Workshops as a teaching tool

WORKSHOPS

 

http://www.sxsw.com/interactive/news/2014/sxsw-2015-interactive-workshops-twelve-reasons-why-you-should-attend

 Many workshops can be boring and the above can happen! however if planned properly for the right audience what you will have is this:

What is a workshop?

A workshop is a short but intensive session an instructor can use to educate people on a particular topic or teach them a set of skills needed to do something (http://www.merriam-webster.com/dictionary/workshop). Workshops are usually done with not many people so as to lend to the intensive atmosphere. People usually engage in activities and discussions and the instructor will facilitate the process which can either be structured, semi-structured or informal.  Workshops also provide an opportunity to teach-learn from each other and provide an opportunity to practice skills and receive feedback (http://www.slideshare.net/CEMCA/how-to-conduct-a-workshop-cwbw-workshop-planning-final-28032013 ).

To workshop the new Information Literacy Framework one could split the Frames across 6 sessions so that we could zoom in on that particular Frame or do it across 2 days and cover 3 Frames per day. A one day workshop on the Framework will not be sufficient as it is still very new and participants will likely ask many questions or need time to internalise the information.

Why would you give a workshop?

Workshops allow an instructor to focus on a specific topic or subject and allow participants to be taken out of their daily environments thus minimizing distractions. It allows participants to give their input in a safe learning environment. Workshops are an effective way to reach more people at one time (http://ctb.ku.edu/en/table-of-contents/structure/training-and-technical-assistance/workshops/main ). Focusing on IL Framework the workshop setting will provide us with a way of promoting the Framework and educating others on it. It provides a way to get input from others and their thoughts and insights on the Framework.

Who is your target audience?

Library personnel in the public libraries

When would you want to conduct a workshop?

When new information has been made available in a specific field or when new legislation or policies are being introduced. Like the IL Framework is still new to the LIS field we would like to have workshops to discuss it.

How do you conduct a workshop?

PHASE 1: PRE-WORKSHOP

•  Decide on the objectives & purpose of workshop
•  Select participants (availability, prior skills etc)
•   Secure a suitable venue (learning aids, seating, accessibility)
•   Draw up the agenda
•   Plan the logistical arrangements

PHASE 2: WORKSHOP

• Welcome everyone and have introductions
•  Set some ground rules
•  Create opportunity for interaction
•  Plan Ice breakers and Energizers
• Use different methods to demonstrate during the workshop e.g.  presentations,  discussions  and group activity

PHASE 3: POST WORKSHOP  

• Obtain feedback from the participants – evaluation

• Prepare a report of the workshop (http://www.slideshare.net/CEMCA/how-to-conduct-a-workshop-cwbw-workshop-planning-final-28032013)

“The workshop's goal should be at the center of all your planning. Creative exercises will get everyone relaxed and involved, and don't forget to follow up afterward: Although it can be scary to hear what people really thought of all your hard work, it's the only way you'll improve your next event” https://www.mindtools.com/pages/article/PlanningAWorkshop.htm

 

Lecture 6: Authority is Constructed and Contextual

Authority is Constructed and Contextual 

“all I know of the world beyond the narrow range of my own personal experience is what others have told me. It is all hearsay. But I do not count all hearsay as equally reliable. Some people know what they are talking about, others do not. Those who do are my cognitive authorities.” (Wilson, 1983: p. 13 Cited in Lane Wilkinson's Blog)

Lane Wilkinson's Blog (link above) is a really great read to understanding this Frame. I found it highly informative and it made me understand the Frame. I recommend that everyone reads it. I feel the above quote sums up the idea of authority is constructed and contextual. 

Below is the teaching scenario we had to design for this Frame.

Design a Teaching Scenario for the following learning outcomes:

Learning Outcomes/ Knowledge practices:

1.       Students should be able to define different types of authority such as subject expertise (Scholarship), society position (public office or title), or special experience (participating in a historic event)

2.       Use markers of authority to determine the credibility of sources

3.       Recognize that authoritative content may be packaged formally or informally and may include audio, visual an non-print sources

No	Activities	Materials	Relation to KP or LO
1.	Do research on various kinds of authority in the LIS field looking at subject expertise, society position and special experience. Students to look at criteria for authoritativeness.  Students to choose one authority figure/organisation per category and do a presentation as to why they feel the person/organisation is an authority. Other students will get an opportunity to ask questions and a lively debate may ensue	·         Computer with internet access ·         Data projector and white screen ·         List of criteria	Relates to LO 1. By presenting their findings and debating with fellow students about relevance of authorities in LIS field students will be able to understand why they are authoritative and be able to define them.
2.	Students need to interview the reference librarian or faculty librarian regarding what makes a source credible. They then need to find 3 credible sources (1 journal article, 1 website and 1 YouTube video) and substantiate their claims of authority.	·         Contact information for faculty and reference librarian	Relates to LO 2. By interviewing the librarians the students will be informed what to look for when assessing credibility of sources.
3.	Find 4 informal non-print sources of information and rate the sources according  with authority indicators. The students must rate the  4 sources according to the criteria, discuss it in groups of 5 and present their information to the class.	·         List of authority indicators	Relates to LO 3. Once students rate sources they will realize their credibility and authority and recognize that the way the source is packaged is not important to convey authority

