Location

PARB 128

Type of Presentation

Individual paper/presentation (20 minute presentation)

Target Audience

Higher Education

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.

Session Objectives

  • Examine the use of various instructional strategies in facilitating the research process.
  • Map the relationship between cognitive mechanisms that scaffold information literacy knowledge practices.
  • Generate new ideas on incorporating prompts, explanations, and analogies based on the examples provided.

Keywords

Information literacy instruction, learning techniques, instructional strategies

Publication Type and Release Option

Presentation (Open Access)

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Feb 21st, 3:15 PM Feb 21st, 4:30 PM

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.