SIMPLE WAYS TO ADD ACTIVE

LEARNING TO YOUR LIBRARY

INSTRUCTION

Lilly Ramin , Annie Downey, &

Gayla ByerlyTexas Library Association, April 17, 2008

Dallas, Texas

Why bother?

• UNT used Library Instruction Software for Assessment (LISA)

• Assessed 575 students– 11% could perform a subject search after

instruction• Added a worksheet to instruction

– Success rate increased to 38• Other studies prove it works as well

Design for Active Learning

• 1. Experience– Activity that brings the student’s experience into the teaching

situation– Ex: worksheet

• 2. Practice– Activity where the student is provided an opportunity to demonstrate

their understanding of the new information– Ex: Assessment with LISA

• 3. Application– Opportunity to apply the information to a new situation– Ex: Research paper assignment

Why it works

• Students take an active role in learning• Students are more engaged• Students feel more comfortable

participating and asking questions• Takes into account that learning is a

process

Why it works (cont.)

• Facilitates assessment• Learning is demonstrated to the learner

BY the learner• Facilitates teacher learning• Different learning styles and domains can

be accommodated and addressed• Learning becomes personally meaningful

Why it’s hard

• Requires teacher to take risks• Can feel chaotic and like classroom

control has been lost• Strict time limits• We have a lot of content we want to

cover

Simple Strategies

• Honor Silence!!!• Expect participation• Give students time to think• When students answer questions, reward them• Make contact with students that look interested• Allow time for informal questions at the end• http://

www.killerclips.com/greeting.php?mqg=23431

Worksheets

• Individually or in groups• Short and simple• Customized for a specific subject area or

audience

Group Search

• Divide into groups of four• Assign each group member with a role

– Leader– Searcher– Recorder– Reporter

• Assign each group a searching task

Deck of Cards Boolean

• Give each student a card• Ask students to hold up cards that meet

specific criteria to illustrate Boolean concepts

• Explain the concepts as you go• (have them hold up a card that meets the

criteria for the search)

Questions?

• Lilly Ramin

Lilly.ramin@unt.edu• Annie Downey

Annie.downey@unt.edu• Gayla Byerly

Gayla.byerly@unt.edu