Information Instruction - Strategies For Library and Information Profnnnessionals

1/23/2019 Information Instruction: Strategies for Library and Information Professionals
Home
Course Materials Instructional Methods
&
Overview At the completion of this
Information & section, you should be
Information Inquiry &
Instruction able to: Instruction, Part 11:
Instructional Design create and Instructional Methods
Standards, Needs & integrate
Goals engaging from Annette Lamb
Inquiry & Analysis presentations into
the learning
Learning Theory environment.
Audience Analysis create and
Objectives & integrate
Assessment simulations into
the learning
Instructional Theory environment.
Instructional create and
Strategy integrate
Instructional discussions into 26:05
Methods the learning
environment.
Technologies create and
Evaluation integrate games into the learning environment.
create and integrate interactives into the learning environment.
Partnerships &
create and integrate practical projects into the learning environment.
Programs
describe and apply ideas for successful instructional development.
Management &
Futures Begin by viewing the class presentation in Vimeo. Then, read each of the sections of
this page.
Explore each of the following topics on this page:
Engaging Approaches
Powerful Presentations
Scenarios to Simulations
Debates to Discussions
Gags to Games
Interactives
Practical Projects
Resources
Engaging Approaches
Although students may not express

these ideas in writing, most learners
want more from a course than
readings and tests. They expect to be
able to perform, create, and apply
course knowledge and skills.
Ask Yourself:
How will students explore
course content, become
actively involved in this
content, practice new learning,
and share their
understandings?
Instructional Approach to Inquiry

http://eduscapes.com/instruction/11.htm 1/29
How we teach is as important as what we teach. You may have heard this phrase
before, but it's true.
It might seem like planning for information literacy instruction would be easy. Simply
ask students to "do it." Unfortunately, it's not that simple. Do your students know
how to formulate meaningful questions? Are they able to evaluate the quality of
information they see on television or read off the Internet? Can they synthesize the
information they find? Do they know how to use the presentation tool you're asking
them to apply? Effectively completing the information inquiry process requires a
staggering amount of knowledge, skills, and dispositions.
Gunn and Miree (2012) determined that
"it is not surprising that elements of information literacy involving higher

level critical thinking and discerning judgement are hard to establish in
brief instructional sessions no matter what the pedagogical approach. The
authors believe that more extensive research scenarios that allow
students to handle the same research topic over all phases of their
research can enable them to evaluate sources better. Offering
opportunities for detailed engagement with texts, i.e. time to read a few
publications on the same topic, can help in modelling for students how to
evaluate resources. The authors will also encourage academic staff to
embed steps in their assignment guidelines for research papers that
encourage active evaluation in the form of annotated bibliographies or
other relevant reflections." (Gunn & Miree, 2012, 32)
Achieving information fluency takes time. You can't possibly address everything
students need to know within a single project. That's the purpose of integrating
information inquiry competencies throughout the scope and sequence of the entire
PK-20 curriculum. Although the process will remain the same, the depth and breath of
the investigations will vary.
Example: Kindergartners can trace the origins of the milk on their lunch
plate back to a daily cow using pictures and key words like store, truck,
and farm. While a high school student might question the use of pesticide
in the grain eaten by dairy cows.
Each classroom situation provides an opportunity to introduce new skills and build on
existing knowledge. For example, in some situations it makes sense to have students
use search engines to locate information to address questions. In others, it might be a
more efficient use of time to provide three quality websites and ask students to
concentrate their efforts on comparing the three different perspectives. Your choice of
approach will depend on the entry skills of your students as well as the specific
standard you wish to address in the inquiry. It makes sense for students to use search
engines themselves if one of the outcomes relates to helping students narrow or
broaden their topic.
In the chapter Empowered Learning in Curriculum Connections through the

Library edited by Stripling and Hughes-Hassell, Violet H. Harada (2003, p. 54)
describes the work of Wehlage et al (1996) indicating that learning environments that
result in significant achievement contain the following three attributes:
Construction of Knowledge: students have guided practice in acquiring the

skills and knowledge they need in the adult world. This involves constructing
rather than simply reproducing knowledge. Students 'produce original
conversation and writing, repair and build physical objects, perform artistically.'
Disciplined Inquiry: students develop an in-depth understanding of a problem
rather than shallow exposure to isolated bits of information. While past
knowledge is a fundamental component of learning, students are challenged to
push beyond this knowledge 'through criticism, testing, and development of
new paradigms.'
Value Beyond School: student accomplishments have an impact that extends
into the real world. Students wrestle with situations and issues connecting their
learning with larger public problems or with personal experiences.
Research supports the idea that learner-centered classrooms enhance student

learning, social, and emotional outcomes. In these environments, teachers focus on
the individual differences and learning needs of children. Then develop a range of
instructional activities and learning support to address these needs (Lambert &
McCombs, 1998).
Marzano, Pickering, and

Pollack (2001), conducted a meta-
analysis of research studies on
instructional strategies. They
identified nine strategies to enhance
student performance.
Identifying similarities and

differences
Summarizing and note taking
Reinforcing effort and providing
recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives and providing feedback
Generating and testing hypotheses
Cues, questions, and advanced organizers
What learner-centered strategies can be used to help students become more

information fluent?
Most instructional situations include a wide range of approaches to attract and

maintain the attention of learners, disseminate information, and provide opportunities
for practice. Lahlafi, Ruston, and Stretton (2012) developed an active learning
experience for business students learning web search skills. In Active and reflective
learning initiatives to improve web searching skills of business students,
Lahlafi, Ruston, and Stretton (2012) explained that a lecture hall setting was used
because of the large student audience. However, the instructors looked for ways to
actively engage students in meaningful activities. Examples include:
A paired exercise connecting previously used resources with new materials.

Group work reviewing the pros and cons of different sources.
Analysis of a "real-world" situation presented through a video clip.
Demonstrations illustrating the advantages and disadvantages of web
resources.
A humorous visual example.
A website evaluation checklist and discussion of fake websites.
Gross and Latham (2011, 183) note that "instructional strategies can harness
students' preference for people as sources toward instructional ends by developing
programs that promote personal contact with trainers."
Limberg, Alexandersson, Lantz-Andersson, and Folkesson (2008, 82) found that
"teacher/student interaction with a focus on learning goals and content is

a vital condition for students' meaningful learning. Focus on the object of
teaching, away from information seeking skills toward an emphasis on the
quality of students' research questions, on negotiating learning goals
between pedagogues and students, and on the critical evaluation of
information sources related to the knowledge contents of students'
assignments improves learning."
Use engaging activities to bridge theory and practice. Student must be able to use
vocabulary, apply rules, and cite principles during scenarios, discussions, and games.
Build these elements into the activities:
Terminology. Require students to label pieces of equipment or screen

captures, define the words they are using, and discuss how the situation could
be different.
Rules. Ask students to journal or state the rules they are applying.
Principles. When developing activities, incorporate elements that require
students to state the principles they are applying.
Look for real-world experiences that bridge theory and practice.
Example: Try the Copyright MicroModule, Citation MicroModule,

Ethical Use MicroModule, and Plagiarism Micromodule.
View Teaching and Learning Strategies (5:49).
In this video, Annette Lamb discusses teaching and learning strategies,

technology as tool, springboard – prior knowledge, information
exploration, multimedia rich environment, drill & practice, simulations, tech tools
create products – Excerpt from “Integrating Technology in the Curriculum”, Canter
& Associates
Read!
Read Ostenson, Jonathan (January 2014). Reconsidering the
checklist in teaching Internet source evaluation. portal:
Libraries and the Academy, 14(1), 33-50.
Let's focus on some specific types of activities that will engage your learners and
facilitate the development of specific skills.
Powerful Presentations
Think of a presentation as a performance. Before you enter the "stage," tell yourself
that it's showtime! If you aren't comfortable in front of an audience, invent a "teacher
persona" for yourself that's confident, motivating, and interesting.
Presentations
How you look and act plays a large role in a successful
presentation.
Dress for Success. You should be dressed slightly

