Last Call for CCLI: 2015 Teaching and Reaching Your Students in Environments of Rapid Change

Last Call for CCLI: 2015 Teaching and Reaching Your Students in Environments of
Rapid Change

There is less than one week left to register for the California Conference on
Library Instruction, being held this year at The Cooperage on the Sonoma State
University campus on April 17. Registration closes April 9!

Join us as we focus on new and practical ways to craft innovative experiences
for learners.

For more information and details about presenters and sessions, check out
www.cclibinstruction.org

Register

Techniques for Student Engagement in Library Instruction

Techniques for Student Engagement in Library Instruction

Instructor: John Doherty
Dates: October 6-31, 2014
Credits: 1.5 CEUs
Price: $175

http://libraryjuiceacademy.com/078-student-engagement.php

How do we engage students in their own learning, especially in short, one-shot library instruction sessions? In this four-week, online workshop we will examine a variety of student engagement techniques, focusing on Bloom’s Taxonomy of Learning, problem solving, and metacognition. Over the course of four weeks we will examine up to 10 of these techniques and how they can be applied in traditional, blended, and online classes. We will especially uncover approaches that will work for one shot library sessions. In groups we will examine one or two student engagement techniques in detail, and explore how these might work in our own contexts. We will also develop a plan for applying a student engagement technique in our own practice. This will be a discussion intensive workshop in which it will be essential to follow a close schedule of information presentation, interaction, and assessment.

Dr. John J. Doherty is an instructional designer with the Northern Arizona University’s e-Learning Center. From 1993 to 2007 he worked in academic libraries, with an emphasis on library instruction and critical information literacy. He has published and presented nationally and internationally in these areas, including “Design to learn, learn to design: using backward design for information literacy instruction” (co-authored with Bruce E. Fox in Communications in Information Literacy, 5.2, 2011).

Course structure
This is an online class that is taught asynchronously, meaning that participants do the work on their own time as their schedules allow. The class does not meet together at any particular times, although the instructor may set up optional sychronous chat sessions. Instruction includes readings and assignments in one-week segments. Class participation is in an online forum environment.

Payment info
You can register in this course through the first week of instruction. The “Register” button on the website goes to our credit card payment gateway, which may be used with personal or institutional credit cards. (Be sure to use the appropriate billing address). If your institution wants to pay using a purchase order, please contact us to make arrangements.

Library Juice Academy
P.O. Box 188784
Sacramento, CA 95818
Tel. 218-260-6115
Fax 916-415-5446

inquiries@libraryjuiceacademy.com
http://libraryjuiceacademy.com/

Testimonials:
http://libraryjuiceacademy.com/testimonials.php

Twitter:
http://twitter.com/libjuiceacademy

Check out our jingle:
http://libraryjuiceacademy.com/news/?p=139

Instructional Design Essentials

Instructional Design Essentials
with Nicole Pagowsky and Erica DeFrain

4-week eCourse
Beginning Monday, September 15

Get a foundation in instructional design. Experts Nicole Pagowsky and Erica DeFrain will help you hone your teaching skills and prepare you for your instructional needs. You will complete an instructional design plan for one of your upcoming workshops, courses, or tutorials, and will receive feedback on it from the instructors and fellow participants.

After participating in this eCourse, you will be able to:

  • Identify major principles of instructional design to apply to your teaching
  • Incorporate appropriate learning theories into your materials
  • Develop an assessment plan appropriate for your objectives
  • Select and effectively integrate appropriately matched technologies and teaching tools

Teaching Skills for Librarians

Public and academic librarians are often called upon to deliver educational instruction and training, even though these skills required to do so are not always covered as part of their MLS education. This program was developed in order to provide librarians with a basic set of skills for teaching adult learners.

Teaching Skills for Librarians: A Professional Development Online Course Offered in Collaboration with the College of Saint Rose

Monday, September 8, 2014 through Friday, December 12, 2014

Course Description
The College of St. Rose in cooperation with the New York Library Association is offering a professional development course for librarians. The course will be offered as a completely online study experience. The modules will engage students in the development of foundational skills for teaching and learning for librarians; delivery of Instruction about libraries and library skills; use of technology for teaching and information resources for teaching library skills; and the need for collaboration in selecting content for effectively teaching library skills.

