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1.
《Communication Teacher》2013,27(4):281-285
Play provides an opportunity for students to learn information and concepts in an active format while facilitating different ways of learning. This puzzle activity is designed to increase student engagement, leverage different learning styles, help students make connections in communication theories, and enhance memory of important communication concepts. As an active learning exercise, play requires students to coordinate behaviors and participate in the learning process differently than through traditional lecture formats. Considering the information on active learning strategies, this activity involves using puzzle pieces labeled with theory components to help students learn each theory term and better understand how the terms work together to form the theory.

Courses: This single-class activity is appropriate for courses across the communication curriculum and is particularly well suited for classes with multi-part concepts and/or theories, including communication theory, organizational communication, interpersonal communication, persuasion, conflict communication, and the public-speaking/basic course, among others.

Objective: As a result of participating in this single-class activity, students will demonstrate understanding of key theoretical terms/concepts and how those concepts work together to inform communication theory. Further, students will work together in teams to bring in outside examples of the theory in action and practice explaining the concepts to their classmates to enhance learning and long-term memory of class concepts.  相似文献   

2.
Abstract

Millennials, or Generation Y learners, are one of the largest constituencies academic libraries serve today. Understanding how and why these technology-savvy students learn increases the efficacy of information literacy instruction and ensures that libraries remain relevant in the digital age. This article addresses the complexity of the millennial learning phenomenon and its implications for instructional design and teaching in physical and virtual library environments. To situate millennial learning in the context of academic library instruction, this paper takes a large-scale, holistic approach that includes consideration of millennials’ learning styles, emerging technologies, and a multitude of other issues affecting Generation Y learning.  相似文献   

3.
《图书馆管理杂志》2013,53(3-4):367-378
Abstract

Our library intends to create a tutorial to assist students in library research. In preparation, we need to understand the diverse learning needs of students. Some students seem to thrive in the online environment while others feel at a loss. A review of learning styles literature reveals that many adult learners require personalized, interactive learning environments. The author reviewed library tutorials to identify models of library instruction that meet the needs of such students. This paper serves as background and literature review for an interactive workshop on learning styles and the Internet, which was presented at the conference.  相似文献   

4.
《Communication Teacher》2013,27(4):286-291
This activity elucidates a critical and pragmatic means by which students and instructors can examine the practice of labor exploitation by neoliberal corporations. By employing critical communication pedagogy (CCP), instructors and students can learn about the ways that corporations actively steal wages from their employees and communicatively justify this theft through the ethic of individualism. In so doing, corporations break the social contract and inculcate employees to believe not in collectivism and social responsibility, but instead only in the logic of the free market. Thus, employees internalize the idea that earning at a level below what is desired is the fault of the individual and not the fault of the corporation. Employees learn to absolve corporations of any wrongdoing. Students and instructors will challenge this ideology and practice by employing the tenets of CCP to recognize and respond to labor exploitation.

Courses: Business and Professional Communication, Professional Speaking, Instructional Communication, Critical Studies/Critical Theory in Communication

Objectives: In this two-day activity, first, students will learn about critical communication pedagogy (CCP) and how they can apply it to respond to hegemony. Second, students will learn about the concept of labor exploitation that they may face in their future careers. Third, students will apply CCP to analyze and respond to the ways in which corporations justify labor exploitation through their communicative practices, equipping students to push back against labor exploitation in their future careers.  相似文献   

5.
SUMMARY

Distance learning technologies will be used increasingly by law schools both to enhance learning within their existing residential programs and to reach new audiences. For law librarians, the questions involved in serving distance learners are a subset of the questions about the future of the law library that arise from changes in the legal information environment. This article discusses current distance learning alternatives for law schools, and the impacts of distance learning and other technological innovations on the future role of the academic law library in legal education.  相似文献   

6.
SUMMARY

Rare books provide the needed historical context to the modern study of law, and they serve as an important balance in the transition to a world dominated by computers. These treasures should be shared more widely with groups of faculty, students, staff, and alumni. They need to be preserved and shared with current and future generations of scholars and students in this new electronic information age.  相似文献   