better than your audience. In other words, people
should be able to identify you as the speaker.
Smile. You'll feel more confident if you smile. Or, at
least don't frown. Put on your friendly face and be
enthusiastic about your content.
Make Eye Contact. Smile and make eye contact
with your students. Before the class or presentation,
walk around and introduce yourself to individuals
and small groups. Make students feel comfortable.
Stand Up Straight. Don't slump. Be confidence.
Stand up straight. Although some speakers like to
sit behind their computer, resist this urge. Instead,
request a podium where you can place your laptop
and a high table for materials. If you must sit, use a
tall stood so you can still make eye contact with
your students.
Move Around. Rather than standing in one place, move around the room. You
don't need to be in constant motion. However motion added interest for the
audience. Place props around the room, refer to the screen with a laser pointer,
or simply move around from behind the podium. Avoid repeated motions such
as fiddling with the remote control or rocking back and forth. These can be
distracting. Also consider cultural gestures that can be confusing or offensive.
Use Humor. A positive attitude is an important part of speaking. Jokes, comics,
and other forms of humor can break the ice, introduce an idea, or jumpstart
discussion. However be sure that the humor tied directly with the instruction.
Avoid sarcasm and be culturally sensitive. Self-deprecating humor is most
effective because it makes you more accessible to the audience.
Stop Disruptions. Whether you're dealing with children or adults, you may run
into discipline problems. Confront problems head-on. Do not tolerate rude
behavior such as cell phone calls or back chatting or they will just become
worse. If a cell phone rings, remind people to turn off phones. If chatting in the
back of the room is a problem, physically move toward the back of the room to
make the people aware that you're listening. Or, ask if they have a question.
Or, during a small group activity talk to the individuals privately. Try to stay
positive.
Interact. Students of all ages have short attention spans. You need to engage
your audience every few minutes to maintain their attention. Incorporate
questioning into your presentation. Ask students to react to a photograph,
video, or quote. Direct them to talk with their neighbor about an issue or
brainstorm ideas. The key is keeping students mentally active without
disrupting the follow of your content presentation.
Speak to the Audience. Whenever possible, face the audience. Make eye
contact with different areas of the room as you speak. It's fine to write on the
board or a pick of flip chart paper. However don't spend your time looking at
the screen. Instead, face the audience. This is the advantage of using a podium
with a computer. You can look over the screen to see your audience.
Be Passionate. Share your enthusiasm, it's contagious.
You may not like seeing yourself on video, but it can be very useful.
Try It!
Go to the online workshop Presentations that Pop!
Work your way this this online workshop.
Read!
Read Lecturing from Vanderbilt Center for Teaching.
Think of the skills needed for an effective lecturer. Do you have this
skills? If not? How can you develop them?
Demonstrations
From showing how to use an
electronic database to demonstrating
the proper way to scan a historical
photo, presentations related to
information inquiry often have
demonstration elements.
Consider some of the following

elements for a successful
demonstration:
Pre-plan!. Whether it's a

Google search or photocopy
demonstration, plan ahead.
Your key words should be ready
to go, your websites bookmarked, and your sample photos ready to be
scanned. Think about your audience and what examples they would be likely to
enjoy.
Practice. Practice the procedures, processes and approaches ahead of time.
Think about what you'll say at each point. Talk your way through the process
verbally. This helps students see what an "expert" is thinking as they work their
way through an example.
Focus. It's easy for new users to become overwhelmed by options, features,
and choices. Focus your demonstration on the key features. If possible, put
these in an easy to remember list.
Involve the Audience. Although you want to pre-plan your activities,
incorporate flexibility be involving your audience. Ask them to brainstorm words
in small groups and share them with the group. Record these on the board. If
you did your homework, you already know the words they will brainstorm and
you'll be ready with a sample search to demonstrate.
Scaffold Learning. Provide anticipation guides, sample searches, step-by-step
instructions, best practices lists, and other handouts and resources to help
students in the learning process.
Show Troubleshooting. Rather than showing the perfect search or best
example, include messy examples that require real-world problem-solving.
Begin with a simple example to show the process. Then, show what happens
when a problem is encountered. Discuss the problem and possible solutions.
Plan for Disaster. Have a backup plan. If the Internet is down or very slow,
you should be able to use screen-shots within your presentation.
Plan for the Future. Not everyone may be able to attend a live event,
consider using a screencasting tool and recording searches. Or, video record
your equipment demonstration.
Expert Interaction
Interacting with outside experts can help learners connect course content to real-
world experiences.
Professionals as Experts
Invite professionals in the field of study to interact
with your students.
Identify Experts. How are experts identified?
Contact professional friends and colleagues

Involve members from professional
associations and organizations
Contact local members of the community.
Contact your local Chamber of Commerce.
Solicit participation from government agencies.
As public servants, they are often willing to
participate. Locate addresses at USA.gov
(Find Government Agencies).
Explore Options. How will the expert be involved

with your class?
Interact with an expert in a live real-time chat,

audio, or video conference
Involve an expert for a period of time (i.e., 3 days to 1 week) answering
questions posed by students using a forum or blog
Example: Bridging Theory and Practice
Post information and resources by the individual with no live interaction
Prepare Students. How will you prepare your students for interaction?
Clarify the purpose of the expert interaction

Provide background information about the expert
Focus the discussion on a specific topic or provide areas of expertise to help
learners focus questions
Provide examples of questions for prior semesters as examples
Provide ideas for quality questions such as open-ended questions, questions
asking for examples, questions involving situations
Preparing students for expert interactions
Prepare the Expert. How will you prepare your expert?
Provide background information about the students, their experiences, and

learning needs.
Place emphasis on the important of bridging theory and practice.
Ask for specific examples and situations
Nurture Connections. How do you establish and maintain a group of experts?
Be sure not to overuse experts by rotating people from semester to semester

Make the activity easy by restricting the commitment to a few days
Use technology that won't overwhelm the expert
Provide the expert with choice of technology such as email interview vs live
interview
Reward experts with thanks, gifts, or honorarium
Share Experiences. How do you extend the experience?
Conduct interviews and post content on the web (i.e., text/audio/video)

Edit the interview or discussion for dissemination
Incorporate excerpts into course materials
Example: Words of Wisdom (Scroll to bottom of page)
Example: Words of Wisdom (Scroll down page)
If live interactions aren't possible, consider recorded interviews along with readings.
Explore the Interview Index at The Lives of Teachers as an example.
Learn more at Collaboration: Ask-An-Expert from Teacher Tap
Students as Experts
As your students become more familiar with course content, get them involved with
sharing their understandings with classmates.
Highlights. Rather than everyone doing everything, ask

students to summarize the key points of a unit or
discussions. Students might be responsible for 1 topic
during the semester. Although this may be in paragraph
form, you can also ask for:
a 30 second podcast of the key ideas

a top 10 list to remember
a concept map or other visual representation of the
key ideas
a glossary
a study guide with key points
a voicethread audio/slideshow of key ideas
Student Bloggers. Involve students in providing

examples and sample problems.
Example: The Scribe List from Applied Math 40S
To find more examples, do a Google search for your topic and add the word "experts".
Scenarios to Simulations
Situated learning places students as

close as possible to a real-world
situation. When possible, real
contexts, roles, and tools are used.
When a student connects what is
learned to an actual situation, the
translation of content becomes clear.
The closer to real-life, the more
effective:
Information Literacy Topics

Compare real and fake
websites
Connect to curriculum-
related topics and
assignments
Medical Topics
Use real-situations from the news
Use real-911 audio recordings
Use real-“cop shop” articles
Use real photographs
Key to Success
Successful examples, scenarios, case studies, dilemmas, simulations and role playing
activities help students connect prior knowledge to new situations and contexts.
Designed to be simple, yet complex enough to feel authentic.

They should be close to real-life.
Incorporate photos, documents, sounds, and data.
Consider common mistakes and misconceptions.
Examples and Nonexamples

Examples and non-examples are important because they help students learn
defined concepts. Individual instances are used to help students distinguish
characteristics and classify elements of a concept.
Example: Provide a situation that helps define a term. State the term.
Example: Zach set up a YouTube account using his teacher's name and
personal information. He sent a text message to his teacher threatening
to post a video showing the teacher smoking pot unless his grade is
changed to an A. This is an example of fraud.
Example: Taylor posts on Facebook that his teacher is gay even though
he's not sure if it's true. This is not fraud. It’s a non-example of fraud that
can be used for comparison.
For lots of examples, go to the Decision-making Process handout. It

provides guiding questions and examples related to the use of social
p g gq p
technology.
Show examples, then ask students to create their

own.
Scenarios
Scenarios are descriptions of situations that provide a
context for discussion or debate. They help students
visualize a series of actions and can be used to test out
ideas and strategies. Unfortunately, they can also be
overly simplistic leading to inappropriate generalizations.
Example: Students
are presented with
information necessary
to take on a role or
solve a problem. For
instance, Susan
observes BLANK. She does BLANK because
…. Do you agree or disagree with her
reasoning? Why?
Example: Susan notices that Ben left his
computer without logging off. She opens his
email and sends embarrassing messages to
his friends. She thinks it's okay because "he
didn't log off and it's a free country." Do you
agree or disagree with her reasoning?
Building Scenarios. First, design a set of

circumstances including characters, setting, and
action/events. Then, ask students to do one of the
following:
solve a problem
discuss the options
identify different perspectives
bring the group to consensus
respond to the situation
identify a plan of action
describe the steps in coming to a decision
list the pros and cons
convince others
Example: Students are given sample searches and must identify the
problem.
Example: Students are given instrument readouts and patient
information. Students must identify the problem.
Example: Visit Survival Scenario Exercise, a group dynamics team
building exercise, and examine the various scenarios that are included.
Rather than simply providing text-based scenarios, begin with images, audio, or
video.
Example: Incorporate short videos with background information for the

scenario.
Example: Watch a news program on cyberbullying and discuss the
topic.
Case Studies
Case Studies are in-depth examinations of specific situations.
The case study approach involves students in analyzing real or fictional cases in
detail. While they are useful in exploring complex situations, they can be time-
consuming to prepare and may not meet the spectrum of needs.
A great way to bridge theory and practice, case studies are a practical approach to
help students practice course content. You're also able to see how learners apply
information and demonstrate understandings in authentic situations. However ask
yourself whether a case study is needed or if a scenario work as well.
Building Case Studies. Present a specific situation or set of facts. Ask students to
analyze the case:
What's the context, key characters, and setting(s)?

