Presentation Title

Pedagogy, practice and information literacy: a constructivist learning model.

Location

Room 211

Type of Presentation

Individual paper/presentation (20 minute presentation)

Target Audience

Higher Education

Abstract

Innovative pedagogy when combined with educational technology facilitate learning, retention and knowledge transfer. When seen through the lens of constructivist learning models that aligns instruction with real-world problems, the students’ ability to retain what they learn and more importantly transfer their knowledge to other disciplines increase. This case study follows a community college’s two-pronged approach to improving student learning outcomes.

First, the library embarked on its first assessment of information literacy instruction using an information literacy pre-and post-test. This tool was designed mapped to student learning outcomes, ACRL standards, performance indicators and outcomes rubric for learning. Pre-and post-test beta testing occurred in five English 1010 courses. Full implementation tested 50% of information literacy sessions to obtain baseline learning outcomes. The next phase built on assessment data to improve not only instruction but also student learning outcomes.

Secondly, in order improve critical thinking and information literacy student core competencies, a cadre of interactive videos were designed using narrative and storytelling as tools to enhance retention and knowledge transfer. These instructional videos with embedded quizzes were designed, developed, implemented and evaluated to provide a framework for ongoing assessment. Case study results, lessons learned and next steps are provided to substantiate and advance critical thinking and learning.

Presentation Description

In a world of increased disruption, teaching students how to think and learn are ongoing challenges. Yet, as teaching librarians, we seek to engage students, empower learning and envision success. Critical thinking and information literacy skills are essential for disenfranchised populations in community colleges. This constructivist learning model case study articulates the framework for assessment of information literacy instruction and interactive instructional videos designed for a community college. Case study results, lessons learned and next steps are provided to substantiate and advance critical thinking and learning.

Session Goals

n/a

Session Objectives

n/a

Keywords

pedagogy, information literacy, assessment, constructivist learning, interactive videos

Publication Type and Release Option

Presentation (Open Access)

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Sep 16th, 10:45 AM Sep 16th, 12:00 PM

Pedagogy, practice and information literacy: a constructivist learning model.

Room 211

Innovative pedagogy when combined with educational technology facilitate learning, retention and knowledge transfer. When seen through the lens of constructivist learning models that aligns instruction with real-world problems, the students’ ability to retain what they learn and more importantly transfer their knowledge to other disciplines increase. This case study follows a community college’s two-pronged approach to improving student learning outcomes.

First, the library embarked on its first assessment of information literacy instruction using an information literacy pre-and post-test. This tool was designed mapped to student learning outcomes, ACRL standards, performance indicators and outcomes rubric for learning. Pre-and post-test beta testing occurred in five English 1010 courses. Full implementation tested 50% of information literacy sessions to obtain baseline learning outcomes. The next phase built on assessment data to improve not only instruction but also student learning outcomes.

Secondly, in order improve critical thinking and information literacy student core competencies, a cadre of interactive videos were designed using narrative and storytelling as tools to enhance retention and knowledge transfer. These instructional videos with embedded quizzes were designed, developed, implemented and evaluated to provide a framework for ongoing assessment. Case study results, lessons learned and next steps are provided to substantiate and advance critical thinking and learning.