaca/116502881 CC BY-NC-SA 2.0 (https://creativecommons.org/licenses/by-nc-sa/2.0/) “A pint of Old Speckled Hen.” Mike. https://www.flickr.com/photos/anotherpintplease/4619209313 CC BY-NC-SA 2.0 (https://creativecommons.org/licenses/by-nc-sa/2.0/) “The Perfect Pint (41 of 64).jpg.” Anton Diaz. https://www.flickr.com/photos/diaz/14054197409 CC BY-NC-SA 2.0 (https://creativecommons.org/licenses/by-nc-sa/2.0/) Figure 5.1. Model of the Information Search Process (ISP). Reprinted from Seeking meaning: A process approach to library and information sciences (p. 82), by C. C. Kuhlthau, 2004, Westport, CT: Libraries Unlimited, Inc. “Thinking.” Wade M. https://www.flickr.com/photos/wadem/2808468566 CC BY-SA 2.0 https://creativecommons.org/licenses/by-sa/2.0/ “Knowledge - Wiertz Sébastien.” Sebastien Wiertz. https://www.flickr.com/photos/wiertz/3600682272 CC BY-NC-SA https://creativecommons.org/licenses/by-nc-sa/2.0/ “Take Me to Your Leader.” Mark Wheadon. https://www.flickr.com/photos/mark_wheadon/2486871601 CC BY-SA 2.0 https://creativecommons.org/licenses/by-sa/2.0/ “Garden gate.” Neosnaps. https://www.flickr.com/photos/neosnaps/2872434472 CC BY 2.0 https://creativecommons.org/licenses/by/2.0/ “Sunny spirals.” readerwalker. https://www.flickr.com/photos/readerwalker/144763873 CC BY-NC-SA 2.0 https://creativecommons.org/licenses/by-nc-sa/2.0/ “Sri Lankan Leopard @ Yala National Park.” SameeraMJ. https://www.flickr.com/photos/sameera-jayasoma/13976034557 CC BY 2.0 https://creativecommons.org/licenses/by/2.0/ “leopard.” Renée. https://www.flickr.com/photos/schauecker/5570784977 CC BY-NC-SA 2.0 https://creativecommons.org/licenses/by-nc-sa/2.0/

From Pints to Barrels:

Beth Fuchs Undergraduate Learning

Librarian

[email protected]

Deborah Sharp Information Literacy

Coordinator

[email protected]