How does this case relate to course content?
What are the primary issues?
What are the different perspectives?
What are possible solutions, alternative approaches, and
consequences of various paths?
What are the pros and cons for each approach or
solution?
What would you do? Take a stand. Use evidence to
justify the position.
How does this case generalize to the "real world"?
Example: Rebecca is BLANK age, with a BLANK

history, in a BLANK situation. How could you treat
her or react to her?
Example: Rebecca is twelve and a seventh grader
at Richmond Middle School... She has a computer
with Internet access in her room and knows her
parents keep track of her use... She isn't allowed
to have a cell phone at school, but she hides it in
her pocket… She lied about her age to get a Facebook account… In which
situations is Rebecca acting responsibly and irresponsibly?
Ideas for Case Studies. Consider some the following ideas:
Present a specific situation or set of facts

Use organization websites, online reports, financial documents, or mission
statements
Analyze, forecast, create a report for, build an advertising campaign for
Explain the rise and fall of a company
Create a plan for this company to become more green
Apply principles or rules from readings
Practice client interactions and interview skills
Ask "what if" questions
Case Studies and Critical Thinking. Encourage students to be critical thinkers who:
Seek multiple options and solutions

Keep an open mind
Look at multiple perspectives
View the spectrum of options from one extreme to another
Look for holes in assumptions and generalizations
Evaluate evidence
Make informed decisions
Dilemmas
Dilemmas are situations where multiple options are
provided, but none are acceptable. For instance, a
dilemma may address two moral principles that required
different courses of action. When students are asked to
determine and justify a course of action, they learn to act
on principles of justice and fairness rather than on self-
interests or social norms.
Students need to be aware that there may be many

conflicting opinions. This approach can be overwhelming
for some students, however it is effective and essential
at addressing the core issues.
Example: This happened, but this happened. I’m

supposed to BLANK. What should I do?
Example: In my social issues class, our team has
been documenting the increase in homelessness in
our community through photographs. While going
through the digital photos team members took of
homeless people, I realized many photos included a student from our
school. I'm supposed to upload our photos to Flickr before class today.
What should I do?
Simulations
Simulations involve people playing roles with real-world equipment. Use this
approach to introduce a learning outcome, review materials, or provide a culminating
experience. The scenario can be stopped to point out key ideas.
Simulations help students apply their skills to "real life" situations by providing an
environment to manipulate variables, examine relationships, and make decisions. This
type of assignment is generally used after initial instruction as part of application,
review, or remediation. In most cases, simulations should be used as a culminating
activity after students have basic skills in the concepts being addressed in the
software. Otherwise it is difficult for them to make informed decisions during the
program. Without background skills, the simulation may become an unproductive
game rather than a meaningful learning experience.
Types of Simulations. There are many types of simulations.
Physical simulations involve students in using objects or equipment.

Procedural simulations involve a series of actions or steps such as medical
diagnosis.
Situational simulations involve critical incidents within particular settings
such as interactions with patients.
Process simulations involve decision making skills related to topics where
students must choose among alternative paths.
Building simulation. Invent roles (i.e., patient, responding crew, bystanders, and
facilitator. Provide cards for each role. Incorporate at least one of the following:
Location. Consider a location such as the bathroom, hall, bottom of stairs to

add realism.
Noise. Incorporate background noise to add to realism
Makeup. Use realistic wound makeup.
Props. Use pill bottles, medical alert tags, dishes, food wrappers, medical
supplies, newspapers, and other products.
Make it Real
Setup
Provide all necessary equipment
Use standardized skills sheets
Allow guided practice skills prior to scenario
Check skill competence before running scenario
Add realism (i.e., props, noise, makeup)
Assign Roles
Evaluator: Uses skills sheet and records steps performed.
Information Provider. Uses a script and provides information.
Team Leader: Primary Patient Care Provider or Librarian
Partner: Performs care as directed by leader
Patient: Faithfully portrays signs and symptoms according to scenario
Bystander: Acts as distractor or helper
Run Scenario
Distribute the script
Use real calls and primary source data such as forms
Begin by reading the dispatch information
Do not interrupt the scenario unless someone is in danger
Evaluate
Use Positive-Negative-Positive format
Start with positive statements
Provide constructive feedback and areas for improvement
End with positive reinforcement
Allow role players to comment
Rotate Roles for Next Round
Adapting Simulations. When selecting simulations consider the amount of time you
have to dedicate to the program. Some simulations can be time-consuming if done
well. Also consider the grouping of students. Ask yourself:
Will students complete the simulation as individuals, in small groups, or as a

class?
Does the simulation support the activities you are doing in the rest of your unit?
In other words, does the simulation match your vocabulary and instructional
approach?
Is the content realistic enough to involve the students?
Will they really "get into" the simulation or simply treat it like a game? For
example, does it make a difference that the students aren't responsible for real
money or lives.
Creating Simulations. Explore the following ideas for creating simulations:
Recreate a situation
Provide materials for preparation
Provide guidelines for the simulated event
Establish a learning space for the exchange
Establish a time frame for the exchange
Role-Playing
Role-Playing allow students to
practice what is being taught in a
controlled setting. Participants in role
playing assignments adopt and act
out the role of characters in particular
situations.
What role could the person in the

photo be playing?
They may take on the personalities,

motivation, backgrounds,
mannerisms, and behaviors of people
different from themselves. Set the
stage and provide handouts or sheets
with key information. Debrief at the end to reinforce learning objectives. (NAEMS,
2006)
Student-student scripted role play

Student-directed improvisational role play
Instructor-student role play
Guest role play
Role-Playing Activities. Consider the following activities that involve role-playing.
Conversations and Interviews. Role-playing conversations is a wonderful way to

practice foreign language skills, try out parent/child interactions, or conduct mock
interviews. Ask students to take the perspective of a member of an organization (i.e.,
company, school, non-profit).
Debate. Students might be asked to take one of two positions or perspectives in a

debate situation. In an online environment, the debate could take place live through
chat, audio, or video conference. Working in pairs, students could create a
collaborative presentation following the debate format. Each student would create
every other slide.
Explore an example at Rhetoric.
Demonstrations. Students might audio or videotape themselves performing a task.
Improvisation. In an improvised situation, students play the role of their character

in a free-flow environment. For instance, individuals might take on the role of a past
President sitting at a take of other past Presidents. What might they say to each
other?
Historical Re-enactments. Using an avatar in Second Life or describing their

character in text, learners can design a virtual environment for historical re-
enactments.
Mock Trial. Students take on a role related to a trial situation. The trial is acted out
through an online discussion.
Response Preparation. Students might take on the role of a first responder and act
out the steps they would take in a particular situation.
Outside Evaluator. Students may be asked to act as an "outside evaluator" or

"consultant" on a particular topic.
Creating Role-Playing Assignments. Think about the the activities of the instructor
and student in a role-playing situation.
The instructor would set up the role-playing situation by:
providing materials for role preparation

providing guidelines for the simulated event
setting up the situation for the exchange
establishing a learning space (i.e., forum, wiki) for the exchange
establishing a time frame for the exchange
The students would be responsible for:

p
identifying background information about the character
associating the character particular behaviors
creating an outline, a concept map, or notes to be using during the role playing
event
contributing to the role-playing learning space for a specified period of time
Try It: I'm Fine. Just Give me a Band-Aid Role-play

