Type of Presentation
Individual paper/presentation (20 minute presentation)
Target Audience
Higher Education
Location
PARB 128
Abstract
Learning scientists have long advocated for using learning techniques that help students achieve their learning outcomes in a variety of different contexts. These strategies include engaging prior knowledge, elaborative interrogation questions, self-explanation, distributed practice, and testing—all of which bring the processes of comprehension, critical thinking, and synthesis to the explicit attention of the learner. However, the use of strategies such as self-explanations, analogies, and elaborative interrogation prompts that enhance learning by facilitating the various stages of the research process is not fully explored in the context of information literacy instruction. This presentation will highlight ways to incorporate specific questioning prompts as a pedagogical tool, including examples of prompts in deconstructing a topic, identifying resources, platforms, and knowledge gaps, and synthesizing ideas from multiple sources. The focus of this presentation is to illustrate and develop a praxis on how to integrate these examples of question prompts in information literacy instruction sessions for both undergraduate and graduate level courses.
Presentation Description
This presentation will highlight the examples of the use of elaborative prompts, analogies, and self-explanations that facilitate conceptual understanding of key information literacy knowledge practices as defined in the Association of College and Research Libraries Framework for Information Literacy for Higher Education.
Session Goals
Understand the role of instructional techniques in the context of information literacy instruction.
Keywords
Information literacy instruction, learning techniques, instructional strategies
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Farooq, Omer, "Small Teaching: Effective techniques to scaffold student learning in information literacy instruction sessions." (2020). Georgia International Conference on Information Literacy. 53.
https://digitalcommons.georgiasouthern.edu/gaintlit/2020/2020/53
Small Teaching: Effective techniques to scaffold student learning in information literacy instruction sessions.
PARB 128
Learning scientists have long advocated for using learning techniques that help students achieve their learning outcomes in a variety of different contexts. These strategies include engaging prior knowledge, elaborative interrogation questions, self-explanation, distributed practice, and testing—all of which bring the processes of comprehension, critical thinking, and synthesis to the explicit attention of the learner. However, the use of strategies such as self-explanations, analogies, and elaborative interrogation prompts that enhance learning by facilitating the various stages of the research process is not fully explored in the context of information literacy instruction. This presentation will highlight ways to incorporate specific questioning prompts as a pedagogical tool, including examples of prompts in deconstructing a topic, identifying resources, platforms, and knowledge gaps, and synthesizing ideas from multiple sources. The focus of this presentation is to illustrate and develop a praxis on how to integrate these examples of question prompts in information literacy instruction sessions for both undergraduate and graduate level courses.
