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Reduce, Reuse, Recycle: Revamping a Freshman Seminar Information Literacy Program

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Amanda Izenstark
Amanda Izenstark
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Reduce, Reuse, Recycle: Revamping a Freshman Seminar Information Literacy Program   Amanda Izenstark Mary C. MacDonald University of Rhode Island University Libraries Kingston, RI
Why Reduce, Reuse, Recycle? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Our Raw Materials ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Is it worth recycling? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Using & Renewing Resources ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Part 1: What We Wanted ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Model 1: Backward Design ,[object Object],[object Object],[object Object],[object Object]
Model 2: Gilchrist's 5 Questions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Instructional Design Process Identify Problem Conduct Needs Analysis Develop Solution Implement Solution Evaluate Solution
Learning Outcomes in Instructional Design Identify Problem 1. What do you want the student to be able to do? Needs Analysis 2. What do they need to know in order to do this well? Develop Solution 3. What activity will facilitate the learning? Implement Solution 4. How will students demonstrate their learning? Evaluate Solution 5. How will the student know they have done well?
Part 2: Collaboration ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Result: A 3-Part Program ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Major Changes ,[object Object],[object Object],[object Object],[object Object],[object Object]
Goals and Learning Outcomes ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Aligning Goals & Outcomes with Standards ,[object Object],[object Object],[object Object],[object Object]
Assessing the Program ,[object Object],[object Object],[object Object],[object Object],[object Object]
Making it a Habit ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Success! ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
For Next Time: More Re-Use! ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
At Home: Revamp Your Session ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Questions We Asked Ourselves ,[object Object]
Bibliography ,[object Object],[object Object]

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Reduce, Reuse, Recycle: Revamping a Freshman Seminar Information Literacy Program

  • 1. Reduce, Reuse, Recycle: Revamping a Freshman Seminar Information Literacy Program   Amanda Izenstark Mary C. MacDonald University of Rhode Island University Libraries Kingston, RI
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  • 9. Instructional Design Process Identify Problem Conduct Needs Analysis Develop Solution Implement Solution Evaluate Solution
  • 10. Learning Outcomes in Instructional Design Identify Problem 1. What do you want the student to be able to do? Needs Analysis 2. What do they need to know in order to do this well? Develop Solution 3. What activity will facilitate the learning? Implement Solution 4. How will students demonstrate their learning? Evaluate Solution 5. How will the student know they have done well?
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