Step 1: Divide the group in half. Move to opposite sides of the
room.
Step 2: Members of Group A will take on the role of a reluctant
patient and brainstorm a set of provocative statements, questions, or
demands.
Example: “I’m late for a meeting and I don’t have time for this.”
Step 3: Members of Group B will take on the role of EMTs and brainstorm
effective statements to defuse the situation and empathic reactions to provocative
statements.
Example: “Sir, I’m sorry you feel that way. We can save time by….”
Step 4: Identify a member of the opposite team and
conduct a one-on-one conversation between the patient
and the EMT. A member of Group A will initiate the
angry conversation by asking a question or making a
demand. The person from Group B will respond in a
calm and empathetic fashion to defuse the hostility.
After one minute, the pairs will shift.
Step 5: After all Group A members have interacted
with Group B members, take a couple minutes to create
a character and switch roles. Conduct another set of
rounds.
Step 6: Debrief.
What are techniques and statements that worked
effectively to defuse or calm the patient?
What are examples of empathic, apologetic, reassuring,
and limit-setting statements?
What is a piece of advice you’d give a new EMT?
Step 7: Discuss the use of role-playing as a teaching
tool and design your own assignment.
Step 8: If you have time, try a round focusing on your own role-playing
assignment.
Redesign the "Just Give Me a Band-Aid" Role-play into a "Just Give Me

Google" Role-play.
Try It: Simulations

Compare examples, scenarios, case studies, dilemmas, simulations,
and role
playing activities.
How are they alike and different?
Select and think about one of these techniques and how you use it.
Discussions to Debates
Discussions are a way for students to share their

understanding of course content. A debate is a type of
formal discussion on a particular topic where opposing
arguments are presented.
Class discussions are one of the most popular activities

in online courses, book clubs, seminars, and
conferences. However without careful planning, they
can bore participants and be viewed a "busy" work
rather than meaningful learning experiences.
Forums can range from free-flow sharing of ideas to

highly structured activities. However it's important to
identify the specific purpose of the discussion and
design assignments and assessment that reflect this
need. To accomplish the course goals, it's also necessary for the instructor to carefully
monitor and manage the discussions.
Technology for Online Discussions

There are many online tools for coordinating online discussions.
First, consider whether an existing service might be used. For instance, if you're
developing an online book club, you might use an existing service such
as LibraryThing or setup group at Goodreads as the forum tool for your
discussions.
Second, use an online service that specializes in groups and forums such as Google
Groups or Yahoo Groups.
Third, if you want to do more than simply hold a discussion, consider a course
management tool for nonprofits such as NiceNet. Or, a social network builder such
as Ning.
Fourth, if you have access to your own web server consider a open source software
such as the course management system Moodle or the forum tool phpBB.
The Cs of Discussions
Be sure that your discussions are part of the larger learning experience. Consider the
C's of Discussions:
Community. Set up a positive atmosphere for discussion. Encourage risk-

taking, value multiple perspectives, and promote peer feedback and support.
Content. Provide a shared experience such as a chapter, article, video, photo,
scenario, or other materials to serve as background information. Encourage
students to cite sources and provide examples rather than simply offering
opinions.
Context. Present students with a problem, situation, or scenario for the
discussion. You might cite the shared experience and present a question or
dilemma.
Create and Contribute. Rather than simply posting a comment, ask students
to create something that will extend the discussion. They may share an
example, provide a critique, or pose a solution.
Collaborate, Conflict and Compromise. After making an initial contribution,
ask students to take action based on the ideas generated in the discussion.
They might collaborate, address a conflict or reach a compromise.
Culminate. Bring all the ideas together in a final statement of conclusion.
The Purpose of Discussion

Before designing discussion assignments, ask yourself: What's the purpose of the
discussion activity?
Forum assignments provide an environment where information and ideas can be

shared and discussed. Start by examining your course goals and objectives.
Will a discussion help students:
build a sense of community?

explore course content?
extend a course reading experience?
share an experience or example that demonstrates understanding of course
content?
peer problem-solve?
model course concepts?
demonstrate a skill?
practice a skill?
collaborate to create a product that reflects course content?
set goals or plan for a project?
review the work of a peer?
Identify the goal of the experience:
What will the student posting a message get out of the experience?
What will the student reading a message get out of the experience?
What will the student replying to a message posted by another student get out
of the experience?
What's the motivation for participation?
Try It!
Examine book discussion programs that could be adapted as online
programs. How could you promote high level thinking in these
discussions?
GoodReads Groups
One Book reading promotion projects from the Library of Congress
Book Group Buzz from Booklist (ALA)
Center for the Book from Library of Congress
As you begin designing assignments, think about ways to associate discussions with
course materials. Students could be asked to
cite readings from inside and outside the course materials

associate a personal experience with course content
identify or invent an example or problem
Course Discussion: Relevance

Once you've identified specific learning objectives, focus on specific activities that
stimulate critical and creative thinking. Consider the purpose of each discussion
before writing discussion questions. Also keep in mind that the educational outcomes
must be clear to the students.
Students particularly enjoy discussions that involve real-world situations, authentic

resources, and practical experiences.
Use the following ideas to help you build meaningful, relevant discussions:
Activate. Motivate learners. Use discussion as a catalyst to generate interest in a new

topic. Help students see the excitement and energy that can be found in a subject.
For example, show the enthusiasm of mathematicians.
Communicate. Use connections to course content to share ideas, personal

perspectives, or shared experiences.
Connect. Provide a context or establish a connection. Bring relevance to the

discussion by using a "real world" situation or example.
Critique. Critically evaluate an idea or perspective by using examples to support a

position. Many of these examples can be found in professional blogs.
Deepen. Add depth to a learning situation by providing a detailed explanation,

thoughtful observation, or new resource that provides additional information or
insights. For example, use a law blog to learn more about law and ethics or use an
author blog to explore issues in creative writing.
Evidence. Provide resources that students might use as evidence in justifying a

perspective, solving a problem, or making a decision.
Expand. Broaden thinking by providing an alternative perspective or different point of

view. For example, use readings from different countries to examine cultural
differences.
Fresh Look. Use discussion starters to provide current, immediately relevant

examples. For example, get the latest science or fashion news.
Inform. Provide primary sources or data that help explain an idea already presented.
For example, you can track earthquakes and volcanoes. Consider a statistic or graph
that illustrates a point.
Inference. Involve students in resources that can be used to facilitate problem

solving and inference.
Launch. Use focal points as a place for stimulating new, innovative ideas. Be the first
to present a new idea rather than simply commenting on the work of others. Ask
questions to keep the new idea going.
Organize. You may provide resources you wish student to organize. They may
categorize, sequence, or create a hierarchy.
Storytell. Involve learners in telling or retelling a story. They may be providing

narration, reviewing the steps in a process, or describing events.
Synthesize. Bring a number of ideas together. For example, consolidate these

comments and draw a new conclusion.
Teaching. Involve learners in teaching others through demonstrations, mentoring, or

sharing course content.
Course discussions are more meaningful when placed in a context. Identify focal
points that can serve as a shared experience and provide a context for learning. The
focal point may be content that you identify such as a required reading or a set of
photographs to examine. It may also be something selected by a student such as an
article they have identified or a poem they have written.
Seek out materials that will engage learners. Also look for materials that address
different learning styles or intelligences.
Establish a Context for Discussion

Identify discussion focal points that can be used as the basis for questioning,
problem-solving, and decision-making activities. This list can also serve as a place to
look for examples or real-world applications of course content.
Artwork. Pieces of artwork can convey emotion, reflect a time period, or inspire
creative writing.
Use the Art History Resources on the Web for ideas.
Audio program or podcast. Although you or your students may choose an entire
program for discussion, you may also select a quote from a speech or an excerpt from
a podcast as a focal point.
Explore the following podcasts for science ideas: Earth and Sky, Science
Update
Explore popular radio shows for ideas: NPR
Blog postings. Blogs generally focus on current events and often provide
commentary or personal insights. Select or ask students to select a book review,
political viewpoint, or piece of commentary as the focus of discussion.
Do a Google Blog Search for resources.
Data Sources. Census data, drug use statistics, and sporting event numbers could all
be used in social studies or science discussion, writing exercises, or mathematics
problems.
Graphics. Seek out charts, diagrams, illustration, maps, organizers, photographs,

cartoons, symbol. Use photographs found on the web or those taken by you and your
students.
Cagle's Professional Cartoonist Index

Put yourself into the place of a character from the novel. Create a diagram
showing the relationships between your character and the other characters in
the novel.
Examine the photograph on the right. Consider the following questions:
Who placed these flags?

