Active learning and teaching: Improving postsecondary library instruction

Reference Librarian

Volumn 24, Issue 51-52, 1995, Pages 89-103

  Allen, Eileen E ^a  

^a SUNY POLYTECHNIC INSTITUTE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0011033844     PISSN: 02763877     EISSN: 15411117     Source Type: Journal    
DOI: 10.1300/J120v24n51_10     Document Type: Article

References (76)

1. Quoted in Sandra G. Yee, “Information Literacy Skills: How Students Learn Them and Why,” in Coping With Information Illiteracy: Bibliographic Instruction For the Information Age, eds. Glenn E. Mensching, Jr. and Teresa B. Mensching, (Ann Arbor, Michigan: Pierian Press, 1989), 44.
2. Andy LePage, Transforming Education (Oakland, California: Oakmore House Press, 1987), 21.
3. John Dewey, Experience and Education (New York: Collier Books, 1963).
4. Michael Golby, Jane Greenwald, and Ruth West, eds. Curriculum Design (New York: John Wiley & Sons, 1975), 82.
5. Curriculum Design, 85.
6. Involvement in Learning: Realizing the Potential of American Higher Education, Final Report of the Study Group on the Conditions of Excellence in American Higher Education, sponsored by the National Institute of Education, (Washington, D.C.: U.S. Department of Education, 1984), 17.
7. Involvement in Learning: Realizing the Potential of American Higher Education, 27.
8. K. Patricia Cross, “A Proposal to Improve Teaching, or, What ‘Taking Teaching Seriously’ Should Mean,” AAHE Bulletin 39 (September 1986): 14.
9. Michael R. Ross and Robert B. Fulton, “Active Learning Strategies in the Analytical Chemistry Classroom,” Journal of Chemical Education 71 (February 1994): 141-143
10. Jay H. Worrell, “Creating Excitement in the Chemistry Class-room: Active Learning Strategies,” Journal of Chemical Education 69 (November 1992): 913-914.
11. New York State, United University Professions, Professional Development and Quality of Working Life Committee, Classroom Scholarship Grants: Guidelines,” June 1994.
12. Cross, “A Proposal to Improve Teaching,” 10.
13. Barbara B. Moran, “Library/Classroom Partnerships for the 1990s: Increasing Active Learning in Undergraduate Education,” College & Research Libraries News 51 (June 1990): 511-514, 512.
14. Leslie Hendrickson in ERIC Digest, Active Learning, (#17) (Boulder: Colorado: ERIC Clearinghouse for Social Studies/Social Science Education, September 1984) uses a somewhat broader definition to include discovery, inquiry learning, hands-on practices, and community based education as well as active student participation in the classroom.
15. Charles C. Bonwell and James A. Eison, Active Learning: Creating Excitement in the Classroom, ASHE-ERIC Higher Education Report No.l (Washington, D.C.: The George Washington University, School of Education and Human Development, 1991), 2.
16. Trish Ridgeway, “Integrating Active Learning Techniques into the One-Hour Bibliographic Instruction Lecture,” in Coping With Information Illiteracy: Bibliographic Instruction For the Information Age, eds. Glenn E. Mensching, Jr. and Teresa B. Mensching, (Ann Arbor, Michigan: Pierian Press, 1989), 35.
17. Jill Baldwin and Hank Williams, Active Learning: A Trainer’s Guide (Oxford, England: Basil Blackwell Ltd, 1988), 16.
18. Richard L. Ducote, Alicia T. Tibbals, and Steven E. Prouty, “Active Learning and the LRC,” New Directions for Community Colleges 71 (Fall 1990): 65.
19. Chet Meyers and Thomas B. Jones, Promoting Active Learning: Strategies for the College Classroom (San Francisco: Jossey-Bass, 1993), 19-21.
20. Arthur W. Chickering and Zelda F. Garnson, “Seven Principles for Good Practice in Undergraduate Education,” AAHE Bulletin 39 (March 1987), 5.
21. Cross, “A Proposal to Improve Teaching,” 9.
22. Meyers and Jones, Promoting Active Learning, 4-12.
23. Morris T. Keeton, “Experiential Learning; Marsha L. Weil and Joseph Murphy, “Instruction Processes”
24. Clifton F. Conrad, “Undergraduate Instruction” in The Encyclopedia of Educational Research, editor in chief, Harold E. Mitzel, associate editors, John Hardin Best and William Rabinowitz (New York: Free Press, 1982).
25. Brent W. Poppenhagen, Ernest M. Schuttenberg and John P. Gallagher, Active Learning for Postsecondary Educators: A Study of Two Learning Designs, 1981 (ERIC Document Number ED 201270), 24.
26. Bonwell and Eison, Active Learning, 9-14.
27. Ducote, Tibbals and Prouty, “Active Learning and the LRC,” 64.
28. Lorraine A. Cavaliere and Angela Sgroi, “Active Learning: Perspectives on Learning That Leads to Personal Development and Social Change,” New Directions for Adult and Continuing Education, 53 (Spring 1992): 5-10.
