Information on the bubble
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This document provides an outline for a presentation on examining one's information diet. It includes: 1. Introducing oneself as information professionals and breaking down student expectations. 2. Making the session relevant and fun for both students and librarians. 3. Using the inquiry method to have students explore content to answer "big" questions from multiple perspectives. 4. Including student feedback that found the topic more engaging and thought-provoking than expected when discussed in depth.
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Information on the bubble
- 1. Bubble A recipe for examining your information diet Andy Burkhardt & Michele Melia
- 3. • Introduce ourselves as information professionals • Break down students expectations • Make the session relevant • Make it fun— for both students and librarians • Use inquiry method
- 4. &
- 5. & “At first I thought it was going to be really boring of a speech, but then it started talking about relevant topics that I knew and cared about.” “I was intrigued to think more about the web than I had thought before, to go really in- depth with the web in a way I hadn’t thought of before.” “I always thought Google was completely equal when searching. Now I see that Google changes from person to person.”
- 7. Technology
- 12. Learning Styles
- 13. Eli Pariser
- 17. Take two minutes to write down any reactions after watching the video. What questions come to mind?
- 20. “In the Inquiry Method, students are guided to explore content to answer particular questions. These questions are often "big" questions that cannot be satisfied without considering the viewpoint of multiple disciplines.”
- 22. Which is more effective in the classroom: asking questions or providing answers?
- 23. 1. Flickr | Bubble. | lydiaisthebombdig 2. Flickr | Toast | Sheep purple 3. Flickr | Ice Cream Cone | prayitno 9. Flickr | Kitchen Knives | Wrote 10. Flickr | Cartographical grocery list | cesarastudillo 11. Flickr | Blair’s Mega Death Sauce | wstryder 15. Flickr | spices | heydrienne 16. Flickr | Hot in the Kitchen | geezaweezer 19. Flickr | pasta pot | sea turtle 22. Flickr | Lotus Leaf | kattebelleje Colors: COLOURlovers | Giada | felicityflowers
- 24. Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press. Champlain College. (2012). Core Division Frequently Asked Questions. Retrieved from http://www.champlain.edu/undergraduate-studies/majors-and- programs/academic-divisions/core-division/faqs.html. Feinstein, S. (Ed.). (2006). Praeger handbook of learning and the brain. Westport, CT: Praeger Publishers. Heath, C., & Heath, D. (2008). Made to stick: Why some ideas survive and others die. New York, NY: Random House. Kuhlthau, C. (2007). Guided inquiry: Learning in the 21st century. Westport, CT: Libraries Unlimited. Kuhn, D. (2005). Education for thinking. Cambridge, MA: Harvard University Press.
- 25. Andy Burkhardt Michele Melia aburkhardt@champlain.edu mmelia@champlain.edu andyburkhardt.com @vonburkhardt
Notes de l'éditeur
- We’re going to be whipping up a recipe today
- As teachers we want to be both effective and engaging. We found a session that had a good balance
- As teachers we want to be both effective and engaging. We found a session that had a good balance
- (Selling inquiry!) When you’re able to help students be curious and connect the lesson to their lives and questions that they are interested, learning comes naturally. Students will want to explore, debate and discuss the topic and ultimately it will lead to more fun in the classroom
- We need your help here to help Michele and I create a recipe that is better than what just the two of us could come up with. Has any one else heard about or used the inquiry method?
- (Selling inquiry!) When you’re able to help students be curious and connect the lesson to their lives and questions that they are interested, learning comes naturally. Students will want to explore, debate and discuss the topic and ultimately it will lead to more fun in the classroom
- (Selling inquiry!) When you’re able to help students be curious and connect the lesson to their lives and questions that they are interested, learning comes naturally. Students will want to explore, debate and discuss the topic and ultimately it will lead to more fun in the classroom