What does this image mean to you?
Where could this photo have been taken?
When was it taken?
Why do you think these flags were placed here?
How long have the flags been waving?
Who else as seen these flags?
What words come to mind?
What have these flags seen in their lifetime?
If you're interested, we took the photo above outside a pioneer cemetery in southern
Utah.
Interactives. Although interactives can be
used for practice, they can also serve as the
focal point for discussion. For example, you
might ask students to critique the accuracy
of an interactive or suggest additional
elements could added to an online game.
Interviews. Ask learners to read, watch, or

listen to an interview or conduct their own
interview.
Literature. A chapter from a novel, an

excerpt from a short story, or a poem can all
serve as effective focal points.
Periodical article. Print journals, online magazines, and newspaper articles can all
serve as effective discussion starters. Seek out current events: Arts & Letters
Daily, Science Daily, SciTech Daily
Primary source materials. Historical documents, treaties, certificates, posters, and

other original materials can bring people, places, and events to life. Use them to
inspire creative writing, stimulate thinking, or pose math problems.
Examine the photograph above. Consider the following questions:
What would it have been like to be a young woman with two small children
living in rural Iowa in the 1910s?
How would her life have been different than someone living somewhere else in
the US or the world at the same time?
How would her life be like and unlike a person today?
If you're interested, this is a photo of Annette Lamb's great grandmother Hazel Bolger
taken in 1916.
Textbook or course reading. Course readings can be overwhelming causing key

ideas to be lost in the ocean of information. Use course discussions as a way to focus
on essential elements of the readings.
Video program. From the Library of

Congress and PBS to SchoolTube and YouTube, a wealth of video is available
online. It's not always necessary to view an entire program.
Wiki articles. Like all resources, it's important that learners carefully evaluate what
they read. A wiki is an opportunity to read and critique the work of others. It's also
possible modify, expand, and enhance the work of others. For instance, ask learners
to read a particular article and expand the references or identify fact vs opinion. For
ideas, explore Wikipedia.
Course Discussion: Prompts

Actively engage learners by reaching outside the required textbook readings and
standard course content. Bring in multiple perspectives, authentic resources, and real-
world problems. Also think about multiple channels of communication. Students may
listen to a speech, analyze a political cartoon, or examine government data.
Example. Students are asked to watch a panel discussion titled

"Academic Freedom in an Age of Industry Collaboration: A Panel
Discussion" (length 1:35:23) at University of California
Television (UCTV10). They will then continue the panel discussion online
taking on the role of a fictional faculty member or industry representative
discussing the key issues.
Students might be asked to
read and comprehend course content

analyze and interpret course content
use and apply course content
design and create their own meaningful example
Create a clear, concise prompt that will initiate discussion. The following discussion
starters are simple examples to help you generate ideas.
Start with a(n)...
Action. Use verbs to bring a posting alive. Start with an event, disaster, or other
activity. Then ask a question.
Example. Compare the number of injuries and/or deaths to similar

disasters. How are they alike and different? Speculate on why.
Announcement. Make an announcement or statement. Use this to grab interest.
Example. Deaths due to BLANK are on the rise. Why?
Challenge. Challenge participants with a bold statement that might cause

controversy such as one side of an argument or an opinion. Look for the controversy.
Example. State your perspective and support it with evidence.
Choice. Present options or choices then ask a question such as Which do you like
best? Why?
Current Event. Present a news item or important local or global event.
Example. Create a problem based on a current event or local news
Definition. Provide a word and/or definition. Or, just a word and ask for a definition,
illustration or example. Be sure to cite the source. Ask a question that requires a
definition.
Example. Let's create a visual glossary! Share an image that helps to visualize
a concept from the Chapter 5 glossary. Share the word, definition, and image.
Then explain how the image represents the word.
Emotion or Feeling. Talk about a feeling or emotion related to a particular situation.
Example. How do you react in stressful situations? Why? What can you
do to handle stress?
Experience. Focus on personal or professional experiences and examples. Connect it

to the discussion or topic. If possible, incorporate visuals such as photographs.
Example. Share a personal experience or story about yourself.
Opinion. Start with an opinion and take a stand.
Example. Provide a statement and ask students whether they agree or

disagree with this statement. Ask them to provide three reasons to support
their opinion.
Quote. Start with a quote. The quote could be from a famous person, book, news
article, or interview. Be sure to use quotation marks and credit the source.
Question. Focus on questions about a topic (i.e., main idea, connection to other
learning), book or movie (i.e., character, plot, setting), or problem.
Example. After reading about survival in the wilderness, think about your own
life and skills. Are you prepared to survive in the wilderness? Why or why not?
Provide some specific examples.
Example. Are you at risk? What about your family members? What's the risk
factor associated with particular diseases? Share the risk factors associated with
a particular disease and share the potential of three people you know
personally.
Riddle or Puzzle. Pose a riddle or puzzle, then provide a reading to help solve the
problem. Or, get students involved with writing their own riddles or creating puzzles.
Scenario. Ask readers to imagine a situation. Consider starting with dialog or

conversation.
Statistic. How many or how much? Present a shocking statistic or one that people
might question. Consider presenting this information in the form of a chart or graphic.
Ask students to analyze this data.
Surprise. Begin with a shocking or amazing piece of information.
Course Discussion: Participation

I can't think of anything to say.
Some students find course discussions difficult. Discussions can serve many purposes.
Unfortunately, they rarely reach their goal without clear guidelines for student
participation. Participants need to be aware of the purpose of the discussion and their
role in making the discussion a success.
While some students find online discussions easy, others are easily frustrated. Provide
students with suggestions that will help them become successful participants.
Below are helpful hints for students:
If you're unsure about the assignment, be sure to ask questions.

If you get behind or anticipate a problem, be sure to check with the instructor
early.
Practice netiquette. Be polite and respectful of others.
Encourage your classmates.
Provide weblinks that contribute to the discussion and make your links hot.
Make it clear what's fact and what's opinion. If you state an opinion, support it
with an example or persuasive argument.
Don't assume the students have read all the postings. When referring to an
earlier posting, you may wish to restate the problem or quote a posting.
Cite sources to support your views.
Review your post for spelling and grammar errors.
Show respect for your classmates.
Re-read the instructions for the activity before you submit your posting.
Re-read your message before you press "SEND".
Some students need starters for their comments. Here are some ideas:
Your statement is important because...

You made me wonder about...
Your statements reminded me of...
Your statements supported my opinion that...
I disagree with your statements because....
I'm confused by your statement that...
I relate your statements to...
An example to support your statement is that...
The pros and cons of this approach are...
This discussion brings up an important question...
Based on the proceeding arguments, I conclude...
Encourage Probing Questions

Students may need help generating quality questions for their peers. Teach students
to ask probing questions.
The following list can help you and your students extend the conversation through
questioning:
Assumptions. What assumptions are you making? Are you assuming... If so,
...? Can you justify this assumption? Is this assumption always true? What if...?
Clarification. What are your most important points? How does this relate to
that? Can you give an example? Can you summarize the key points? What do
you mean by ...? What are the causes and effects? What are alternative
viewpoints or perspectives?
Evidence. Can you provide examples and non-examples? Can you explain your
reasons? Can you justify your position? Can you cite sources that support your
argument? What resources did you use to identify information? What resources
did you ignore? How did you evaluate this information?
Focus. How can we approach this topic? What is the main issue and supporting
questions? What alternative views can we consider?
Course Discussion: Facilitation

When there's a lull in the discussion, it's tempting for instructors to interject their
ideas and opinions into student forums. However, teachers should use caution when
posting messages. Some students may rely on the teacher's comments or wait for the
teacher to lead rather than jump into the discussion. When possible, let the
participants lead and only join the discussion when necessary.
There are situations where the instructor may wish to enter a student discussion. He
or she may jump into a heated conversation to cool things off, provide a perspective
that seems to be missing, play the devil's advocate, or correct misleading information.
However, take care not to anger or embarrass students. It may be possible to defuse
a situation through a personal email rather than a public posting.
Many instructors find it valuable to setup and debrief discussions. The setup might
include the discussion prompt, assessment information, and suggestions for
approaching the topic. At the end of discussion, the instructor may provide an
overview of the discussion along with a closing statement. This is also a role that can
be rotated among students.
When facilitating discussions…
let the discussions flow

avoid adding comments that might lead or distract
be patient, students will self-correct over time
Facilitating Online Discussions

At first, some students may need guidance and practice in holding an online
discussion. If your discussions get off-track or lack depth, you may wish to play the
role of coach by:
encouraging participation with supportive comments

modeling a quality response such as providing an example or playing the devil's
advocate
stimulating discussion with focused questions requiring clarification or
elaboration
refocusing the conversation back to the original problem or prompt
asking questions that require students to state assumptions, evidence, options,
reasons, consequence, or implication
responding to a posting that has been ignored
identifying patterns of responses
summarizing progress and outlining areas of potential for future discussion
synthesizing comments
Regardless of whether you choose to actively participate in student discussions,

consider the following guidelines for class discussions.
provide a practice area to practice posting messages, uploading documents, etc.

