Play On? Comparing Active Learning Techniques for Information Literacy Instruction in the Public Speaking Course

Bonnet, Jennifer; Herakova, Liliana; McAlexander, Ben

doi:10.1016/j.acalib.2018.04.014

Cited by 6 publications

(4 citation statements)

References 30 publications

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“…We then would have the opportunity to increase the interactive portion of the session. For instance, research shows that exercises in problem-based active learning, like the scenario approach taken in this case, have been found to increase content retention and critical thinking skills (Bonnet, Herakova, & McAlexander, 2018). Educational research studying the active retrieval of information by students found that "spending time actively attempting to retrieve and reconstruct one's knowledge is a simple yet powerful way to enhance longterm, meaningful learning" (Karpicke, 2012).…”

Section: Unassessmentmentioning

confidence: 99%

Teaching Copyright Law through Participatory Involvement in an Unconference Setting

McCormick¹,

Adams²,

Dunbar³

et al. 2020

JCEL

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An “unconference” is an attempt by librarians and other professionals to work outside of the traditional conference model. Presenters are encouraged to break out of traditional modes of presentation and try new methods of engaging with the participants. We submitted an idea for a session focused on demystifying domestic and international copyright law and discussing how the law affects libraries and archives. Modern librarianship demands at least a basic understanding of copyright and intellectual property issues, and librarians have reported that they lack training and knowledge in this area. We determined that we did not want to present a formal lecture on copyright in libraries, especially given the freedom and intellectual experimentation encouraged by an unconference setting. Instead, we determined that the best way to present copyright principles would be to share examples of real-life scenarios with the participants and assist them in applying the principles of copyright law to those situations. We hoped that participants would build confidence in their ability to respond when copyright issues arose at the workplace. This paper outlines the approach we took to prepare and present this unconventional session, and it includes an assessment of the results.

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Section: Unassessmentmentioning

confidence: 99%

Teaching Copyright Law through Participatory Involvement in an Unconference Setting

McCormick¹,

Adams²,

Dunbar³

et al. 2020

JCEL

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show abstract

“…The best strategy in a class of many students speaking the same mother tongue is to give them tasks that require them to work in small groups or pairs rather than giving them individual speaking assignments in front of their peers. On the other hand, group discussion is a successful speaking activity in a large classroom because it helps students express themselves verbally and gives them a chance to be more independent during a speaking activity (Bonnet et al, 2018;Pochana, 2022).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Utilizing Group Discussion Technique in Developing Speaking Skill in an EFL Classroom

Kuliahana,

Marzuki

2023

Engl. Franca acad. j. of Engl. lang. and educ.

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This study aims to identify students’ speaking skills in the English Department at UIN Datokarama Palu that could be developed through group discussion techniques. It was designed as collaborative classroom action research and divided into two cycles. Data came from class observation, field notes, a questionnaire, and a speaking test over six meetings of speaking lessons on the second term of the semester. The research included 22 students. The researcher identified the students’ speaking skill development based on the criteria of success established. The findings showed that 11 students (50%) acquired it, and 11 students (50%) fizzled in the first cycle. The researcher continued to the next cycle since the students’ speaking achievement did not meet the criteria of success yet. Some improvements were made in order to cover the drawbacks in the first cycle, such as rearranging the members of the group and emphasizing teaching on the use of 'opened-ended questions’. There were 18 students (81.8%) who acquired it, and just 4 students (18.2%) fizzled in the second cycle. Besides, all students felt challenged to participate in group discussions. However, their participation varied greatly among the individual students. An interesting implication of this research was that students’ speaking skills could be developed through group discussion techniques.

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“…Lierman and Santiago (2019) for example, found that student engagement increased with course-focused tutorials combined with a librarian-led face-to-face session, compared with online tutorials alone. Evidence also suggests that IL competence is correlated with increased librarian contact (Bonnet et al, 2018). In these instances, pedagogical use cases, like flipped learning materials (Shen, 2018), or post-learning activities, are both ways in which tutorials can be used in conjunction with librarian contact.…”

Section: Introductionmentioning

confidence: 99%

Personalised learning paths for information literacy using Canvas MasteryPaths

Dixon¹,

Packwood²

2023

JIL

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This project report describes using MasteryPaths in the Canvas Virtual Learning Environment as a method of helping improve the information literacy (IL) competence for undergraduate science students studying in their first year at university. The MasteryPaths incorporated a series of formative quiz assessments on referencing and finding and evaluating information, which depending on the students’ initial score directed them to further enrichment or support materials. Four degree courses (Biology, Forensics, Biomedicine and Sport) each included the MasteryPaths in a first-year module in 2020/21, which were available in Canvas following face-to-face IL sessions. Focus groups were conducted with students, and interviews were carried out with two module leaders to explore perceptions of the MasteryPaths design and effectiveness for IL skills. The article provides insight into how online, self-paced, IL formative quiz assessments can be developed in a way to motivate and engage students in their learning.

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Play On? Comparing Active Learning Techniques for Information Literacy Instruction in the Public Speaking Course

Cited by 6 publications

References 30 publications

Teaching Copyright Law through Participatory Involvement in an Unconference Setting

Teaching Copyright Law through Participatory Involvement in an Unconference Setting

Utilizing Group Discussion Technique in Developing Speaking Skill in an EFL Classroom

Personalised learning paths for information literacy using Canvas MasteryPaths

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