Teach...
information literacy skills in order to facilitate
effective learning organizations.
effective learning organizations.
837 - Evaluation, Role, Development
It was coursework in 837 that reawakened the teacher in me and is where I took full hold of a client-centered foundation for the ideas that were just forming in 801. ACRL defines information literacy as “an intellectual framework for understanding, finding, evaluating, and using information—activities which may be accomplished…through critical discernment and reasoning” (ACRL, 2000). As I developed my own philosophy of learner centered instruction, I discovered some unique ways in which I have applied information literacy beyond teaching people how to use the library’s resources. In the paper and presentation for 837, I compare traditional teaching models with learner centered teaching models building upon constructivist learning theory. I focus in particular on the role of librarians of all types as teachers, the evaluation (assessment) of our field and ourselves, and how we must constantly seek to develop our services with learner-centered frames of mind. Training staff in technical services, as I have done, in effect requires teaching problem solving. Even in the most basic levels of training, this involves understanding, finding, evaluating and using information to effectively do the job. And in more advanced aspects of our work it requires critical discernment and reasoning. My responsibilities for training and supervision are most successful when I model my role with those of Grow’s (1991) stages of learner-centered development.
View artifact: Evaluation, Role, Development (.pdf)
View artifact: Evaluation, Role, Development (.ppsx)