model expectations through practice exercises such as Introduce Yourself
activities
provide clear guidelines
present a springboard/starter (motivation, task, materials, guidelines)
encourage your best students to post early
stay out of the discussion
guide as needed
review reply/feedback/discussion enhancement guidelines
require participation
debrief, draw conclusions, and closure (you and/or students)
establish the foundation for future assignments (connect to new content, relate
to other topics, reflective and anticipatory questions)
Creating a Series of Discussions

Rather than cramming the entire class into the same discussion, provide choices. In
most cases, you need at least three or four people to really get a discussion rolling,
however too many students will make a forum overwhelming. Groups of four to
fourteen students work best. You may allow students to self-select categories (i.e.,
topics, professional interests, grade level interests, problem, team) or assign groups.
If you allow self-selection, keep track of the choices made by students and adjust the
assignments each semester in an attempt to even out the groups.
Examine different aspects of your learning outcome and select two or three elements
discussion. You may ask students to post in one discussion and reply in another
forum.
Try It: Infographic Discussions

Use an infographic as the basis of discussion.
Explore some information examples.
Periodic Table of the Internet - Could you make a Periodical Table
of research?
Science Fiction and Fantasy Books - Can you create your own
chart showing your favorite books?
TurnItIn: The Plagiarism Spectrum - Do you think plagiarism is a problem? Are
you surprised by the statistics in the infographic?
Wikipedia: Redefining Research - Select and verify one of the statistics.
Explore some health examples.

Human Subway - Is this graphic correct? Trace each system. Is anything
missing? What other analogies could you use to visualize the human body
systems?
Male Death - Categorize the data. Which are you most likely to encounter as an
EMT?
Our Favorite Drugs - What drugs are you likely to encounter as an EMT?
PTSD - What are implications for EMTs?
Emergency Communication - Are you prepared for a disaster? What other
communication systems should be considered as part of this infographic?
In the Event of Zombie Attack - Could you create an infographic focusing on a
real-attack? How would it be like and unlike this infographic?
Try It: Discussions
Explore the ideas related to discussions.

Select one idea and design a class discussion.
Games
Games are an effective way to review course content

and apply skills to new situations.
Games increase emotional involvement.

Information is more easily remembered when
connected to strong emotions.
Games involve decision-making skills and
require students to apply knowledge of facts.
Games increase interest in learning.
Games involve students with others. People
put forth more effort in cooperative and
competitive situations.
Games increase self-confidence.
Games involve overcoming obstacles to solve a

problem, accomplish a goal or complete a task.
Read!
Read Marino, Megan (2013). Revitalizing traditional
information literacy instruction: exploring games in
academic libraries. Public Services Quarterly, 9, 333-341.
Think about how games might apply in your area of interest.
When designing a game, you simply need four elements:
Goal. What is the goal for the game? How do you win?
Rules. What rules are in effect during the game?
Feedback. How will progress be tracked? Is there a gamemaster in charge?
Motivation. Why play the game? What can be learned?
Try It!
Go to BiblioBouts and try the demo game.
Does this experience have the elements of a game?
Read Students' Behaviour Playing an Online Information
Literacy Game by Karen Markey and Chris Leeder.
Learn about the design and use of educational games for teaching information
skills.
Categories of Games
Game Shows
Are You Smarter than a 5th Grader
Family Feud
Jeopardy
Want to be a Millionaire
Wheel of Fortune
Guidelines
Focus on a very specific learning outcome.

Provide a review for every answer slide
Keep it short, around 7 questions
Introduce, Practice, Review a topic – match activity
If it’s practice, they already need the content
Use graphics, sounds effects to provide a different “feel” than content
presentations
Create some Powerpoint templates to share.
Audience Respond options
Use signs you distribute, only instructor sees
Move to different parts of the room, discuss and defend the answers.
Small groups… discuss answer and use dry erase board
Card Games
Question cards. Pick a card and match to the case, person, problem.
Patient cards. Pick a patient (i.e., headshot with description) and make a decision.
Example. Read the card: Your patient converses with you and answers
most questions appropriately but is unsure of where she is or who you
are. Her mental status is best described as… Place the card in the correct
category: Unresponsive, Responsive to painful stimuli,Responsive to
verbal stimuli, Alert
Review cards. One table creates questions for another table. The instructor should
review cards before trading with another table.
Example. Make words by matching common prefixes or suffixes with the

rest of the word. This is a great game to play before class. Place words on
tables before class.
Dice Games
People like to roll dice. Roll the dice to
determine your group

the type of card you'll take
the station where you'll start
the symptoms of your patient
determine the word you'll define... count down the list.
the order of play
Example. If you roll a BLANK, then you must BLANK
Board Games
Trivia Pursuit
Draw hotwheels and use them as your playing piece.

Provide four questions on each card. Roll dice to determine category of
question. Topics: calls, assessment, transport, cleanup or the ABCDEs
Matrix Games
Create a game board containing topics across the top and characteristics along
the side. Draw a card. Place the card into a box on a large matrix. The
gamemaster checks answers.
Hands-on Games
Fracture Splinting with tongue depressors
Scene Evaluation – matchbox cars and town carpets
Safety Scenario – toy gun and knives
Scenario Fixing – What’s missing from this situation
Other Games
4Cs
Present a slide with the 4Cs:

Components are parts of a concept. Example: checking airway
Characteristics are features of the concept. Example: speed
Challenges are obstacles. Example: weight of patient
Characters are people involved. Example: patient
Each team works on a C. 3 minutes to collect, 3 to analyze.
Present ideas. Look for commonalities, differences, surprises and missing data.
Scavenger Hunt
Provide a sheet with patient information. Collect the equipment needed. Check
for accuracy.
Try It: Firehouse Football

Mission. Answer questions correctly to score points.
Step 1: Layout the football field and place the ball on the 50-yard
line.
Step 2: Divide the group into 2 teams and name a referee (one
the ref can be on a team). The oldest player goes first.
Step 3: The first team picks a card and the referee reads the question and
marks the yardage based on the difficulty of the question. Use a post-it to mark
first downs.
Easy Question: 5 yards if correct, miss it and no gain
Medium Question: 10 yards if correct, miss it and no gain
Difficult Question: 25 yards (but if you miss it, there's an interception)
Step 4: You get four downs to make 10 yards. If you don’t make it, the other
team takes over. If you make it, you keep going until you score or lose the ball.
Step 5: After a touchdown, the other team takes possession on the 50-yard
line.
Step 6: In a regular classroom, play 4-twelve minute quarters.
Step 7: Brainstorm modifications to the rules.
Step 8: Discuss whether this is an effective review tool or if the game distracts
from learning. Talk about ways the game could be changed to increase learning.
Print out firehouse football cards and answer sheet.
Adapt this game for an information literacy topic. Or, create one based on
another sport.
Timers and Grouping Tools

Online tools like timers, coin flippers, spinners, and other tools are useful in planning
classroom games.
Best full-screen countdown.

Online Stopwatch (Count up) Choice 1, Choice 2
Online Timer (Count down) Choice 1, Choice 2
Online Clock
Playing Card Shuffler
Coin Flipper
Spinner
Randomizer - list of options
Download classroom timers as PowerPoint slides.
Looking for more? Explore the Games & Simulations for Healthcare database.
Try It!
Brainstorm game formats that could be adapted for use in your

classroom.
Try It!
Go to Web-based Games.
Explore the characteristics of an effective online game.
Interactives and Learning Objects
Interactives are software tools that facilitate computer to human interaction. In other
words, communications are sent between the human and the computer forming a
relationship. When people design learning spaces for this type of computer-based
interaction, they're sometimes called interactives.
Increasingly, courses are using online games, tutorials and simulations.
Example. The Cyberbee Copyright interactive presents questions and answers.
Example. Try the Keyword Challenge. This activity helps participants practice
keywords.
Tutorials
Tutorials are interactive that are self-contained modules of instruction focused on
specific learning objectives. Tasks are generally broken down in to 5 minute to 60
minute segments. Individuals generally work through tutorials at their own pace.
Tutorials generally provide an introduction, new information, examples, practice with

feedback, and a self-assessment. Although they may be text-based, tutorials are
increasingly incorporating audio, video, animation, graphics, and interactive elements.
Tutorials present step-by-step instruction teaching new concepts. They are designed
to provide new information along with examples and nonexamples of concepts. In
addition, practice and feedback is often incorporated into the program. Tutorials work
well when
introducing new concepts

