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By Mary Pagliero Popp, popp@indiana.edu
There is always more to learn! Check out the titles below for a little something different!
LOEX OF THE WEST: CREATIVITY AND INSTRUCTION
RSR: Reference Services Review devoted an entire issue (volume 28, number 4, 2000) to the papers from the LOEX of the West Conference 2000. Some of the many excellent papers included were:
Bicknell-Holmes, Tracy. "Elicit, Engage, Experience, Explore: Discovery Learning in Library Instruction." pp. 313-322.
Petrowski, Mary Jane. "Creativity Research: Implications for Teaching, Learning and Thinking." pp. 304-313
Trefts, Kristin and Sarah Blakeslee. "Did You Hear the One about the Boolean Operators? Incorporating Comedy into Library Instruction." pp. 369-378.
Williams, Janet L. "Creativity in Assessment of Library Instruction." pp. 323-335.
THINKING ABOUT TEACHING
Charles Graham, Kursat Cagiltay, Byung-Ro Lim, Joni Craner, and Thomas M. Duffy " Seven Principles of Effective Teaching: A Practical Lens for Evaluating Online Courses." The Technology Source March/April 2001. http://horizon.unc.edu/TS/default.asp?show=article&id=839
The authors apply the Seven Principles of Good Practice in Undergraduate Education (originally published by Chickering and Gamson in the AAHE Bulletin in 1987) to online courses and create a set of guidelines for instructors. The full text of the research report on which this article was based can be found at: http://crlt.indiana.edu/publications/crlt00-13.pdf. Thanks to Esther Grassian for pointing this one out.
Holman, Lucy. "A Comparison of Computer-Assisted Instruction and Class-room Bibliographic Instruction." RUSA Quarterly 40.1 (Fall 2000): 53-60.
Holman describes her study comparing the learning of college freshman composition students who used an online tutorial and those who got classroom instruction. She found no statistically significant differences between the two groups, although students liked the tutorial’s pacing.
Keyser, Marcia W. "Active Learning and Cooperative Learning: Understanding the Difference and Using Both Styles Effectively." Research Strategies 17.1 (2000): 34-44.
An extremely useful introduction to the principles of active learning, in which students are actively involved, and of cooperative learning, a type of active learning in which students learn in groups with defined roles for each member and a task to accomplish. Keyser describes a variety of library instructional goals and suggests active or cooperative learning techniques that can help to accomplish each one.
Vine, Rita. "Real People Don’t Do Boolean: How to Teach End Users to Find High-Quality Information on the Internet." Information Outlook 5.3 (March 2001): 16-23.
Vine argues that most users want good advice, simple tips and a me-thod they can use themselves. She advises librarians to teach users to begin at the library’s Web page and to introduce users to a few recommended search sites. She provides a set of steps for planning Internet training and useful teaching tips.
LEARNING, LEARNING STYLES AND THE BRAIN
Callison, Daniel. "Key Words in Instruction: The Brain." School Library Media Activities Monthly 17.7 (March 2001): 35-38.
Describes recent research about the brain and how children learn.
Holtze, Terri L. "Applying Learning Style Theory to Web Page Design." Internet Reference Services Quarterly 5.2 (2000): 71-80.
Holtze argues that the organization and design of a library Web site can be an instructional tool in itself, especially for remote users. She describes learning style theories related to field dependence/independence, perceptual preference, Jung’s perception, decision-making and interaction theories, and experiential learning. She proposes ways these theories can be applied to Web page design.
Junion-Metz, Gail. "Food for Thought: How Kids and Adults Learn" School Library Journal 47.4 (April 2001): 33.
In her regular column, "The Librarian’s Internet," Junion-Metz highlights Web sites that describe the latest theories of learning.
IN BRIEF
ACRL Instruction Section. "Objectives for Information Literacy Instruction: A Model Statement for Academic Librarians." College & Research Libraries News 62.4 (April 2001): 416-428. http://www.libraries.rutgers. edu/is/publications/Objs.html.
Callison, Daniel. "Key Words in Instruction—Strategy: Search and Comprehension." School Library Media Activities Monthly 17.8 (April 2001): 32-36.
Crowther, Karmen N. T. and Alan Wallace. "Delivering Video-Stream-ed Library Orientation on the Web." College & Research Libraries News 62.3 (March 2001): 280-285.
Curling, Cindy. "Training Presentations: Turning Negatives into Positives." LLRX.com March 19, 2001. http://www.llrx. com/features/training/htm. [Best practices, especially for instructing adults]
Issues in Science and Technology Librarianship Fall 2000. http://www.library.ucsb.edu/~istl/00-fall/ [Entire issue concerns instruction in science and technology libraries.]
Lawson, Mollie D. "Reaching the Masses: Marketing a Library Instruction Course to Incoming Freshmen." Research Strategies 17.1 (2000): 45-49.
Maughan, Patricia Davitt. "Assessing Information Literacy among Undergraduates: A Discussion of the Liter-ature and the University of California-Berkeley Assessment Experience." College & Research Libraries 62.1 (January 2001): 71-85.
Rader, Hannelore B. "Library Instruction and Information Literacy." RSR 28.4 (2000): 378-400. [Rader’s annual bibliography]
CORRECTION: I do apologize. There was a typo in the December column. Here is the corrected citation:
Luke, Allan and Cushla Kaptizke. "Literacies and Libraries: Archives and Cybraries." Pedagogy, Culture & Society 7.3 (1999): 467-491.
Mary Pagliero Popp is Information Technologies Public Services Librarian at the Indiana University Bloomington Libraries
LIRT News, June 2001. Volume 23, number 4.
To report problems, please contact the LIRT News Production
editor at jronan@ufl.edu