This presentation shares some of L. Dee Fink's ideas on creating significant learning. Since many librarians do not teach full, semester-long courses, this presentation discusses a few simple active-learning methods for creating more significant learning.

1. Creating Significant Learning Experiences in the Library Spencer Jardine Cowpoke in ISU’s Oboler Library

2. Write down answer on a piece of paper/3x5 card. What is your dream as a library instructor/teacher? What do you want your students/patrons to learn?

4. There will be a high energy level

5. The whole process will have important outcomes and results

6. Potential for changing lives in important ways--- L. Dee Fink. Creating Significant Learning Experiences(6).

8. Enables us to contribute to many communities

11. Conscience

12. Citizenship

13. Tolerance

14. Civility

15. Social responsibilityNational Association of State Universities and Land-Grant Colleges (See Fink 14-15)

16. Critical Competencies Conscientiousness, personal responsibility, & dependability Ability to act ethically Skill in oral and written communication Interpersonal & team skills Critical thinking skills Respect for people different from oneself Ability to change Ability and desire for lifelong learning (Fink 16)

18. Application

19. Integration

20. Human Dimension

21. Caring

23. Is common to all disciplines, to all learning environments, and to all levels of education

24. Enables learners to - master content - extend their investigations - become more self-directed - assume greater control of learning

26. Access the needed information effectively and efficiently

27. Evaluation information & its sources critically

28. Incorporate selected information into one’s own knowledge base

29. Use information effectively to accomplish a specific purpose

30. Understand the economic, social, & legal issues surrounding the use of information

32. Immediate

34. Citation Assignment In conjunction with “Evaluating Information—Applying the CRAAP Test” (Green handout) Group exercise: evaluate an abstract Hands-on time to do research Complete “Citation Assignment” Assessment done according to rubric guidelines Cooperation of instructor

35. Cephalonian Method Print & hand out questions Ask students to read their question if it has a big letter B or says “2nd Floor.” Cons: Takes preparation Requires impromptu approach Pros: Gets students talking and asking questions Involves many students Great for tours Works for instruction Prompts the presenter  forgets less

37. Prepare multiple-choice questions

38. Prepare large, color-coded letters

39. Groups consult and agree on one answer

41. Develops competition

44. Gets students to think about their learning and how they might apply it.

45. Encourages critical thinking and recall.

48. What would you change?

49. Why?(Fink 1)

50. So long, partner! What was the most important thing you learned today? What important question remains unanswered?