Slides - LOEX Annual Conference

Rethinking the
Ashlynn Wicke
University of Houston-Clear Lake
LOEX 2011
 Critically
examine the ways to provide
students with information via a handout.
 Create
hybrid handouts/worksheets in
order to provide the most critical
information and learning activities.
Going to discuss
 Characteristics
of handout
 Project at University of Houston-Clear Lake
 Examples from library instruction literature
 Handout brainstorming activity
Defining “Handout”
1. Created for a specific
library instruction session
2. Can includes
characteristics of
worksheet and handout
Harrison, T. (2007) paper handouts. Retrieved from
 Who
still creates handouts?
 Why? For example, is it part of your
instruction procedures? Just because you
always have done this?
Benefits to handout
 “adding
the kinesthetic exercise of writing
furthers retention” (Sousa, 2006, p. 118)
 “reduce the burden of note-taking” (Marsh
and Sink, 2010, p. 703)
 Give audience something to refer to after
session (Lederer, 2005)
 Value in having notes to review later
(Armbruster, 2009)
Project at University of
Houston-Clear Lake
 Librarians
wanted students to have
tangible to take with them
 Minor updates yearly
 Portions not relevant to session
 Goal to make better use of handouts
 What
information do you find most useful
on handouts when you’re in workshop or
 Are you giving students the same things
you like?
 If not, what could you do differently?
Keep in mind
 Key
learning outcomes
 Complicated concepts that need
 Factual information
 Supplemental information that will not
cover in session
Search Tips
Database Comparison Charts
Links to mobile websites and federated
Fill-in charts
Fill-in-the-blank instructions
Ice Breaker games
Search Screenshots
Search terms activity
Database Comparison Charts
Fill-in Activities
Search Screenshots
Ice Breakers
Search Terms Activity
Links to other UHCL handouts
Links active on 5/4/11
Unravel Workbook Example
nravel2WorksheetF08.pdf (Veldof, 2006)
Minimalist Approach
Grassian, E. S., & Kaplowitz, J. R.
(2009). Information literacy
instruction: Theory and practice
(2nd ed.). New York: NealSchuman Publishers.
 Error
 Question
 Active Command
 Learner prompt
Minimalist Documentation on
included CD-ROM.
Other ideas
 Flow
chart of finding information
 QR code
 The Library Instruction Cookbook (Sittler and
Cook, 2009) activities
QR Codes
Handouts vs. LibGuides
Venosdale, K. (2010) Please take one… Retrieved from
Handouts and Mobile
Complement each other?
 Create
for a specific audience and
learning objectives
 Point to handout during session
 Leave white space
 Include factual information like library
 Consider design, focus on content
Handout Brainstorming Activity
Venosdale, K. (2010) Thought Bubbles. Retrieved from
Scenario 1
Freshman orientation session,
required 45-minute session during
summer orientation.
Scenario 2
Freshman composition class, the
assignment is to write a 5-page research
paper on a topic related to their major
using the preferred citation style of their
major and scholarly journal articles.
Scenario 3
New faculty orientation, an hour-long
session to introduce new faculty to
library resources and services.
Scenario 4
Undergraduate business class, assignments
throughout the semester will require
students to find information about various
companies, including SWOT analyses,
annual reports, SEC filings, and recent news
Scenario 5
Undergraduate history class, the
assignment is to write a research paper
on a topic related to America’s
involvement in World War II using a mix
of primary and secondary sources.
Where do we go from here?
Wall, S. (2009). not the shortest distance. Retrieved from
Contact information:
Ashlynn Wicke
Reference & Instruction Librarian
University of Houston-Clear Lake
[email protected]
Sources Cited
Armbruster, B.B. (2009). Taking Notes from Lectures. In R.F. Flippo &
D.C. Caverly (Eds.), Handbook of college reading and study
strategy research (pp. 220-248). Mahwah, N.J. : Lawrence Erlbaum
Grassian, E. S., & Kaplowitz, J. R. (2009). Information literacy
instruction: Theory and practice. New York: Neal-Schuman
Lederer, N. (2005). Ideas for librarians who teach: With suggestions
for teachers and business presenters. Lanham, Md: Scarecrow
Marsh, E. J., & Sink, H. E. (2010). Access to handouts of presentation
slides during lecture: Consequences for learning. Applied Cognitive
Psychology, 24(5), 691-706.
Sittler, R., & Cook, D. (Eds.). (2009). The library instruction cookbook.
Chicago: Association of College and Research Libraries.
Sousa, D. A. (2006). How the brain learns, 3rd edition. Thousand
Oaks, Calif: Corwin Press.
Veldof, J. R. (2006). Creating the one-shot library workshop: A stepby-step guide. Chicago: American Library Association.
Sources Consulted
Barkley, E. (2010). Student engagement techniques: A handbook for college
faculty. San Francisco : Jossey-Bass.
Burkhardt, J. M., MacDonald, M. C., & Rathemacher, A. J. (2010). Teaching
information literacy: 50 standards-based exercises for college students.
Chicago: American Library Association.
Cox, C. N., & Lindsay, E. B. (2008). Information literacy instruction handbook.
Chicago: Association of College and Research Libraries.
Gradowski, G., Snavely, L., Dempsey, P., & Association of College and
Research Libraries. (1998). Designs for active learning: A sourcebook of
classroom strategies for information education. Chicago: American Library
Macmillan, D. (2004). Web-Based Worksheets in the Classroom. Journal of
Library & Information Services in Distance Learning, 1(2), 43-51.
Sellers, D., Dochen, C. W., & Hodges, R. (2011). Academic transformation: The
road to college success. Boston, MA: Allyn & Bacon/Pearson.
Willis, C. N., & Thomas, W. (2006). Students as Audience: Identity and
Information Literacy Instruction. portal: Libraries & the Academy, 6(4), 431-444.

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