1. Module One: A Foundation for Teaching and Learning for Librarians
Pre-assess audience for clear direction regarding learning needs;
Establish and state learning objectives and participant outcomes in behavioral terms;
Organize materials and resources for instruction, considering transmission of content, and motivation of learners with varying learning preferences and needs;
Introduce instruction and get participants set for the learning to come;
Plan activities that focus on objectives and outcomes, and use objectives and outcomes as screens for selecting learning activities. Activities should model interactive strategies to engage learners, provide application opportunities for learners, and build a community of learners throughout instructional delivery;
Monitor learning progress at formative instructional junctures and adjust instruction;
Assess objectives and learner outcomes;
Choose tactics to bring closure to instruction.

2. Module Two: Delivery of Instruction about Libraries and Library Skills
Revise a lesson in library instruction;
Model interactive strategies to engage learners;
Use learners to instruct the learners;
Provide opportunities for learners to apply material that is taught;
Build a community of learners throughout instructional delivery;
Devise questions and elicit higher order thinking as answers;
Manage instruction and manage discipline.

3. Module Three: Technology and Teaching about Libraries, Information Resources, and Library Skills
Teach information technology and literacies related to the library;
Teach about libraries and teaching library skills with technology, as appropriate;
Use technology to enhance instruction;
Develop electronic instructional modules;
Teach without technology, as appropriate.

4. Module Four: Collaboration and Subject Matter
Collaborate with those requesting service to assure client satisfaction;
Collaborate with members and organizations in the community to increase understanding of the library as a community resource, and to solicit input about scheduling useful instruction about the library for the community;
Involve clients with the subject matter;
Collaborate on an institution-wide level to develop strategies that address the information literacy needs of student/clients on an ongoing, extended basis.

Registration
There are two registration options. One including graduate credit and one without.

$650 (credit is graduate level course credit – accredited by the College of Saint Rose)
Please click here to download the registration form for the 1-credit option.

$450 option, without graduate credit
Please click here to download the registration form for the 0-credit option.

Click here to download the credit card payment form.

Form must be completed and submitted to St. Rose with payment in full by August 31, 2014.

Please send all forms to the attention of:

Casey Redden, Assistant Registrar for Special Projects
The College of Saint Rose
432 Western Avenue
Albany, NY 12203
Phone: (518) 454-2081
Fax: (518) 454-2012

To e-mail form: reddenc@mail.strose.edu

* The College of Saint Rose acknowledges and thanks the Library Instruction Leadership Academy (LILAC) Academy for its contributions to the conceptualization of this course.

Instructional Design Essentials

Instructional Design Essentials
with Nicole Pagowsky and Erica DeFrain

4-week eCourse
Beginning Monday, September 15, 2014

Register

Get a foundation in instructional design. Experts Nicole Pagowsky and Erica DeFrain will help you hone your teaching skills and prepare you for your instructional needs. You will complete an instructional design plan for one of your upcoming workshops, courses, or tutorials, and will receive feedback on it from the instructors and fellow participants.

After participating in this eCourse, you will be able to:

Identify major principles of instructional design to apply to your teaching
Incorporate appropriate learning theories into your materials
Develop an assessment plan appropriate for your objectives
Select and effectively integrate appropriately matched technologies and teaching tools

Threshold Concepts- ALA Annual

Interested in learning more about threshold concepts? Check out the latest edition to the ACRL Instruction Section Research and Scholarship Committee’s “5 Things You Should Read About…” series.

“5 Things You Should Read About Threshold Concepts” highlights and summarizes 5 major articles on threshold concepts, ranging from foundational work to latest research.

Threshold concepts are the topic of this year’s IS Program at ALA Annual, so extra incentive to read up!

We hope this gives you a quick way to keep up with important trends in library instruction research and practice.

Cheers,

The Research &Scholarship Committee

Teaching Information Literacy to College Students

Teaching Information Literacy to College Students
Facilitated by Joanna M. Burkhardt

3-week eCourse
Beginning Monday, June 2, 2014

Register

In this eCourse, Burkhardt draws from her bestselling book Teaching Information Literacy: 50 Standards-Based Exercises for College Students to show you how to create challenging, engaging lessons and exercises that will give college students the foundation they need to distinguish between the easiest sources to find and the best sources to use.

