Week 4, September 19, Teaching Styles methods and models tools, critical thinking, active learning problem based learning evidence based learning, motivation

In reading chapters 6 and 12, the focus is on critical thinking and how to teach this.  Librarians
can help researchers choose and use the right information tools.  Critical thinking is needed when you retrieve information.  Active learning can help teach information literacy and technology literacy for web based and social networking tools.  Learner centered teaching can make a teacher more effective.  Learners must be engaged and interested and the teacher has to have the student’s attention which usually requires change. 

In class we discussed two types of teaching; teacher focused and learner centered.  It is best to use a variety of methods such as mixing lecture with group activities to remain interesting.  Teaching models include formal authority which is teacher centered lecture, demonstrator where teachers outline step by step, facilitator of activity and participation with active learning and creative thinking, and the delegator that gives students the freedom to choose the project with self-assessment.  I like the learner centered approach and motivating students is always a challenge for teachers to keep new and fresh. 

Week 3, September 12, Learning styles, mental models and cognitive styles, library anxiety and other impediments to learning

The reading of chapter 5 discussed library anxiety at length.  The controlled vocabulary required for searching in catalogs has given way to search engines but this hasn’t solved everything.  Some users are also uncomfortable with technology.  Librarians can help users overcome library anxiety by taking a friendly approach and by using signs, guides, handouts, tutorials, blogs, etc. to offer choices to users in how to research.

In class we discussed the Kolb model that matches learners and methods.  Teachers can find out more about their students with an LSQ or learning style questionnaire but they still must vary their methods for all the different types of learners.  I don’t have any background in the formal methods of teaching and I was surprised at how much thought and preparation needs to go into teaching beyond the subject matter you are trying to teach.   I need to be more willing to try different methods to accomplish teaching goals.

Week 2, September 5, Learning theories: behaviorist, cognitive/constructivist, humanist

It was interesting to read the theory behind the psychology of learning.  In chapter 3, I learned that learning theories fall into 3 main categories; doing, thinking, and feeling.  The behaviorist model is based on doing and relies on the association between stimulus and response.  The learner is actively engaged in the process so they learn by doing.  Material can be broken down into tasks with learning objectives.  Self-instruction is an example of behaviorist learning.   The second theory is thinking or the cognitive model.  Learners perceive, organize, and interact and respond to the environment by determining how elements, ideas, concepts and topics relate to one another.  Constructivism is a learning process by which learners build new mental models based on experiences and is based on cognitive development.  Learners discover solutions by solving problems.  The last learning model is humanist and based on feelings and how people feel about themselves.  Self-directed learning is an example of this.    Chapter 4 applies the learning models.  Since learning styles vary, so must instruction.  Teachers must be flexible and willing to try new things. 
 
In class we went over examples of the theories.  Behaviorism was Pavlov’s stimulus-response, Thorndike’s conditioning, and Skinner’s active learning.  Cognitivism is both active and social such as Piaget’s perception , organization, interaction, and response.  Humanists look at how you feel about what you are learning.  I didn’t know all of the theory behind learning but recognized the different methods from being in school my whole life.  I think the most important point was that no one teaching style is effective for all learners or for all situations.

Week 1, August 29, Information Literacy past and present

It was interesting reading in chapter 1 of our text about the history of (ILI) information literacy instruction.  There has been a number ways to define what an information literate person is but they all center around the ability to use resources to solve problems.  Critical thinking and evaluation have become more important as information choices expand.  Chapter 2 discusses how ILI requires librarians to become teachers.  There are many professional organizations interested in promoting best practices in ILI such as the ALA, ACRL, IFLA and many others.                                                

In class we discussed how user instruction dates back to Dewey.  Instruction can be synchronous such as face-to-face instruction, or asynchronous like workbooks.  In groups, we discussed the traits of an information literate person such as lifelong learners, critical thinkers, and problem solvers.   Someone who knows how to find and evaluate resources, use information effectively and properly (legally), and who become a creator or producer of new information.  I didn’t know a lot of the definitions that changed over the years with the way information changed.  I work with law students every day on research strategies and resources in many formats.  There is no start and finish to ILI since information keeps changing.