database demolitionexploding the scope of information literacy and leading through pedagogy
nicole branch
holy names university
@benicolebe
daniel ransom
holy names university
@thepinakes
#databasedemolition
john m. jacksonwardman library, whittier college
@johnxlibris
agenda‣ snapshot of information literacy practices
‣ our model of academic leadership through pedagogy
- database demolition
- techniques and tools
- programmatic vision
‣ workshopping your database-free lesson plan
bibliographic instruction
informationliteracy
acrl standards
“the information literate student...”
“the information literate student...”
5. understands many of the ethical, legal, and socio-economic issues surrounding information and information technology.
1. determines the nature and extent of the information needed.
2. accesses needed information effectively and efficiently.
3. evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
4. individually, or as a member of a group, uses information effectively to accomplish a specific purpose.
the one-shot
faculty demands
(lack of) training
coordination
collaboration
constraints
constraints
“evaluation is the hardest part for me, because it’s the part that involves the
most critical thinking.”
“it would have to be choosing a topic that’s the
hardest.”
“it’s very hard to find a valid argument to make and use for a subject that’s very new to you.”
- Head and Eisenberg, 2010
new age of discovery
draft framework
‣ new definition of information literacy
‣ emphasizes threshold concepts
- scholarship is a conversation
- research as inquiry
- format as process
threshold concepts
rebuilding
pedagogical leadership
‣ what does it mean to be a pedagogical leader on campus?
demolition technique vision
pedagogical leadership
‣ innovative instruction‣ technology thatserves learning outcomes
critical contentlearning process
impact
‣ deemphasize database instruction‣ cover breadth of Standards
‣ curriculum map‣ program plan‣ assessment
demolition technique vision
pedagogical leadership
critical contentlearning process
impact
technique
vision
leadership
demolition
demolition
‣ higher-order thinking
‣ full breadth of acrl standards
‣ address student needs
‣ threshold concepts
technique
‣ student response
‣ flipped classroom
‣ peer teaching
vision
‣ curriculum map
‣ information literacy vision statement
‣ university learning outcomes
‣ assessment strategies
model homes
timekeeping
tinyurl.com/databasedemolition
occupy apa
technique vision
‣ engaging themes‣ live polling‣ problem-based learning
critical contentlearning process
impact
‣ information “code switching”
‣ thinking like APA‣ information evaluation
‣ save the time of the student‣ equip students with
practical strategies to support academic success
demolition
train the trainers
technique vision‣ students roleplay as peer mentors‣ students reflect on information seeking process
critical contentlearning process
impact
‣ show scholarship as conversation/inquiry‣ lift the veil on publishing
‣ train the trainers (go forth and multiply)
‣ students see research as complex process
demolition
roleplaying researchers
technique vision‣ groups roleplay as researchers seeking to publish‣ investigate a specific journal’s publishing practices
critical contentlearning process
impact
‣ information lifecycle‣ understanding how
scholarly writing is published
‣ students understand bigger picture of information marketplace‣ preps students for post-graduation information use
demolition
dissecting the literature review
technique vision‣ active learning‣ reflection‣ think-pair-share
critical contentlearning process
impact
‣ research as conversation‣ search process‣ analyzing scholarly
writing form
‣ student is more prepared to place themselves and their work in the context of knowledge creation
‣ understanding of one’s own learning process
demolition
evaluating resources redux
technique vision‣ self-discovery throughreflection and discussion‣ group evaluation, byrubric
critical contentlearning process
impact
‣ develop personal evaluation rubric‣ utilize/integrateestablished rubrics
‣ tacit knowledge becomes explicit
‣ question everything (nothing is sacred)
demolition
from topic to thesis
technique vision‣ example topic developed step-by-step‣ recurring think-pair-share
critical contentlearning process
impact
‣ topic selection as the beginning of research process
‣ information seeking with focused topicand strong keywords
‣ strong thesis statement eases writing‣ student thesis
statements submittedto librarian & faculty
demolition
questions
wrecking ball
technique vision
plan your lesson
‣ innovative instruction‣ technology thatserves learning outcomes
critical contentlearning process
impact
‣ deemphasize database instruction‣ cover breadth of Standards
‣ curriculum map‣ program plan‣ strong internal vision
demolition
database demolitionphoto creditsthe following flickr usersBrandon Doran | Mark LongairJD Hancock | INTVGeneLoco Steve | Roger WollstadtLeslie Lewis
additional images courtesy wikimedia commons
#databasedemolition
tinyurl.com/databasedemolition
nicole branch
holy names university
@benicolebe
daniel ransom
holy names university
@thepinakes
john m. jacksonwardman library, whittier college
@johnxlibris
database demolitionphoto creditsthe following flickr usersBrandon Doran | Mark LongairJD Hancock | INTVGeneLoco Steve | Roger WollstadtLeslie Lewis
additional images courtesy wikimedia commons
#databasedemolition
tinyurl.com/databasedemolition
nicole branch
holy names university
@benicolebe
daniel ransom
holy names university
@thepinakes
john m. jacksonwardman library, whittier college
@johnxlibris
