Framework Solution or Sympathy - Group 5

Elect a recorder for your group - That person will take notes over your instruction activities and your brainstorming as you discuss. The group should brainstorm about your instruction activities. Not sure where to get started? Think about:


Group notes:

--Framework seems to fit better for longer courses, harder for one-shots

        --overwhelming to apply all of the framework for one-shot, easier to focus on one aspect

--easiest to have them understand construction of information and context with regards to web pages

--search as inquiry

        --mimic CSI process--

                --look at topic very broadly

                --’detective’ comes in, finds clues, sends clues to lab, then look at evidence under microscope

                --same thing happens with research topic

--use real-life example of some event happening on campus

--concept maps

        --writing about biases, what they don’t know and know already, checking their privelige

                --works really well dealing with current events

--tool/resource-based instruction

        --break it down into a case-based, clinical scenario (medical students)

        --very large group of students (250 students) so in past was mostly lecture based

                --now classroom is formed into ‘pods’, easier to walk around and interact

        --focus more on having them search, instead of ‘showing’ them

                --team captains, where a few groups have to present to class

        --connecting the skills to why the skills will help you in the broader sense/in the end

--assignment-based instruction

--how to deal with students on smartphones/devices

        --class participation points for people that are engaged

        --only have them open their laptops when they’re doing exercises

        --faculty sit in back so they can see what students are up to

        --format classroom so that everyone can see each other’s screens to hold each other accountable

        --okay to have authority and tell them not to use devices in the class

--for every one-shot, turn in three multiple-choice questions to be included in that unit’s quiz

        --how difficult should the questions be, more about concepts or skills?

        --no chance to follow-up and assess

--PowerPoints

        --main concepts, or details

        --if main concepts/outline only, students have to stay focused to get the details

--old ACRL info lit framework

        --fit course objectives/professional standards into the framework

        --practical skill--’theory on the ground’

--new framework

        --translate into easier jargon

        --do copyright topics fit into the new info lit instruction?