1. Creating Significant Learning Experiences in the Library Spencer Jardine Cowpoke in ISU’s Oboler Library

2. Write down answer on a piece of paper/3x5 card. What is your dream as a library instructor/teacher? What do you want your students/patrons to learn?

4. There will be a high energy level

5. The whole process will have important outcomes and results

6. Potential for changing lives in important ways--- L. Dee Fink. Creating Significant Learning Experiences(6).

8. Enables us to contribute to many communities

9. Prepares us for the world of work(Fink 22)

10. Forces for Change Information technology New providers of educational services Globalization of higher education New kinds of students (Fink 12-13)

12. Conscience

13. Citizenship

14. Tolerance

15. Civility

16. Social responsibilityNational Association of State Universities and Land-Grant Colleges (See Fink 14-15)

17. Critical Competencies Conscientiousness, personal responsibility, & dependability Ability to act ethically Skill in oral and written communication Interpersonal & team skills Critical thinking skills Respect for people different from oneself Ability to change Ability and desire for lifelong learning (Fink 16)

19. Application

20. Integration

21. Human Dimension

22. Caring

23. Learning how to learn(Fink 30)

25. Is common to all disciplines, to all learning environments, and to all levels of education

26. Enables learners to - master content - extend their investigations - become more self-directed - assume greater control of learning (ACRL Information Literacy Standards)

28. Access the needed information effectively and efficiently

29. Evaluation information & its sources critically

30. Incorporate selected information into one’s own knowledge base

31. Use information effectively to accomplish a specific purpose

32. Understand the economic, social, & legal issues surrounding the use of information

33. Accesses and uses information ethically & legally(ACRL’s Information Literacy Standards)

35. Immediate

37. Citation Assignment In conjunction with “Evaluating Information—Applying the CRAAP Test” (Green handout) Group exercise: evaluate an abstract Hands-on time to do research Complete “Citation Assignment” Assessment done according to rubric guidelines Cooperation of instructor

38. Cephalonian Method Print & hand out questions Ask students to read their question if it has a big letter B or says “2nd Floor.” Cons: Takes preparation Requires impromptu approach Pros: Gets students talking and asking questions Involves many students Great for tours Works for instruction Prompts the presenter  forgets less

40. Prepare multiple-choice questions

41. Prepare large, color-coded letters

42. Groups consult and agree on one answer

44. Develops competition

47. Gets students to think about their learning and how they might apply it.

48. Encourages critical thinking and recall.

51. What would you change?

52. Why? (Fink 1)

53. So long, partner! What was the most important thing you learned today? What important question remains unanswered? See Thomas Angelo and Patricia Cross’s Classroom Assessment Techniques: A Handbook for College Teachers (148-58).