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Setting Trends in Information Literacy InstructionSUNYLA 2012 - FITTrudi JacobsonAllison HosierGreg BobishUniversity at Albany1One professor attestsThe students expressed how much fun they were having and that they felt like they were learning more (often much more) than in other classes.

B. Rio, Social Work professor, University at Albany

2Key Design PrinciplesRAP = Readiness Assessment Process3You will now read a short article about Team-Based LearningYou have X minutes to complete the readingYou will now take a short quiz individually 2 Minutes

5You will now take a short quiz individually 2 Minutes

TIMES UP!

6You will now take the same quiz in your teams 6 minutes

7You will now take the same quiz in your teams 6 minutes

TIMES UP!

8Readiness Assurance Processfor one course unit9Team-Based Learning Sequence10Application PhaseUse the content, working in teams

Answer questionsSolve problemsCreate explanationsMake predictions

(Michaelsen, Knight, and Fink, 2004, p. 10)

11Application Exercise PrepAssume that, in your teams, you have just explored two databases and compared the:Search capabilitiesResultsOptions for refining searchesEase of finding the items

Given your expertise, we dont feel compelled to make you do the actual comparison

12Application ExerciseWork in your teamDetermine the three most important things a novice searcher needs to know in order to do an effective database search (regardless of database)Record your list on a handy piece of paperYou have 5 minutes

13Application ExerciseWork in your teamDetermine the three most important things a novice searcher needs to know in order to do an effective database search (regardless of database)Record your list on a handy piece of paperYou have 5 minutes

TIMES UP!14Simultaneous ReportingTake a minute to compare your teams response to those of the other teams

In actual class, a gallery walk follows the reporting15Finding and Evaluating Books: Step 1In your team, take a look at the record you have been given for a book that is in the library catalog.

Evaluate the usefulness of this source to someone who is doing research on the topic given.

As a team, grade the source based on your evaluation. Be prepared to discuss your grade. 16Finding and Evaluating Books: Step 1Each team should write down their grade on the supplied writing surface.

Everyone will hold up their grades at the same time. 17

Application Exercise 3We will assume you have the knowledge to skip over the readiness assessment used in class:

Students have read and taken a RAT on a short reading about primary and secondary sources. This exercise follows that preparation.

Application Exercise 3In your teams, discuss the following source examples and decide if they are primary or secondary. Be prepared to provide 2-3 reasons why your team made the choices you did.

You will have 2 minutes per source. Write your teams answers on scrap paper so you remember them.

An article in a medical journal commenting on the possible impact of a new surgical procedure

An article in a medical journal commenting on the possible impact of a new surgical procedure TIMES UP!

A collection of photographs of firefighters found on flickr

A collection of photographs of firefighters found on flickr

TIMES UP!

A letter from Maxim Gorky to Leo Tolstoy expressing Gorky's opinions on Tolstoy's new novel

A letter from Maxim Gorky to Leo Tolstoy expressing Gorky's opinions on Tolstoy's new novel

TIMES UP!

Simultaneous ReportingHold up the card that says Primary or Secondary when the presenters ask for your teams decision on each source. Check to see if your team agreed or disagreed with the other teams votes. Discussion follows as teams provide the reasoning behind their decisions.4 Ss for In-Class Activities28Team-Based Learning Sequence29Peer-assessments

30Peer-assessments

31Example of the type of feedback students get on the mid-term peer assessment

Example of the type of feedback students get on the final peer-assessmentTeam-Based Learning Sequence34How we use TBL in our courses

Spring 2012: Team The Seymours35One credit, 7-week courseClass 1:Team formation and name selectioniRAT & tRAT based on syllabus

Classes 2-6:2-3 more sets of RATsApplication exercise(s) each class based on homeworkTeam work time (research guide project)36Class 4Midterm assessment

Just prior to class 7Final peer assessment

Class 7Team presentations of research guide37Student Project Example

Sample team project home page. This team created a folder within PBWiki, and subpages.38Student Project Example

This Prezi was embedded in another teams wiki page, and used as a presentation tool in class.39Student Project Example

Team opted to use Weebly website for their platform.40TBL in One-Shot SessionsWork with instructorSelect teams, if needed, with instructors helpRAP processassign homeworkiRAT and tRAT (fewer questions)Clarification, if neededApplication exercise41Questions?

42Selected ResourcesTBL Information

Team-Based Learning Collaborative http://tblc.roundtablelive.org/

Michaelsen, Larry K., Arletta Bauman Knight, and L. Dee Fink, eds. Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Sterling, VA: Stylus, 2004.

TBL in Information Literacy Courses

Jacobson, Trudi E. Team-Based Learning in an Information Literacy Course. Communications in Information Literacy 5.2 (2011), 82-101. Web. 21 May 2012.

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