Open AccessA Model For Promoting Active Learning And Information Literacy Skills In Large And Small Classes
Author(s) -
Rhea Simmons,
Marianne B. Eimer
Publication year - 2004
Publication title -
journal of college teaching and learning/journal of college teaching and learning
Language(s) - English
Resource type - Journals
eISSN - 2157-894X
pISSN - 1544-0389
DOI - 10.19030/tlc.v1i6.1950
Subject(s) - information literacy , library instruction , curriculum , psycinfo , active learning (machine learning) , mathematics education , computer science , instructional design , critical thinking , psychology , pedagogy , medical education , medline , medicine , political science , artificial intelligence , law
Collaboration between Education and Library Instruction faculty resulted in technology being integrated into the Adolescent Development course curriculum taught at SUNY Fredonia’s School of Education, fulfilling information literacy competency requirements. Our paper presents a model for the practical application of implementing information literacy components required for each SUNY campus. Our goal for an Adolescent Development course was to instruct students in the most efficient methods of library research while incorporating active learning strategies within large and small lecture classes. Collaboration between two different disciplines yielded the formulation of student exercises on subject-specific research within ERIC and PsycINFO databases. A Research Integration Project required students to compare resources, identify, and evaluate studies. By utilizing peer-assisted teaching strategies, this method fostered active learning through cooperative groups and promoted critical thinking skills. Workshop effectiveness and the Library Instruction assessment tool are discussed.