Design a teaching instruction: Research as Inquiry

Topic:

“Explore the psychological factors which lead terminally ill patients over the age of 50 in South Africa to request their loved ones to assist them to end their lives”

Learning Outcomes:

Students should be able to:

1. Understand that various research methods exists and choose an appropriate method for the study
2. Understand the ethical and legal issues when dealing with sensitive information
3. Understand their limitations and knowledge gaps   

Activities:

1. Find 3 scholarly “conversations” about research methodology and design and using the “research design canvas” by John Latham (http://johnlatham.me/design-research-like-leonardo-da-vinci/) highlight 2 possible research methods for the study and motivate why you feel they are appropriate.
2. Formulate appropriate interview questions and conduct interviews with a Human Rights Lawyer regarding the  ethical and legal issues on the topic. Similarly conduct an interview with a member of Senate at your university regarding the ethical and legal issues in gathering and using information. Based on your findings compile a 500 word motivation on how you will conform to the ethical and legal issues when conducting this study and using the information. .
3. Write a one page essay on the topic without referring to any sources for assistance. Afterward find and analyze 2 scholarly sources on the topic and compare your essay with the information gathered.

Linking Activity to knowledge practice or disposition:

1. Activity one links to the knowledge practice “Use various research methods based on need, circumstance and type of inquiry”.
2. Activity 2 links to the disposition “Follow ethical and legal guidelines in gathering and using information”
3. Activity 3 links to the disposition “Demonstrate intellectual humility”.

Lecture 5: Frame 2 - Research as Inquiry

Research as Inquiry 

Our 5th class focused on the frame "Research as Inquiry". So what is inquiry you may ask? The picture below shows the process of inquiry...
 

.... But you ask, does this not depict the process of research? I am confused now Well yes it does! Paul Hrycaj posted a comment on Lane Wilkinson's blog saying that this framework is akin to saying "research is research". Well that's what it seems like to me also. When I first read this framework it struck me as the same as the process of conducting research. I suppose further readings and exploration will lead us to understanding the difference between the research process and research as inquiry.

So Inquiry is said to be the searching or request for truth, knowledge or information. The framework defines inquiry as a process that focuses on problems or questions in a discipline or between disciplines that are open or unresolved. The framework also says that inquiry is not limited to the academic sphere but extends to the community as well and focuses on personal, professional or societal needs. 

http://www.schoollibrarymonthly.com/articles/Kuhlthau2013-v30n2p5.html 

I thought the above link is quite interesting. It is about the Common Core State Standards and discusses how inquiry is embedded throughout the standards. However, when reading the standards it speaks to the Framework.

We were given an exercise to do in class regarding refining research questions. It was quite interesting and a good learning experience. Shehaamah gave us these questions we could use to evaluate the research topics and they will definitely come in handy when designing research topics.

Lecture 4: Frame 1 - Scholarship as conversation

Lecture 4 dealt with the specific Frame "Scholarship as conversation" of the Framework for Information Literacy for Higher Education.

We learnt that what differentiates a Frame from a Threshold concept is that a Frame is made up of the main idea + knowledge practices + dispositions.

The following Youtube link summarizes the most salient points you would need to understand this Frame: https://www.youtube.com/watch?v=YGia3gNyHDM

Shehaamah then requested us to do a task and put it on our blogs. The task required us to design a teaching scenario for the Frame. This is my attempt...

Topic:

Conduct a simple user study to investigate the catalogue usage at an academic library. Write a research report in which you discuss your findings and make recommendations.

Your report should investigate:

-          Are students able to use the catalogue

-          Students attitudes and perceptions about the catalogue

-          The impact of social media and the internet on catalogue usage

Learning Outcomes:

Students should be able to:

1. Realize that the scholarly conversation on the topic is an ongoing one
2. That there are various platforms where conversations on their topic is taking place
3. Add their voice to the ongoing conversations and not be passive consumers of it 

Activities:

1. Find 3 articles that were written in the past six months on the topic and make a summary of the salient points which you then share on Slide Share
2. Find 3 different professional social network platforms e.g. websites, blogs, Facebook pages, Tweets, etc where the topic is being discussed and add your thoughts and opinions on each.
3. Critically analyze the 3 professional social networks you have identified and comment on their stance on the topic and value they add to the scholarly discussion.

Linking Activity to knowledge practice or disposition:

1. By concluding activity one, students will realize that there is constantly new and recent research being produced on the topic. This links up with the disposition which states “ learners... recognize they are often entering into an ongoing scholarly conversation and not a finished conversation”
2. By concluding Activity 2 students would have actively searched and found various scholarly inputs on the topic as well as various platforms where this takes place on. Activity 2 links with two dispositions which states “learners... seek out conversations taking place in various venues” and “learners... recognize that scholarly conversations take place in various venues”.    
3. By concluding Activity 3 students would have showed their understanding of the topic by not only commenting but also motivating their comments. They would be adding their voice to the ongoing conversation. Activity 3 links to the disposition which states “learners... see themselves as contributors to scholarship rather than just consumers of it”.