reviewing difficult ideas, or
providing enrichment.
Some tutorials are often linear. In other words, they provide the same information
and examples to all learners in a predetermined order. Sometimes called "electronic
pageturners" they may not address the needs of individual students. As such, when
designing tutorials consider incorporating optional examples, different channels of
communication such as audio, video, graphics, and different ways of viewing the
content.
Branching tutorials provide alternative paths through learning. Each student receives
that instruction he or she needs based on responses to specific questions or problems.
The strength of tutorials lies in their consistency and accuracy. They allow students to
work at their own pace and provide individualized practice and feedback which is
difficult to do in the traditional classroom environment.
When selecting tutorials consider the instructional strategies incorporated into the
program. Ask yourself:
Does it teach the concepts like you would teach them?
Do you like the quality and quantity of examples and nonexamples provided?
Does the vocabulary match what you teach in class?
Is the software a good use of instructional time in your classroom?
It can be confusing for a student to learn one approach in the tutorial and be expected
to demonstrate a different technique in an exam.
Web-based tutorials have become a popular approach to information instruction.
Try It!
Go to Web-based Tutorials.
Explore the characteristics of an effective online tutorial.
In Pegagogical considerations in developing an online tutorial in information

literacy, Skagen and others (2009), stress the creation of learning objects that guide
students through the research process. Go to Search and Write to explore their
tutorial.
Weiner, Pelaez, Chang, and Weiner (2012) studied an online information literacy
tutorial designed for first-year biology and nursing students. Students indicated that
they liked learning online, but they thought the modules could be shorter. They also
requested video and audio content in addition to text. They concluded that
"Online learning can be effective if the learner perceives it as useful. Non-

linear learning that occurs through tutorial modules is a desired approach
that provides access to the content of interest at an optimal time through
self-directed learning. This concept enhances interest and learning
capability." (Weiner, et al, 2012, 196)
In Share and share alike: barriers and solutions to tutorial creation and
management, Deitering and Rempel (2012) found that time and technological
expertise were the most common barriers to tutorial creation for instruction librarians.
They recommend using content management systems, web-page tools, and subject
guides like LibGuides to assist in project development.
Go to Tutorials and Library Instruction from the University of Missouri St. Louis
University Libraries. Try one of their interactive tutorials. Notice how they provide
interactive aspects and questioning.
Try It: Interactives
Evaluate three of the interactives above and share your findings.
Final Assessment. Think about ways to assess “participation.”
Self-check. Ask students to write about their experience.

Peer check. Pair students and ask them to check off each other.
Instructor check. Checklist of completed activities. Check on accuracy
through testing.
Interactive Tools and Simulations
Increasingly, online courses are using online games and simulations. Many of these
interactives use Adobe Flash technology. Explore lots of examples by subject area
at Flash Exploration.
Explore examples of tools:
Artists Toolkit
ReadWriteThink Interactives
Explore examples of tutorials and simulations:
CogLab 2.0
Design a Panda Habitat at Conservation Central
Destination Modern Art from The Museum of Modern Art
DNA Interactive at the Dolan DNA Learning Center
Economics Interactives from the International Monetary Fund
Interactives Archive at PBS NOVA
Interactive Body from BBC
Solar System Simulator at NASA Jet Propulsion Laboratory, California
Institute of Technology
Making Vaccines at PBS NOVA
Middle East Politics Simulation at Macquarie University
Pathways to Freedom: Maryland & the Underground
Railroad from Maryland Public Television
Physics Simulations at University of Colorado at Boulder
Wave on a String (Flash Example) from PhET Interactive Simulations,
University of Colorado
WebSim - A Simulation Based Electronic Circuits Laboratory at MIT
Explore examples of off-line games that could be turned into online games:
Games Economists Play by Greg Delemeester and Jurgen Brauer
Read!
Read Good For What? Considering Context in Building
Learning Objects by Meredith Farkas (2013).
Practical Projects
Involve students in activities that result in the authentic, meaningful products.
Carol Kuhlthau (1994) identified three elements as necessary in a research

assignment.
The Question. The question raised cannot be thoroughly investigated and

resolved within the confines of the curriculum materials.
The Materials. There must be materials available to address the question
including a range of resource in the library.
The Presentation. The findings of the research must be presented in some
way through a print, visual, and/or auditory format.
As students work on projects, teachers sometimes provide one-shot or just-in-time

lessons. One shot lessons provide instruction on a particular topic prior to students
beginning an assignment, while just-in-time instruction assists students at the specific
time and place when they need help.
Van Epps and Sapp (2013) found that the just-in-time approach was more effective.
Product Expectations
Tired, traditional assignments bore both students and faculty. Spice up your classes
with alternative products that engage learners in authentic learning experiences.
Products and Plagiarism

Plagiarism is a common problem in both traditional and online courses. Assigning
projects that require real-world data and personal connections, eliminates the
possibility of simply copying and pasting from papers found online. Also design unique
assignments that require students to compare and contrast, critique and create, or
design and demonstrate.
Ideas to reduce plagiarism:.
Minimize objective tests that ask for factual information

Focus on analysis and application questions
Ask students to connect answers to their personal experiences
Rather than producing papers, ask students to critique
Try It!
Explore alternatives to traditional papers and products. Think about
how these types of products support multiple intelligence and
encourage original thinking.
Products with Pizzazz

As students work with course content, how will they share their understandings?
Explore some of the following products:
Audio Product. Audio clips, podcasts, and MP3 files could all be submitted as student
products. They might include public service announcements, commercials, interviews,
narrations, directions, instructions and other audio-rich content.
Explore an audio project:
Harmony and Counterpoint - music
Blogs. Use the blog environment as a tool for questioning, exploration, and
investigation. Individually or in groups, students chronicle the inquiry process and
share their experiences, reflections, and challenges. Classmates interact and share
ideas, provide feedback, and critique ideas. Any type of written work can be the focal
point for a blog such as poetry, short stories, or television scripts. However, blogs can
also be used to share other creative works such as artwork, musical scores, and video
productions.
Examples:
Critics and Builders by Bernie Heidkamp, English teacher at Oak Park and
River Forest High School, IL.
Mr. Proehl Social Studies Class - 6th grade
Planet Infinity My KHMS Math Class by Rashmi Kathuri, Delhi, India -
Also Figures Speak Mathematics
Ron Hirschi Visits Eastview Elementary - Connorsville, IN
SLMS Bridging Theory and Practice
Graphic. A picture is worth 1000 words. Think about products that

would ask students to create a visual as a final product such as a
concept map, map, photograph, drawing, diagram, logo or other
visual.
For instance, high school students read the award winning graphic
novel titled The Pride of Baghdad by Brian K. Vaughan. Student
write their own graphic novel set in Baghdad using Comic
Life software.
Explore the use of Comic Life for producing a biography.
Explore examples of visual products:
Architecture - photos of models completed by students (projects)

Interactive and Non-Linear Narrative: Theory and Practice - create a
graph or chart
Stories Without Words: Photographing the First Year - photo projects
Writing and Humanistic Studies: Documentary Photography and Photo
Journalism - photos
Prototypes. Ask students to create an object.
Explore examples of student projects:
Timeline. Create a timeline. Use Timeline at Wikipedia for ideas.
Video Product. Students can submit video projects such as demonstrations, re-
enactments, and public service announcements.
Explore examples of video projects:
Introduction to the Visual Arts - note the Shaping Time PDF
Wiki. Involve students in constructing a wiki. Learn more about wikis in learning
at Wiki World.
21st Century Educational Technology and Learning

Applied Math 40S Wiki Solutions Manual
Digital Photography Wiki
Westwood Schools managed by Vicki Davis
Wiki Lit
Writing Projects
Sormunen and Lehtio (2011) note that many information literacy assignments ask
students to write based on sources they have located themselves. This type of writing
is known as a "source-based writing task". Students are asked to
"search and study multiple texts and compile another text. The aim is
that students read sources with thought, construct knowledge on the
given topic, and based on that knowledge and available sources compile a
new text indicating what they have constructed and learned. "
Writing Wikipedia articles has became a common information literacy activity. Authors
of Wikipedia articles are expected to follow three principles. Content should be
verifiable, no original research is to be included, and a neutral point of view should be
maintained (Sormunen & Lehtio, 2011; Huvila, 2010).
According to Jennings (2008), the guidelines for writing Wikipedia articles and the
information literacy standards from ACRL overlap. He suggests involving students in
writing Wikipedia articles as an authentic writing experience and opportunity for
students to apply 21st century skills.
Forte and Bruckman (2010) found that students enjoy having a real-world audience
for their writing. Creating an article on a public wiki requires students to learn
subject-specific content, evaluate sources, cite sources, and write quality content.
In their article Authoring Wikipedia Articles as an Information Literacy