After completing this eCourse, you’ll be able to

Understand the concept of Information Literacy and its importance in a modern college environment
Understand the pedagogy behind information literacy
Be able to create lessons and exercises that will engage, challenge and teach college students
Included in the price of the eCourse is the ALA eEditions e-book Teaching Information Literacy: 50 Standards-Based Exercises for College Students, Second Edition, by Joanna M. Burkhardt and Mary C. MacDonald with Andrée J. Rathemacher.

Call for Proposals: 3rd Annual Indiana University Libraries Information Literacy Colloquium

Call for Proposals

———-

3rd Annual Indiana University Libraries Information Literacy Colloquium

IU South Bend in South Bend, Indiana

Friday, August 1, 2014

The 3rd Annual Indiana University Libraries Information Literacy Colloquium seeks engaging, innovative, and energizing proposals related to the conference theme: Metaliteracy: Seeking Connections and Challenging Traditions.

We seek thought-provoking proposals that examine metaliteracy, which is emerging as a relevant and interesting paradigm that is reshaping the way we think of information literacy and library instruction. As defined by Mackey and Jacobson (2011), “Metaliteracy promotes critical thinking and collaboration in a digital age, providing a comprehensive framework to effectively participate in social media and online communities. It is a unified construct that supports the acquisition, production, and sharing of knowledge in collaborative online communities. Metaliteracy challenges traditional skills-based approaches to information literacy by recognizing related literacy types and incorporating emerging technologies. Standard definitions of information literacy are insufficient for the revolutionary social technologies currently prevalent online” (p. 62). Moreover, the current ongoing revision of the ACRL standards includes metaliteracy as an “important anchoring element” in the new Framework for Information Literacy for Higher Education.

This year’s Colloquium invites you to investigate the implications metaliteracy has for library instruction theory and practice. Questions to consider include, but are not limited to: What do instruction librarians need to know about metaliteracy? What does metaliteracy look like, and what does it entail? How does it influence what we do in the library instruction classroom? How does this shape our learning outcomes and pedagogy? How do we assess metaliteracy? Clearly, metaliteracy is a stimulating and exciting concept that has much to offer library instruction and we hope that the Colloquium will contribute significant advances to the current conversations on this topic.

Proposal guidelines:

Proposals for 45-minute presentations or 45-minute roundtable discussions should be no more than 250 words in length and should contain at least two learning outcomes. Proposals should be submitted via the online conference proposal form: http://ius.az1.qualtrics.com/SE/?SID=SV_3meTvGpIhLHxiIZ

All proposals should clearly relate to the conference theme and offer innovative and interesting insights that will enhance the learning of the Colloquium community.

Proposal deadline:

May 16, 2014. Proposal notifications will occur by May 30, 2014.

Colloquium website:
http://iusb.libguides.com/IULILC2014

Thank you,

Colloquium Event Planners

Maria Accardi

Latrice Booker

Nancy Wootton Colborn

Carrie Donovan

AA-BIG 2014

The Atlanta Area Bibliographic Instruction Group (AA-BIG) is hosting its 13th annual conference on June 20, 2014 at the Cartersville campus of Georgia Highlands College. This year’s theme is “Leaving the Lecture Behind: Active Learning in and Out of the Classroom”.

Librarians, like other educators, have been inundated with second hand theory, research, and buzzwords suggesting alternatives to the “straight lecture” in the design of our teaching and learning experiences. Whether we are presenting to students, to colleagues, or to administrators, theory is of little use unless it is applied in creative, meaningful, and appropriate ways. We invite you join us as we share and showcase practical uses of lecture and presentation alternatives.

We are currently accepting proposals for 20 and 45 minute presentations, and we encourage librarians, library staff, library students, and administrators of all kinds to submit your ideas at the link on our website: http://aabig.weebly.com/ Submissions that are active and practice what they preach are very much encouraged.

(And did I mention it’s a **free** conference? That’s right – no cost to you!!)

The Innovative Library Classroom

Mark your calendars! General registration for The Innovative Library Classroom will open at 8 am EST on Monday, March 24, 2014.

To facilitate discussion and networking among colleagues, we’re limiting registration to 75 participants. We expect spots may fill quickly, thus the marking of calendars. 😉

The Innovative Library Classroom will be held Tuesday, May 13, 2014 in Radford, VA. General registration is $35 (and includes lunch) and for those too far to make it a day trip, we got a great rate on the hotel: $59.99 (plus tax).

Our full program is online at: http://innovativelibraryclassroom.blogspot.com/

Southwest Virginia is gorgeous in the spring- hope some of you can make it out our way!