From ILI post [ili-l] Follow up: Menu of services and timeline for course instructors
sent:Sunday, August 09, 2015 11:24 AM
Links to menus:
- Clemson’s menu (large PDF contact below for file:
- MCNY google request forms:
- Candice Benjes-Small and Blair Brainard
And today we’ll be serving: An instruction a la carte menu
Coll. res. libr. news February 2006 67:80-96
Candice Benjes-Small Radford University, Jennifer L. Dorner University of California, Berkeley, Robert Schroeder Portland State University. Surveying Libraries to Identify Best Practices for a Menu Approach for Library Instruction Requests. Vol 3, Issue 1, 2009.
His work on evaluating biology teachers that I’d like to investigate about possible transferability to what we teach. His teaching Practices Inventory: http://www.cwsei.ubc.ca/resources/TeachingPracticesInventory.htm
Includes articles about the inventory, a clean copy to use (modify or build on), and why this is a better way to evaluate and improve teaching than student evaluations, peer observations, teaching portfolios and/or pre and post testing.
I didn’t realize that the inventory is supposed to be for self evaluation (and is therefore perhaps a good way to practice some structured reflective teaching practices.)
Also, we have read this article of his in several contexts and it continues to be compelling introduction as to why we shouldn’t always lecture:
And, his reply to the meta-analysis about teaching (includes the bloodletting line):
These fine places are helping the University of Oregon Libraries purchase the Ken Kesey collection. Details here:
-Voodoo donuts – 22 SW 3rd Avenue Portland Oregon, U.S.A.
-Rogue beer – keep your eyes open for this bottle:
-Townsend Tea – http://www.townshendstea.com
– although the Division Street and Alberta Street locations are hardly close, Townsend is also helping the University of Oregon with the Kesey Collection. Pick up a bottle of their kombucha if you’re into that sort of thing: http://www.brewdrkombucha.com
Purrington’s cat lounge just opened. It’s a 10 minute bus ride from the Convention Center, but really, was there ever a place more suited to ACRL? http://purringtonscatlounge.com/home
Spirit of 77 sports bar across from the convention center. http://www.spiritof77bar.com
Walk the East Bank Esplanade or the Waterfront Park Trail & bridges, just walk over a bridge to get to the Waterfront Trail and the parallel bank for the Esplanade. One option here: https://goo.gl/maps/hbC01
One of my favorite things to do is the following: take the MAX or the bus and head to the Pearl:
Start and/or end at Powell’s City of Books. There’s lots more shopping and treats to be had in the area, just walk around.
Coffee is serious in this town: There’s always Stumptown, but some other top-notch coffee joints for people who care to make a pilgrimage: Spella (no seating, but amazing coffee and right downtown), Coava, and of course (not coffee but still…) Cacao, which offers incredible “drinking chocolate” shots in several locations:
Beer is also serious. For just a SE Portland Beer tour try Apex, Beer Mongers, Green Dragon, Cascade Brewing (sour beers), Baeleric, Base Camp, Burnside Brewing, etc. But, there’s so much more.
Food picks from my nieces and nephews, PDX born and raised (and younger and cooler than I’ll ever be) – closer to the Convention Center, getting further out:
Dining on Division is a popular thing to have on your list (rightly so, but the waits are long)
Farther away is a stroll down NE Alberta (with a stop for ice cream at the Salt and Straw) or N. Mississippi (eat at Por Que No for tacos)
More adventures farther afield:
Japanese Garden/Rose Test Garden
the 4T Trail (Train, Trail, Tram & Trolley) 5 T if you add tacos at the end. Start at Lloyd Center Max. Take Max to Zoo. Find trailhead. Hike to OHSU and take the Tram to the waterfront. Trolley into downtown and catch a ride back to Lloyd District, or weather permitting, walk back from downtown.
