Dani Brecher and Kevin Michael Klipfel's presentation from LOEX 2014 in Grand Rapids, MI. Presented on 5/9/14. Read more on www.rulenumberoneblog.com

1. Dani Brecher
Instructional Design & Technology Librarian
The Claremont Colleges Library
Kevin Michael Klipfel
Information Literacy Coordinator
California State University, Chico
HOW DO OUR STUDENTS
LEARN?
A Cognitive Psychological Model for
Information Literacy Instruction

2. LIBRARIAN AS
EDUCATOR

3. STUDENT-CENTERED
TEACHING

4. Understanding our students
from their perspective:
how they learn, what
motivates them, what
interests them. Then we
tailor our instruction
STUDENT-CENTERED
TEACHING

5. WHAT ARE WE AIMING
FOR?

6. WHAT IS LEARNING?
[T]he primary goal of
education is to
promote…a change in
the learners knowledge.
“ “
-Mayer and Wittrock, 2006

7. How will your instructional
decisions optimize the
opportunity for students to
learn…skills and content?
STUDENT-CENTERED
TEACHING
“ “
-Doyle,

8. MEASURES OF

9. MEASURES OF
RETENTIO
N

10. How can I
teach material
to students so
that it best
facilitates the
retention of
information I’m
presenting?

11. MEASURES OF
RETENTIO
N
TRANSFE
R

12. How can I
teach material
to students so
that it best
facilitates their
ability to
transfer
information
across
domains?

13. COGNITIVE SCIENCE
STUD
Y OF

14. COGNITIVE SCIENCE

15. COGNITIVE SCIENCE

16. COGNITIVE SCIENCE
[Students] are
more alike than
different in terms of
how they think
and learn.
“ “
-Willingham, 2009

17. COGNITIVE SCIENCE

18. COGNITIVE SCIENCE
STUDENT-CENTERED
LEARNING
+

19. COGNITIVE SCIENCE
STUDENT-CENTERED
LEARNING
INFORMATION
LITERACY
+
+

20. 5PRINCIPLE
S
for information literac
INSTRUCTI
ON

21. Principle 1::
CREATE A
PROBLEM
CONTEXT

22. Students are more likely to
pay attention if they see the
relevance of instruction.

23. Providing conditional
knowledge helps to promote
transfer.

24. ASSIGNME
NT

25. +
ASSIGNMEN
T
STAGE IN
RESEARCH PROCESS

26. =
PROBLEM TO BE
SOLVED

27. Principle 2::
LIMIT LEARNING
OUTCOMES

28. INFORMATION
…A state of affairs where an
individual’s efficiency in using
information in their work is
hampered by the amount of
relevant, and potentially
useful, information available to
them.
“ “
-Bawden and Robinson,

29. Minimizing content
maximizes retention.

30. Principle 3::
BUILD A
NARRATIVE

31. The human mind seems
exquisitely tuned to
understand and remember
stories – so much so that
psychologists refer to
stories as
“psychologically
privileged,” meaning that
they are treated differently
in memory than other types
of material.
“
“
-Willingham, 2009

32. Teaching thorough narrative
maximizes retention.

33. We tell ourselves stories in order to
live.
“
“
-Joan

34. Principle 4
FOCUS ON “DEEP
STRUCTURE”

35. Deep structure is the
inherent meaning of
something.

36. Teaching to deep structure
facilitates transfer.

37. Principle 5::
ACTIVE LEARNING
IS PRACTICE OF
DEEP STRUCTURE

38. As far as anyone
knows, the only
way to develop
mental facility is
to repeat the
target process
again and again
and again.
“ “
-Willingham, 2009

39. Practice facilitates retention.
Deep structure facilitates
transfer.

40. ASSIGNMENT PROMPT

41. ASSIGNMENT PROMPT

42. NARRATIVE STRUCTURE
O
R

43. In-N-Out Burger
PB&J Sandwich
CONTINUUM OF
TASTINESS
Truly
Lousy
Truly
Deliciou
s

44. Peer-Reviewed
Articles
“Popular” Articles
Based in Research
CONTINUUM OF
RELIABILITY
Least
Reliable
Most
Reliable

45. CHALLENGES &
OPPORTUNITIES

46. CONTACT
US
www.rulenumberoneblog.c
om
DANI
BRECHER
KEVIN MICHAEL
KLIPFEL
dani_brecher@cuc.claremon
t.edu
kklipfel@csuchico
.edu

47. QUESTIONS?

48. IMAGE CREDITS
Slides 1, 20, 21, 27, 30, 33, 37, 456http://publicdomainreview.org/collections/the-brain-of-charles-babbage-
1909/
Slide 2: http://ccdl.libraries.claremont.edu/cdm/ref/collection/ccp/id/6817
Slide 3: http://ccdl.libraries.claremont.edu/cdm/singleitem/collection/ccp/id/7427/rec/16
Slide 5: http://ccdl.libraries.claremont.edu/cdm/ref/collection/ccp/id/5638
Slides 8-9, 11: http://commons.wikimedia.org/wiki/File:Plastic_tape_measure.jpg
Slides 10, 12: http://commons.wikimedia.org/wiki/File:Teacher_and_students_in_day_school_classroom_-
_NARA_-_295151.jpg
Slides 13-15:
http://commons.wikimedia.org/wiki/File:PSM_V46_D167_Outer_surface_of_the_human_brain.jpg
Slide 16: http://commons.wikimedia.org/wiki/File:MRI_brain.jpg
Slides 22-23: http://commons.wikimedia.org/wiki/File:Classroom_with_students_and_teachers_-_NARA_-
_285702.jpg
Slide 29: http://commons.wikimedia.org/wiki/File:Juddconcrete_1.jpg
Slide 31: https://www.flickr.com/photos/christchurchcitylibraries/3187580978/
Slide 32: http://en.wikipedia.org/wiki/File:A_Story-
teller_reciting_from_the_%22Arabian_Nights.%22_%281911%29_-_TIMEA.jpg
Slide 33: http://i.huffpost.com/gen/1496393/thumbs/o-JOAN-DIDION-facebook.jpg
Slide 35: http://upload.wikimedia.org/wikipedia/commons/8/8c/David_-_The_Death_of_Socrates.jpg
Slide 36: http://commons.wikimedia.org/wiki/File:Bleecker_Street_-
_Broadway_%E2%80%93_Lafayette_Street_transfer_2012-09-25.jpg
Slide 38: http://commons.wikimedia.org/wiki/File:Youth_Leaders_at_Impington_College-
_Education_and_Training_in_Cambridgeshire,_England,_UK,_April_1944_D19464.jpg
Slide 39: http://commons.wikimedia.org/wiki/File:Basketball_Practice_1925.jpg
Slide 45:
http://commons.wikimedia.org/wiki/File:%22WE%27RE_READY_FOR_THE_CHALLENGE_TOMORROW.

49. BIBLIOGRAPHY
Bawden, D., & Robinson, L. (2009). The dark side of information: Overload, anxiety
and other paradoxes and pathologies. Journal of Information Science, 35(2), 180-
191.
Doyle, T. (2011). Learner-Centered Teaching: Putting the Research on Learning
into Practice. Sterling, VA: Stylus Pub.
Mayer, R.E., & Wittrock, M.C. (2006). Problem Solving. The Handbook of
Educational Psychology (pp. 289-303). New York: Routledge.
Willingham, D. T. (2009). Why Don’t Students Like School?: A Cognitive Scientist
Answers Questions About How the Mind Works and What it Means for the
Classroom San Francisco: Jossey-Bass.