Tiffany - Reflection #4: Integrated Instruction/Assessment

24 hours after students receive instruction they forget 80% of what they "learned".  Last summer I attended the Library Instruction West conference in Portland where I focused on classes that presented low-tech ways of teaching information literacy.  A note from Emily at Casa Latina indicated that almost half of their original lab is not operating at the moment.  I was reminded that many times "hands on" literacy learning does not have to involve technology to be effective. By far my favorite class at the conference was on "Teaching Information Literacy through Drawing" presented by the University of Hawaii.  Librarians David Brier and Vickery Lebbin used large sheets of paper, scented markers and collaborative groups to discuss, draw and share ideas based on questions fundamental to information literacy:  "What worries you most about using the internet?", "How does Google help you search?", "How do you get help with finding information?".  The drawings were a way for people to discuss topics while collaborating, then share with the class.  (Also a great pre or post assessment tool that is unintimidating.)  While the presenters have not yet published their paper on their techniques and research, they previously published a peer reviewed article on using short stories to spur discussion of similar topics.  (Which I added to the "Readings" folder). This particular technique makes sense in a constructivist learning/assessment atmosphere.  (I also posted an article on a constructivist approach to teaching information literacy, also sometimes called a "flipped" classroom - another great experience at the Library Instruction West event.)  I would love to see instruction and integrated assessment at Casa Latina that will make the classes more than instructional - they will be memorable!