Dont Blink, Or Youll Miss It

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Dont Blink, Or Youll Miss It

• Opportunities in Information Literacy
• Mary Claire Vandenburg Nathalie Soini
• Queens University
• WILU 35

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OUTCOMES

• Recognize good teaching skills
• Reflect good teaching skills in your job
• Apply information literacy skills to your career

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Malcolm Gladwell- Blink

• Chapter 1 Theory of Thin Slices How a little
  bit of knowledge goes a long way.
• Thin-slicing refers to the ability of our
  unconscious to find patterns in situations and
  behavior based on very narrow slices of
  experience (p.23).
• Gladwell, M. (2005). Blink The power of
  thinking without thinking (1st ed.). New York
  Little, Brown and Co.

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Ambady Thin Slicing

• Videotaped 13 graduate teaching fellows as they
  taught.
• Compiled random 10sec. clips, combined them into
  one 30sec. clips.
• Showed the clip to students who were strangers to
  teacher.
• Ratings highly correlated teachers own students
  evaluations.

Nalini Ambady, Robert Rosenthal, Half a Minute
Predicting Teacher Evaluations from Thin Slices
of Nonverbal Behavior and Physical
Attractiveness, Journal of Personality and
Social Psychology 64, no.3 (1993)431-441.
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• dont lets forget that the little emotions are
  the great captains of our lives, and that we obey
  them without knowing it.
• Vincent van Gogh.
• Letter 603.
• St.-Rémy, 1889.

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What is a good teacher?

• Think of at least 3 traits that would make a good
  teacher
• (Think-Pair-Share)

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Good Teaching

• 7 Important Traits
• Student-centered/receptive
• Knowledgeable
• Effective Presenter
• Flexible/Creative
• Organized
• Enthusiastic
• Motivational
• Arnold, J. (1998). I know it when I see it
  Assessing good teaching. Research Strategies,
  16(1), 1-28.

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Good Behaviour

• Approachability
• Genuine Interest
• Listening/Inquiry
• Follow-up
• Arnold, J. (1998).

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The Amygdale Response

• Internal fear, anger and aggression
• External via posture, voice, expression,
  breathing pattern -Coping Googlefight.com
• Romantics vs. Modernists, Behaviorist vs.
  Cognitive
• Connect and keep the class

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Competencies/Skills

• Presentation Skills
• Organizational Skills (good lesson plan,
  organized presentation)
• Communication Skills
• Assessment and evaluation skills
• Proficiencies for Instruction Librarians Task
  Force. (2006). Proficiencies for instruction
  librarians and coordinators.

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Enabling Professional Practice

• Center for Teaching and Learning
• Videotaping exercise micro-teach
• Theory of Teaching Learning
• Objectives
• Set, Body, Closure
• Feedback
• Additional Resources

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Set-Body-Closure

• Set preview connect
• Body - communicate main concept
• 70-90
• Closure review connect

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Set

• Preview of session
• State learning objectives
• Motivate, i.e. appeal to aspirations

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Body

• Passion for material Enthusiasm
• Body language should read well
• Talk with your audience
• Humour
• Manage your time
• Remember to breathe!

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Closure

• Summarize the major points
• Relate to the Instructional set
• Provide a sense of achievement
• No new material

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Ice Model Of Student Learning

• IDEAS CONNECTIONS
  EXTENSIONS
• Basic facts Among basic concepts
  Applying learning
• Elemental concepts to what learner already
  knows to new situations
• ? ? ? ?
  ?
• ? ? ? ? ?
• ? ?

? ? ? ?
Fostaty, Y.C.S. (2000). Assessment Learning
The ICE Approach. Winnipeg Peguis.
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• www.hsci.cas.ou.edu
• History of Science at University of Oklahoma.

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Desk Set 1957

• ICE and Desk Set
• (its not just in Katharine Hepburns veins)

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Teaching Objectives

• Think of 2-3 objectives/goals you think are
  paramount when teaching Information Literacy

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Teaching Objectives

• Give students a positive feeling about the
  library and librarians.
• Introduce students to the tools to access and use
  the resources of the library.
• Help students to begin to think critically and to
  evaluate information resources.
• McDermott, D. (2005). Library instruction for
  high-risk freshmen. Reference Services Review,
  33(4), 418-437.
• Association of College and Research Libraries
  (2000). Information Literacy Competency Standards
  for Higher Education.

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Teaching For Deep Learning

• Make learning goals explicit
• Encourage interaction
• Cooperation
• Make links with what students already know
• Link topic to student lives

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Example Boolean Logic

• Limit Library Jargon
• The "Brangelina" Boolean Diagram

AAngelina AND BBrad
A B
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Thinking Like A Student

• Literacy is a culturally situated phenomenon
  based in the way communities construct meaning
  and belonging
• -Norgard
• Norgard, R. (2003). Writing Information
  Literacy Contribution to a Concept. In J.
  Elmbourg (2006). Critical Information Literacy
  Implications for Practice. The Journal of
  Academic Librarianship, 32(2).

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Credibility, Reliability Libel

• Critical Thinking skills using three examples
• 1. Globe Star Titanic reporting
• 2. Wikipedia Web authoring
• 3. Yesmen Internet identity theft

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RECAP

• Thin slicing
• Good teaching
• Good behaviour
• Competencies/Skills
• Teaching objectives/Deep learning
• Critical thinking

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Percent Attending
100
0
60 min.
Elapsed Time of Lecture (min.)
0 min.
McLeish, J. The Lecture Method. Cambridge
Cambridge institute of Education 1968
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Ideal Attending
100
60 min.

• Elapsed Time of Lecture (min.)

0 min.
Vandenburg, Soini 2006
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Teaching Techniques

• Vary the stimulus
• Use visual aids
• Repeat and clarify
• Organize clearly (mini S.B.C.s)
• Engage the learner

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Teaching Strategies And Retention
Dole, E. (1969) Audio Visual Methods in Teaching.
(3rd Ed) New York Holt, Reinhart Winston.
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Thinking Like A Student

• Reflect on an instance when you were information
  literate
• And also a time when you were not
• How did it feel?
• What motivated you?

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Information Is Power

• Statistical thinking will one day be as
  necessary for efficient citizenship as the
  ability to read and write.
• H.G. Wells.

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Tools and Resources

• Faculty of Education
• Professional Development/Associations (eg
  Education Institute- Partnership of OLA and other
  Associations)
• ACRL Standards
• Centre for Teaching and Learning
• T.A. Training/Learning Strategies Development
• Mentoring
• Evaluation

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RECAP

• Recognize good teaching skills
• Reflect good teaching skills in your job
• Apply information literacy skills to your career
  and everyday life

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Positive, encouraging, accurate fun.
Mary Claire Vandenburg mcv_at_post.queensu.ca
Nathalie Soini soinin_at_post.queensu.ca