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Saving our Energy

Saving our Energy. A Scalable, Renewable Information Literacy Partnership Maliaca Oxnam University of Arizona. Objectives. Overview of course Uniqueness of the collaboration Changes Example assignments Course grading structure Common questions. Course Overview.

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Saving our Energy

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  1. Saving our Energy A Scalable, Renewable Information Literacy Partnership Maliaca Oxnam University of Arizona 2004 ALA Annual Conference

  2. Objectives • Overview of course • Uniqueness of the collaboration • Changes • Example assignments • Course grading structure • Common questions 2004 ALA Annual Conference

  3. Course Overview • NATS 101: Earth Resources & the Environment • Instruction Team: • John Kemeny, Mining & Geological Engineering • 3-4 TAs • 1-2 graders • 8-12 preceptors • Semester-based (16-17 weeks) 2004 ALA Annual Conference

  4. Course Overview • 300+ students • 6+ sections, 1-2 preceptor sessions • Structure: • Monday = Lectures • Wednesday = In class Activities • Friday = Computer Labs • Online Portfolio of labs • Final Writing Assignment • Midterm & Final 2004 ALA Annual Conference

  5. What’s so unique? • Revamped entire course • InfoLit presented continuously during semester • Allows student focus, application, & continuous learning • Scalable • Professor & TAs take over presentation of content after 1st Year; Librarian is partner/consultant • Peer assisted learning techniques • Renewable • Easily transferable to new TAs/instructors 2004 ALA Annual Conference

  6. How’d we do it? • Took the summer to acclimate to the idea • Met every 2-3 weeks (Fall 2002) for 2-3 hours • Mapped ideas and activities to lecture topics and course schedule • Constant revision! 2004 ALA Annual Conference

  7. Monday = Lectures Wednesday = Activities Friday = Computer Labs 2 weeks long Online Portfolio of labs Final Writing Assignment Midterm & Final Monday = Lectures Wednesday = Activities Friday = Computer Labs Online Portfolio of labs Each lab includes information competency components and a short writing assignment Web skills & class content Mid-term writing assignment Final Writing Assignment 3 quizzes & Comprehensive Final Course Overview Spring 2002 Spring 2003 & 2004 2004 ALA Annual Conference

  8. Course Grading 2004 ALA Annual Conference

  9. Revamping assignments 2004 ALA Annual Conference

  10. Scalable Instruction • Instruction through the TAs, Instructor, & Preceptors • Information Literacy development is built into the course structure • Assignments are manageable & independent of class size 2004 ALA Annual Conference

  11. Renewable • TAs rotate • Always 1-2 experienced TAs • Requires training for the TAs each semester • Evaluate InfoLit integrations and activities each semester • Preceptors • Preceptors can return in future semesters • Previous students can become preceptors 2004 ALA Annual Conference

  12. Other Activities (2004) • New faculty member • Used Einstein’s Protégés Preceptors • Peer-assisted learning • Trained in basic Information Literacy and Study Skills (Critical Competencies) • Duties • Assist in lab activities • Office hours • Study groups/workshops • Decreased classroom visibility; need to evaluate impact/need 2004 ALA Annual Conference

  13. Common questions • How did your partnership with the faculty form? • How much time did you have to put into this? Fall ’02 = 10 hrs/month + Spring ’03 = 10 hrs/week (14 wks) Spring ’04 = <1 hr/week for 14 weeks • What would I do differently now? 2004 ALA Annual Conference

  14. Do differently? • Further train Prof & TAs • Further change presentation of each Lab and the website to more seamlessly integrate InfoLit skills • Better utilize the preceptors 2004 ALA Annual Conference

  15. Thank you! Course website: http://www.fcii.arizona.edu/poulton/nats101/ Maliaca Oxnam maliaca@u.arizona.edu University of Arizona Library 2004 ALA Annual Conference

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