Date post: | 28-Jan-2018 |
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AgendaIntroduction
What is Peer Instruction?
Using it in the Classroom
Assessment
Working with the Framework
Moving Forward
Question posed
Students given time to think
Students record or report individual
answers
Neighboring students discuss
their answers
Students record or report revised
answers
Feedback to teacher: tally of
answers
Explanation of the correct answer
Mazur’s Peer Instruction Process
Background Literature
▷J. Drucker’s vision, The
WHOLE Student
▷Kelly Miller’s Future
Present Libraries
▷Blundell and Lambert,
Information Anxiety
Active Learning
Cooperative Learning
Peer Instruction
Background Literature
▷Buchanen and McDonough, Cooperative
Learning
▷Alison Head, Project Information Literacy
Progress Report
In-class Process
Break class into groups of 3-5 and assign color-coded number
Lead them to google doc assignment on the libguide
Go through lecture or discussion points
Give time to go through assignment and answer questions
Students report back to class
First Year Seminar (FYS)
▷ Interdisciplinary Freshman Year
Seminar Class
• FYS Library Quest
• Gain public speaking experience
• Peer to peer happens organically
Integrative Studies (INST)
▷Similar model as FYS course
▷More advanced questions
▷Scaffolded from FYS knowledge
▷More specifically connected to
class assignment.
Honors Seminar
▷More specifically connected to thesis
▷Focus on individual databases/resources
http
://dbctle
.era
u.e
du
/new
s/g
ate
way/
Challenges
▷ “You want me to think?”
▷ Writing ACRL Frames
flavored questions
▷ Getting students to take
their time
▷ Learning Google as a
teaching tool
Think-Pair-Share▷ Take five minutes
▷ Talk amongst your table
▷ How could you utilize some of these peer learning
methods in your classroom?
Continual Challenge of Assessing
▷Google docs make it
easier to see and collect
responses• Able to see percentage of
correct answers easily
• Must be self-recorded
since Google docs can be
changed
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://a
llth
ing
sa
sse
ssm
en
t.in
fo/
▷Using internal Google
forms to keep track of
relevant ACRL frames
and intended goals
“Framework for Information Literacy
for Higher Education”
▷Build
assignments
around the right
questions
How? What? Why?
▷Peer instruction
aligns with
framework
application
▷Continue to
develop plans
for connecting
the framework to
instruction
▷ Authority is Constructed and Contextual
▷ Information Creation as a Process
▷ Information Has Value
▷ Research as Inquiry
▷ Scholarship as Conversation
▷ Searching as Strategic Exploration
Integration of cooperative learning
Assessment comparison for classes
with and without peer learning
Addition of peer instruction to other
courses and at the desk
Bibliography
▷Blundell, S., & Lambert, F. (2014). Information anxiety from the undergraduate student perspective: A pilot study of
second-semester freshmen. Journal of Education for Library & Information Science, 55(4), 261-273. Retrieved from
http://ezproxy.otterbein.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=99055671&logi
n.asp&site=ehost-live&scope=site
▷Bodemer, B. B. 1., [email protected]. (2014). They CAN and they SHOULD: Undergraduates providing peer
reference and instruction Retrieved from
http://ezproxy.otterbein.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=94658053&site
=eds-live&scope=site
▷Buchanan, H. E., & McDonough, B. A. (2014). The one-shot library instruction survival guide. Chicago: ALA Editions.
▷Drucker, J. (2014). The university as a fully integrated and distributed platform: A vision. Portal: Libraries & the
Academy, 14(3), 325-328. Retrieved from
http://ezproxy.otterbein.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=97176449&logi
n.asp&site=ehost-live&scope=site
▷Faix, A. (2014). Peer reference revisited:Evolution of a peer-reference model. Reference Services Review, 42(2),
305-319. doi:10.1108/RSR-07-2013-0039
▷Head, A. J., Eisenberg, M. B., & Project, I. L. (2010). Truth be told: How college students evaluate and use
information in the digital age. project information literacy progress reportProject Information Literacy. Retrieved from
http://ezproxy.otterbein.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED535166&si
te=eds-live&scope=site
▷Miller, K. E. (2014). Imagine! on the future of teaching and learning and the academic research library. Portal:
Libraries & the Academy, 14(3), 329-351. Retrieved from
http://ezproxy.otterbein.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=97176450&logi
n.asp&site=ehost-live&scope=site