7.
《The Reference Librarian》2013,54(69-70):31-47
Summary

Although much has been written on technophobia and how it can be treated, little has been published on how the reference librarian can help. Limiting the time spent introducing new technologies, speaking without using computer jargon, offering instruction through different learning styles, and preparing patrons to deal with the problems they encounter are a few of the strategies the reference librarian can do to help patrons deal with their fear of computers. This article examines and defines technophobia, offers short-term strategies that reference staff can use to alleviate the anxiety of their technophobic patrons, and finally touches upon long-term solutions and changes that can be made within the library environment itself.  相似文献   

8.
《The Reference Librarian》2013,54(83-84):71-81
SUMMARY

Librarians are well positioned to embrace the journey towards a learning culture; we have resources and we have incentive! Teetering on the edge of information technology, libraries are committed to continuous change for the benefit of our customers. To fulfill this promise, staff must keep pace with new technologies, products, and an increasing demand for new services in an environment with shrinking human resources. There is more to learn and less time in which to learn it. This paper describes a proactive, team-based approach used to create a learning culture in one library. Staff act as peer learners and teachers to educate themselves and each other about all aspects of their reference work such as approaches to service, orientation for new members, learning and evaluating new tools, and discussing the development of new services. The whole is greater than the sum–this dynamic, shared learning environment embraces diverse learning styles including discovery, discussion, demonstration, presentation, homework, questioning, and hands-on practice. Analysis of feedback from students and challenging questions at the reference desk grounded the experience and made it immediately relevant and useful. This strategy furthers the goal of the learning organization where members share the responsibility of learning. The outcomes are an enriched collective knowledge and understanding, a sustainable model for continuous learning, social connectivity, and team experience.  相似文献   

9.
Abstract

In our modern digital and information-rich educational contexts, students are increasingly faced with conflicts between popular media and scholarly content. As a result, discerning source reliability can be considered as a key threshold concept in tertiary information literacy curricula. In this study, the author describes the development of an online tutorial designed to teach this threshold concept using experiential and self-discovery learning. Evaluation of students’ learning journeys as they progressed through the tutorial provided insight into students understanding of the concept of discerning source reliability. Therefore, the author proposes that this online tutorial is an effective pedagogical tool to help students develop their personal epistemology regarding source reliability.  相似文献   

10.
《The Reference Librarian》2013,54(69-70):287-298
Summary

This paper delineates the special characteristics of the adult learner, emphasizing their high level of motivation and their diverse learning styles. It introduces the 4MATR System, an instructional model developed by Bernice McCarthy, PhD which provides a systematic approach to delivering instruction that especially addresses the learning styles of adults. As a learner-focused model for adapting curriculum and instruction to the diverse needs of students, 4 MAT gives teachers/librarians a framework in which to design learning activities in a systematic cycle. The system encourages librarians to use multiple methods of instruction so as to reach students more effectively, regardless of the individual's learning style. The paper concludes with a library instruction unit designed by using the 4MATR System.  相似文献   

11.
ABSTRACT

Online instruction is quite prevalent on campuses and within libraries. Librarians are engaged in the creation of learning objects that can either be linked to or embedded within course-management systems. But are those instructional tools designed to best accommodate diverse learners or are they constructed to reflect the teaching and learning style of the designer? Results from a study (a survey of librarians, student usability studies, and interviews) document both considerations made in the creation of learning objects, and the effectiveness of learning objects from students’ perspectives. The findings may be useful for future modifications of these tools (e.g., tutorials, videos, podcasts, and PowerPoints).  相似文献   

12.
ABSTRACT

The purpose of this article is to demonstrate the potential relevance of academic self-beliefs to Gross's imposed query model as they apply to undergraduate students, particularly at the IQ2 (transferred) and IQ3 (interpreted) stages. The author argues that, at these two stages, students will decide if they have the skills required to be successful, how much effort they will put into the research process, and if they will seek help from an expert information intermediary. Furthermore, the author proposes an expanded model of the IQ2 (transferred) and IQ3 (interpreted) stages to be tested by future research seeking to understand how undergraduate students navigate the course-related research process.  相似文献   

