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Student-activating methods in information literacy

Konferensbidrag (offentliggjort, men ej förlagsutgivet)
Författare Helen Sjöblom
Eva Hessman
Publicerad i European Association for Health Information and Libraries Conference, Cardiff UK, 9-13 July, 2018
Publiceringsår 2018
Publicerad vid Göteborgs universitetsbibliotek, Biomedicinska biblioteken
Språk en
Länkar https://eahilcardiff2018.files.word...
Ämneskategorier Biblioteks- och informationsvetenskap, Pedagogiskt arbete, Lärande, Didaktik

Sammanfattning

Student-activating methods in information literacy Student-active learning is a buzzword in pedagogical discussions at many universities. One way to facilitate the use of student-activating methods is through the establishing of Active Learning Classrooms (ALC). ALCs are, as the name suggests, spaces designed for active learning, furnished with round tables where students are seated in groups. Each table is equipped with their own wall-mounted LCD and whiteboard, see https://cei.umn.edu/support-services/tutorials/active-learning-classrooms The teaching in ALCs requires a shift from the traditional pedagogical ideas of knowledge transmission through teachers giving lectures. Learning in the ALC, in contrast, is thought to be achieved through collaboration between peers, problem solving and designated student activities. The teacher consequently becomes more like a tutor or facilitator. (Brooks, 2014) In 2013 the Education team at the Biomedical Library, Gothenburg University, started the transition towards a more student-centered approach in our information literacy courses. We gradually introduced more and more exercises in class where students were encouraged to work together in small groups. In 2015 we realized that our current classrooms (i.e. computer rooms) were too much of an obstacle for us to be able to continue developing our teaching in the direction that we wanted. Thus, the process of reconstructing the rooms to ALCs began. In August 2016 our two ALCs were ready for use and since then we have taught more than 5000 students for a total of 970 class hours. The new classrooms and pedagogical approach has over all been well received by students, as shown by course evaluations. We experience a continuously growing interest in our pedagogy and the ALCs from faculty. It has opened up opportunities for new exciting collaborations both within the university and with librarians from a diversity of organizational backgrounds. The image of librarians as pedagogues and our competences regarding development and innovation are also strengthened. This CEC will outline the work that was undertaken to transform the predominantly lecture-based information literacy instructional activities into more student-centered sessions better suited for Active Learning Classrooms. Questions that will be covered: How does one go about devising active learning activities for the fostering of information literacy in students? How does one alleviate fears about the teacher’s diminished control over the course of events in the classroom, which might accompany the redirected focus from teacher performance to student engagement? How does one handle the fact that active learning activities usually mean that less content will be covered in-class as compared to traditional lecturing? We will give hands-on examples with exercises and activities tailored to enhance student information literacy skills, for example choosing search terms, the critical reviewing and evaluating of sources, developing search strategies, and reference writing. This CEC will serve as an inspiration for teaching librarians who are in the process of developing their pedagogy using student-activating methods, whether in an Active Learning Classroom or in a more traditional classroom setting. Brooks et al. (2014). Pedagogy matters, too: The impact of adapting teaching approaches to formal learning environments on student learning. New Directions for Teaching and Learning, 2014(137), 53-61.

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