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Is ‘Higher Order’ a Tall Order?
Initiatives to foster active learning for Information
Literacy Teaching at Maynooth Univer...
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Is ‘Higher Order’ a tall order? Fostering active learning in information literacy teaching at Maynooth University Library - Niall O’Brien, Maynooth University

Poster presented at CONUL conference, May 2018, Galway, Ireland

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Is ‘Higher Order’ a tall order? Fostering active learning in information literacy teaching at Maynooth University Library - Niall O’Brien, Maynooth University

  1. 1. Is ‘Higher Order’ a Tall Order? Initiatives to foster active learning for Information Literacy Teaching at Maynooth University Library Niall O’Brien Teaching and Learning Librarian Maynooth University Library niall.obrien@mu.ie References https://pixabay.com/en/laptop-computer-business- technology-3373638/ https://www.goodfreephotos.com/svgfiles/final1348- diverse-group-of-students.svg https://pixabay.com/en/classroom-presentation-school- 1297780/ https://pixabay.com/en/doctor-hart-library-clinic-checkup- 2978495/ Freire, P. 1996, Pedagogy of the oppressed, New rev. edn, Penguin Books, London; New York;. “If the structure does not permit dialogue, the structure must be changed” - Paulo Freire Use of Technology Mentimetre, Padlet, Kahoot, Turningpoint were used. Interactive presentation software helped to connect the instructor with what level the students were at in their learning. Classroom Activities Structured searches, worksheets, think- pair-share were tried. Having a short activity to practice deepened the learning experience for many students. Reference Management Clinics Students dropped in and practiced using Reference Management Software. They were given the chance to develop their Endnote, Mendeley & Zotero skills with librarians on hand to help them. Student Involvement Students were asked questions throughout and encouraged to reflect. They were asked their thoughts, if they followed and if they could recognise the applicability of what they were learning. Results 1.Greater understanding for the teacher of what students were having difficulty with. 2.Students and teacher engaged in dialogue which complemented instruction and led to more higher order thinking. 3.Students experienced some confusion over what was expected of them. Intervention The intended learning outcome for the class was changed: Instead of: This is what the students will know after the class. Objective became: This is what the students will be able to do. @library_MU www.maynoothuniversity.ie/library

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