13.
《The Reference Librarian》2013,54(69-70):95-102
Summary

Every reference encounter is an instructional encounter. Reference services to adult learners must be as flexible as the learners' technological savvy and learning styles. Furthermore, a variety of instructional methods must be used. This study presents survey results of a sample graduate student population which is outside the mainstream of traditional college students. We present a Close Encounter Model of reference services to meet this population.  相似文献   

14.
Abstract

Receiving library instruction is essential for first-year students. In many colleges and universities, students enroll in an orientation-type class and receive library instruction. However, at William Paterson University, students taking this class do not have a research-based assignment – a challenge for librarians in making the content meaningful to students. To remedy this situation, the librarians implemented the flipped classroom in which students watched instructional videos prior to their library class and participated in active learning activities in class. This method proved to be an engaging way for students to learn information literacy skills, even in the absence of a graded research assignment.  相似文献   

15.
《Communication Teacher》2013,27(3):110-116
Courses: Public Speaking, Advanced Public Speaking, Argument and Debate

Objective: Students will learn in-depth about a speech or presentation genre they see as relevant to their future, and be able to prepare and present such a speech or presentation  相似文献   

16.
《图书馆管理杂志》2013,53(3-4):515-527
Abstract

Education students are often not very information literate, and doctoral students are no exception to this “rule of thumb.” The challenge of preparing doctoral students in education to use online resources as they begin the literature review process becomes even more complicated when these students are also distance students who happen to meet at various sites throughout the United States. This presentation will discuss the pros and cons of designing and delivering online and face-to-face versions of a one-credit elective course for students in Programs for Higher Education at Nova Southeastern University. The advantages and disadvantages of delivering content in synchronous and asynchronous formats are examined. Issues addressed include: (1) the relative merits of using WebCT versus using ordinary Web pages and WebBoard discussions, (2) how to incorporate active learning into both modalities for delivering the course, (3) how to pace and structure the delivery of both versions of the course to meet the needs of distance learners, (4) how to meet the needs of students with different learning styles, (5) how to assess learning outcomes, (6) how effective group work was in synchronous and asynchronous environments, (7) how much sequential and developmental learning is necessary in the instructional process for doctoral students, and (8) how the dynamics of collaboration with an academic program can impact the political realities of the design process.  相似文献   

17.
《Communication Teacher》2013,27(4):221-228
Course: Small Group Communication

Objectives: Students will apply small group communication principles to a service learning project and learn how autoethnography is a means of writing reflexively about their experiences. Specifically, students will do so by (1) applying their understanding of oppression to their own lives, (2) analyzing how their community experiences relate to other experiences in their lives, (3) evaluating power relationships, and (4) creating a coherent piece of writing that reflects their learning about power in society.  相似文献   

18.
Abstract

Librarians need to be aware of cultural differences in how Asian students communicate and how they use libraries. Strategies and tips are provided to assist reference librarians to have successful interactions with the growing population of Asian LL.M students at American law schools.  相似文献   

19.
Abstract

This article discusses the results of a study concerning the interactive effects of learning style and computer competency on student satisfaction in library and information science (LIS) distance learning courses. “Concrete” and “abstract” learners react differently to online courses given different technology backgrounds. This study finds a statistically significant relationship between student satisfaction with Web-based courses, the grouping differences of learning style preferences (converging, diverging, assimilating, accommodating), and computer competency (high level and low level). The study concludes that, when students differ with regard to computer competency, there is a difference among learning styles with respect to student satisfaction level.  相似文献   

20.
ABSTRACT

Librarians can find techniques for improving information literacy in Plato's Socratic dialogs. The Socratic Method is an effective tool that can help engage students in critical thinking about their research, guide students to reveal flaws in their reasoning, and prepare them to learn new research skills. Examples of information literacy instruction drawn from Socratic dialogs are given in this article along with tips for avoiding pitfalls associated with the Socratic Method.  相似文献   

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