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Teaching information literacy in an active learning classroom

Conference contribution
Authors Veronika Alfredsson
Louise Bjur
Published in LILAC 2018
Publication year 2018
Published at Gothenburg University Library, Biomedical Libraries
Language en
Links https://www.lilacconference.com/lil...
https://www.slideshare.net/infolit_...
Subject categories Learning, Didactics, Pedagogy

Abstract

Title: Teaching Information Literacy in an Active Learning Classroom Type of paper: Masterclass Desired length: 60 min. One big challenge when teaching information literacy classes is how to achieve genuine student engagement. To tackle this issue the educational team at the Biomedical library, University of Gothenburg, in 2016 transformed the two computer labs previously used for its instructional activities, into Active Learning Classrooms (ALCs). The ALCs are equipped with round tables, multiple whiteboards and LCDs to better facilitate student activity and collaboration. Hand in hand with the repurposing of the facilities, the educational team underwent a big pedagogical and didactical development. The teaching shifted from a predominantly lecture-style based approach to a more student-centered one, built around group work, exercises and discussions. Thus, the teacher role shifted towards that of a tutor and facilitator. Since the inception of the ALCs, the educational team has a collective teaching experience of more than one thousand class hours in this new setting. One thing that has become clear is the need for clearly structured exercises targeted towards specific information literacy-related topics; exercises that are generic enough to use as templates for use with various student groups, while still possible to tailor to these groups specific characteristics. To this effect we have created a Wiki where we present a kind of blueprints for various IL-related exercises. We then pick and choose from these exercises to combine into whole classes, according to the demands of each occasion. In this Masterclass we will share our experiences from working in our ALCs, and give hands-on examples of exercise that we have found useful from both our own and our students’ perspective. Participants in the Masterclass can expect to, for a short while, take the role of our “students” as we work through a sample of our exercise. They are then welcome to share their own thoughts and experiences.

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