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From Prix Fixe to A la Carte: Using Lesson Study to Collaborate with Faculty in Customizing Information Literacy

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Author(s)
Kishel, Hans; Markgraf, Jill; Jennings, Eric
Date
May 2012
Subject(s)
assessment; faculty collaboration; Library instruction; Information literacy; Lesson Study
Abstract
What began as a ?lesson study? assessment of the one-shot library instruction session in an English composition class grew into an on-going collaboration and integration into a major revision of the English composition curriculum and ignited the interest of faculty members in nursing, chemistry, physics, geography and materials science. To date, several lesson study collaborative projects have evolved between library and teaching faculty across the University of Wisconsin-Eau Claire campus. Lesson study is a deceptively simple process developed in the Japanese elementary education community that in recent years has made its way into college level teaching. In lesson study, a small group of educators collaborate to identify desired learning outcomes and plan a lesson to meet them. The lesson is presented by a member or members of the group, and observed by other members of the group. Observers focus their attention on what the students are doing during the lesson. Observations and additional data on outcomes are discussed and analyzed. The lesson is revised and offered again, and this process can continue at the will of the group. Attendees will learn how--through the process of working with faculty across diverse disciplines--librarians have experienced not only the expected outcome of a revised one-shot lesson plan, but have also seen an evolution in their teaching philosophy, the way they communicate with faculty and the way they work with each other. Through work with a variety of faculty, librarians learned that a single instruction model does not work for all disciplines. Emerging is an ala carte menu approach that enables librarians and faculty to better customize information literacy instruction into the curriculum according to identified priorities, and to construct a tiered approach to information literacy as students move through their majors.
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http://digital.library.wisc.edu/1793/61583 
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