Your Name and Title: Madeline Ruggiero
Library, School, or Organization Name: Queensborough Community College
Area of the World from Which You Will Present: United States
Language in Which You Will Present: English
Target Audience(s): Academic Librarians
Short Session Description (one line): Using an interactive tutorial and a digital annotation tool to engage online learners.
Full Session Description (as long as you would like):
Online tutorials created using LibWizard will promote student learning and assessment in an asynchronous online environment. Digital technology is used to teach synchronous online information literacy to classes in psychology. Students are often asked to find and interpret scholarly, academic, or study articles in psychology and the sciences. They often fail to grasp the language and writing format of these disciplines. The learner can be assessed via quizzes throughout the tutorial
As a librarian liaison to the psychology department I partner with the psychology faculty to integrate library instruction and the effective use of online tutorials into the coursework. The tutorial uses different types of interactivity to promote student learning in an online environment. Static screenshots with directions allow students to work along with the tutorial to apply what they are learning. These tutorials are configured so that students move forward at their own pace. The interactivity includes a quiz or self-assessment embedded in the tutorial. Research has proven that using tutorials to teach online is the most useful strategy for remote learning.
I create a strong scaffold for students by flipping the information literacy class. Before the students attend the library session, they view and interact with the split screen tutorial on how to read the components of a study article. They are introduced to details defining the components that make up a scientific article such as the Introduction, Methods, Results, and Discussion section. Students learn by practicing the material in small pieces. Students must demonstrate the mastery of the material through performance and must interact with the material to move it forward. I use part of the class time to showcase subject databases and the limiters available to ensure a retrieval of scientific articles. I build upon what students learned before coming to the library class and present them with more sophisticated and in depth knowledge about how to read parts of the scientific article for greater comprehension. Students are given tips on the order in which to read these components to gain a better understanding of the context.
Previous literature suggests a relationship between the ability of note taking and academic achievement. A free annotation tool, called hypothes.is, is installed during the library class for collaborative reading. This tool enables highlighting of text and sentence level note taking onto the empirical article during a synchronous online class. Students gain a deep understanding of the main points in each section of the article. Student self sufficiency is increased by active learning and note taking. Annotations can be used to help clarify vocabulary and explain patterns or relationships between ideas. The ability to highlight and annotate the article during instruction, helps students to retain the information. Creating hands-on learning environments that enable students to apply knowledge and skills can enhance engagement and learning.
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