Learning outcomes: At the end of the session, learners will be able to:
discuss different ways to show information creation is a process.
critique different active learning activities attempting to show how information is created
Pre-class: To facilitate how I’d use this in a classroom setting, please read/skim the short letter to the editor here. (I realize it’s science, but I hope it’s of general interest to many.)
Schwarzfuchs, D., Golan, R., & Shai, I. (2012). Four-year follow-up after two-year dietary interventions. The New England Journal of Medicine, 367(14), 1373–4. doi:10.1056/NEJMc1204792 [open here: Schwarzfuchs_2012]
Using a curriculum map, you may be either introducing this as a topic or expanding on it.
Introduction: 1 minute essay
scenarios: in pairs complete 1 of the following. complete another one if time.
a. Large lecture class, 100-220 students with iClickers, we’ll use poll everywhere for the activity today.
b. Smaller research class, 20-35 students, with or without laptops, arrange the index cards to represent information creation.
c. Smaller research class II, 20-35 students, arrange the pieces to create a story.
Jigsaw: switch groups and discuss what worked and what could be improved.
Summary and wrap up.
some of the finer points of using them:
Ready, Set, React: Getting the most out of peer instruction using clickers
I liked how this source had me consider when and how to start a clicker poll, how to consider the answers I got and the variations I could expect to see.
These were also helpful:
The Clicker Resource Guide: (http://www.cwsei.ubc.ca/resources/files/Clicker_guide_CWSEI_CU-SEI.pdf)
CWSEI has some great resources on its Clicker page.
I still think I need better questions though. Most of mine are very simple, “are you paying attention?” and I’d like more challenge questions that expand on student understanding.
in response to this:
“The Horizon Report annually provides insights into the future trends and technologies in higher education. The 2015 edition has just come out – http://cdn.nmc.org/media/2015-nmc-horizon-report-HE-EN.pdf – and I am more than a little dismayed by the chapter on “Improving Digital Literacy,” (p 24-25). Apparently academia is now waking up to the reality that students are using technology, but not very effectively, for educational purposes. … They can’t even agree on a definition for “digital literacy,” but instead appear to be circling the wagons around the idea that students somehow need to learn how to use their phones, tablets and laptops with skill to deal with information intelligently. …
Am I just a curmudgeon, or are we still on the outside looking in on an academia struggling with issues for which we have solid answers?”
- William Badke
“What they fail to understand is that digital literacy (using technology) is a different beast from information literacy (using information). They lump the two together. I see digital literacy as the mechanics of using the computer – ie, how to push a button. But once they can use technology, then what? …how to apply that knowledge to other buttons? That’s information literacy. Lumping the two together may be efficient, but it does a disservice to… the work we do to help students move beyond the mechanics.”
from A. Rovner, librarian from Charlotte, NC
I only had my phone for notes, so here is what I was able to write down for reference.
links to a .pdf of his slides: the physics one and the one I attended.
My to do list:
1. I need better clicker questions.
2. I need to get students to struggle more in those large lecture classes.
3. I wonder how to apply these principles to library classes. Will they work with a 1 shot class too?
4. Does this help me explain and use concept thresholds?
5. I’d like to try to use that Teaching Practices Inventory tool soon.
I normally would not note this update, excepting a colleague in Great Britain call my attention to an amazing, massive October 2014 study of OA articles done for the European Commission, an analysis of over 1 million articles indexed in Scopus<http://www.elsevier.com/__data/assets/pdf_file/0007/148714/scopus_facts_and_figures.pdf
> from 1996-2013. Data on the growth of OA, the proportion of various types of OA articles, and the OCA citation advantage are reported. It is the only study to my knowledge that includes a breakdown of OA articles by country, region, discipline, publication year, and type of OA: gold, green (in official repository), other (free, but not in official repository.
–A. Ben Wagner, Sciences Librarian
Science & Engineering Information Center
226 Capen Hall (Silverman Library)
University at Buffalo
I read the summary and would recommend you do the same.