Assignment: Copy-pasting or expressing new understanding in one's own
words?, Sormunen and Lehtio (2011) reported on a pilot study involving secondary
students writing Wikipedia articles as part of geography, biology, and information
literacy coursework. They found that students used mostly paraphrased and
summarized content from web-based sources and only cited about 30% of their
sources. Sormunen and Lehtio suggest that their approach for analyzing student
writing would be useful in other information situations.
In Keys to Designing Effective Writing and Research Assignments, the authors

present ideas for designing quality, engaging college-level activities that promote
learning. Faculty are encouraged to find "ways to add relevance to writing
assignments by aligning them with the type of writing required in a specific profession
as an alternative to the traditional, semester-long research paper."
Thinking Expectations
Design projects that require deep thinking. Examine your course goals and learning
outcomes. Identify the specific critical and creative thinking you expect.
What knowledge, skills, attitudes, and dispositions do you wish your learners to
exhibit? Use verbs to describe these actions.
As you brainstorm activities, use the following list to stimulate your thinking.
Analyze. Analyze a book, article, or other posting.
Brainstorm. Pose problems and create a collection of ideas.
Collaborate. Work collaboratively with peers or another group.
Communicate. Interact with an expert or conduct an interview.
Compare. Make a comparison.
Critique. Write reviews for websites, books, movies, games, local sights, or other
topics.
Discuss. Examine a problem, question, drawing, photograph, or diagram. Then, write

captions, analyze elements, speculate, or create.
Experiment. Share the process and product of an investigation.
Explain. Demonstrate understandings through creating a communication for a

particular audience.
Imagine. Imagine a situation or scenario and share understandings and perspectives.
Observe and Log. Observe human interactions, scientific experiments, or other

activities and post a record (i.e., kindness journal, plant growth, survey results).
Persuade. Make a persuasive argument.
Predict. Read or watch then predict what will happen next.
Problem Solve. Pose a problem and discuss solutions.
Question. Get students involved with asking questions.
React, Think, Act. Connect in-class learning to blog entries. Transfer learning to new
situations.
Read and Jigsaw. Read or use online resources and discuss (i.e., quote, website,
poem, historical document, problem, literature circles). Then, analyze, evaluate, and
create. Add a comment.
Remember and Reflect. Think about an activity and reflect on it.
Share Teacher and Student Work. Share materials in a digital format including
documents, PDF files, photographs, charts, graphics, written work, audio, video, and
presentations.
Trace or Track. Track progress or trace a sequence on a timeline; create a parallel

timeline. Trace small businesses and economics in New York.
Try It!
Consider an online program related to small business start-up. Think
about the different types of activities that would involve learners in
deep thinking about entrepreneurship. For ideas, read the article:
Clark, Lara and Katzman, Eric (May 2006). Small Business Start-
ups @ Your Library. American Library Association.
Field Studies and Experiences

A field experience asks students to make observations in a setting that reflects course
content. For instance students might visit a museum and review works of art. Or,
observe the social interactions at a local mall.
Students might shadow a professional for a day. The key is connecting course content
with activities that will bring content alive.
Some projects focus on a particular shared experience such as an annual event, field
trip, or school-wide activity. It might also involve connecting with students in other
locations for a virtual experience.
Make observations of activities and human interactions

Gather data for problem solving or discussions
Tools for Field Study. Consider using the following tools to record experiences and
observations:
Audio camera
Blog
Digital still camera
Sketches or drawings
Notes
Video camera
Capstone and Senior Projects

High schools are increasingly requiring students to complete capstone or "senior"
projects.
Read!
Read AASL Senior/Capstone Project Task Force Report (May
2014).
Resources
Bolton, Tamsin, Pugliese, Tina, & Singleton-Jackson, Jill (2009). Advancing the
promotion of information literacy through peer-led learning. Communications
in Information Literacy, 3(1), 20-30.
Bowler, Leanne (December 2010). Talk as a metacognitive strategy during the

information search process of adolescents. Information Research, 15(4). Available:
http://informationr.net/ir/15-4/paper449.html
Deitering, Anne-Marie, Rampel, Hannah Gascho (2012). Share and share alike:
barriers and solutions to tutorial creation and management. Communication in
Information Literacy, 5(2).
Jacobson, Trudi W. (2011). Team-based learning in an information literacy

course. Communications in Information Literacy, 5(2).
Marino, Megan (2013). Revitalizing traditional information literacy instruction:

exploring games in academic libraries. Public Services Quarterly, 9, 333-341.
Markey, K., Leeder, C. and St. Jean, B. (2011). Students' Behaviour Playing an
Online Information Literacy Game. Journal of Information Literacy, 5(2), pp
46-65. Available: http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/PRA-
V5-I2-2011-3
Ostenson, Jonathan (January 2014). Reconsidering the checklist in teaching Internet

source evaluation. portal: Libraries and the Academy, 14(1), 33-50.
Skagen, Therese, Torras, Maria Carme, Kavli, Solveig M.L., Mikki, Susanne, Hafstad,
Sissel, and Hunskar, Irene (Fall 2008). Pegagogical considerations in developing
an online tutorial in information literacy. Communications in information
Literacy, 2(2), 84-98.
Weiner, Sharon A., Pelaez, Nancy, Chang, Karen, & Weiner, John (2012). Biology
and nursing students' perceptions of a web-based information literacy
tutorial. Communications in Information Literacy, 5(2).
| eduscapes | IUPUI Online Courses | Teacher Tap | 42explore | About Us | Contact Us | © 2012-2016 Annette
Lamb

Information Instruction - Strategies For Library and Information Profnnnessionals

Enviado por

Dados do documento

Título original

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

Information Instruction - Strategies For Library and Information Profnnnessionals

Enviado por

Direitos autorais:

Formatos disponíveis

1/23/2019 Information Instruction: Strategies for Library and Information Professionals

Explore each of the following topics on this page:

Although students may not express

Instructional Approach to Inquiry

Gunn and Miree (2012) determined that

"it is not surprising that elements of information literacy involving higher

In the chapter Empowered Learning in Curriculum Connections through the

Construction of Knowledge: students have guided practice in acquiring the

Research supports the idea that learner-centered classrooms enhance student

Marzano, Pickering, and

Identifying similarities and

What learner-centered strategies can be used to help students become more

Most instructional situations include a wide range of approaches to attract and

A paired exercise connecting previously used resources with new materials.

Limberg, Alexandersson, Lantz-Andersson, and Folkesson (2008, 82) found that

"teacher/student interaction with a focus on learning goals and content is

Terminology. Require students to label pieces of equipment or screen

Example: Try the Copyright MicroModule, Citation MicroModule,

View Teaching and Learning Strategies (5:49).

In this video, Annette Lamb discusses teaching and learning strategies,

Dress for Success. You should be dressed slightly

Consider some of the following

Pre-plan!. Whether it's a

Identify Experts. How are experts identified?

Contact professional friends and colleagues

Explore Options. How will the expert be involved

Interact with an expert in a live real-time chat,

Clarify the purpose of the expert interaction

Prepare the Expert. How will you prepare your expert?

Provide background information about the students, their experiences, and

Nurture Connections. How do you establish and maintain a group of experts?

Be sure not to overuse experts by rotating people from semester to semester

Share Experiences. How do you extend the experience?

Conduct interviews and post content on the web (i.e., text/audio/video)

Learn more at Collaboration: Ask-An-Expert from Teacher Tap

Highlights. Rather than everyone doing everything, ask

a 30 second podcast of the key ideas

Student Bloggers. Involve students in providing

Example: The Scribe List from Applied Math 40S

Situated learning places students as

Information Literacy Topics

Designed to be simple, yet complex enough to feel authentic.

Examples and Nonexamples

For lots of examples, go to the Decision-making Process handout. It

Show examples, then ask students to create their

Building Scenarios. First, design a set of

Example: Incorporate short videos with background information for the

What's the context, key characters, and setting(s)?

Example: Rebecca is BLANK age, with a BLANK

Ideas for Case Studies. Consider some the following ideas:

Present a specific situation or set of facts

Seek multiple options and solutions

Students need to be aware that there may be many

Example: This happened, but this happened. I’m

Types of Simulations. There are many types of simulations.

Physical simulations involve students in using objects or equipment.

Location. Consider a location such as the bathroom, hall, bottom of stairs to

Will students complete the simulation as individuals, in small groups, or as a

Creating Simulations. Explore the following ideas for creating simulations:

What role could the person in the

They may take on the personalities,

Student-student scripted role play

Role-Playing Activities. Consider the following activities that involve role-playing.