29. Gloria Christopher, “Questions and Answers About Active Learning,” in Strategies for Active. Teaching and Learning in University Classrooms, ed Steven F. Schomberg (Minneapolis, Minnesota; University of Minnesota, 1986), 80-83.
30. Lynn Atwater, “Trading Places: Teaching with Students in the Center and Professors on the Periphery of the Principles Course,” Teaching Sociology 19 (October 1991), 483-488
31. Bonwell and Eison, Active Learning, 3-4
32. Catherine Chambliss, Promoting Active Learning in Freshmen: The Ursinus College Academic Orientation Workshop for Freshmen and Transfer Students: Outcome Evaluation Results of a Two-Month Follow Up Study, 1990 (ERIC Document Number ED 320468)
33. Leonard Goodwin, Judith E. Miller and Ronald D. Cheetham, “Teaching Freshmen to Think-Does Active Learning Work?” BioScience 41 (November 1991): 719-722
34. Janet W. Jones and Donna K. Duffy, Activating Learning in the Classroom: Challenge, Collaborate, Celebrate, 1991 (ERIC Document Number ED 336141); Teaching as Though Students Mattered, ed Joseph Katz, (San Francisco; Jossey-Bass, 1985).
35. Diane Nahl-Jakobovits and Leon A. Jakobovits, “Bibliographic Instructional Design for Information Literacy: Integrating Affective and Cognitive Objectives,” Research Strategies 11 (Spring 1993): 73-88.
36. Nadine Rosenthal, “Active Learning/Empowered Learning,” Adult Learning 1 (February 1990): 17.
37. This model is discussed in James A. Johnson et al., INTRODUCTION to the Foundations of American Education, 7th edition, (Boston: Allyn and Bacon, 1988), 447-451.
38. Cynthia Weston and P. A. Cranton Provide a very good analysis of teaching strategies, learning levels, thinking processes, materials, presentation and their interactions in “Selecting Instructional Strategies,” Journal of Higher Education 57 (May/June 1986): 259-288.
39. Shirley Ramsey, “The Active Learner and a Cycle of Involvement: Moving from Experience to Experimentation”, Journalism Educator 48 (Summer 1993): 74-80.
40. Baldwin and Williams, Active Learning: A Trainer’s Guide, 78.
41. Lynn Atwater (Atwater, “Trading Places,” 487) attests that one becomes more efficient with practice, as one begins to recognize and concentrate on the most effective methods.
42. Charles Bonwell and James Eison provide an exceptionally good analysis of risk factors and incorporating active learning techniques into college and university teaching
43. Bonwell and Eison, Active Learning, 62-73.
44. Meyers and Jones, Promoting Active Learning, 15-16.
45. Thomas R. Guskey, Improving Student Learning in College Classrooms (Springfield, Illinois: Charles C. Thomas, 1988), 19.
46. Repotted in Bonwell and Eison, Active Learning, 8-9.
47. Cross, “A Proposal to Improve Teaching,” 10.
48. William R. Charlesworth, “Introducing Active Learning: Conceptual and Practical Problems,” in Strategies for Active Teaching and Learning in University Classrooms, ed. Steven F. Schornberg (Minneapolis, Minnesota: University of Minnesota, 1986), 11.
49. Katz, Teaching As Though Students Mattered, 47.
50. Numerous examples of objectives for library instruction may be found in Coping With Information Illiteracy, eds. Mensching and Mensching, and in Deborah Fink, Process and Politics in Library Research: A Model for Course Design, (Chicago: American Library Association, 1989).
51. Beth E. Fristedt, “Teaching Problem Solving Skills,” in Strategies for Active Teaching and Learning in University Classrooms, ed. Steven F. Schornberg (Minneapolis, Minnesota: University of Minnesota, 1986), 52-53.
52. Ridgeway, “Integrating Active Learning Techniques,” 33.
53. Many sources that describe techniques and offer examples are available to assist librarians in planning interesting class sessions and assignments, for example: Bibliographic Instruction in Practice: A Tribute to the Legacy of Evan Ira Farber, eds. Larry Hardesty, Jamie Hastreiter and David Henderson (Ann Arbor, Michigan: Pierian Press, 1993)
54. Jeanetta Drueke, “Active Learning in the University Library Instruction Classroom,” Research Strategies 10 (Spring 1992): 77-83
55. Fink, Process and Politics; Peter Frederick, “The Dreaded Discussion: Ten Ways to Start,” Improving College and University Teaching 29 (1981): 109-113
56. Graham Gibbs and Trevor Habeshaw, 253 Ideas for Your Teaching (Bristol, England: Technical & Educational Services, Ltd, 1988)
57. Marybelle C. Keim, “Creative Alternatives to the Term Paper” College Teaching 39 (Summer 1991): 105-107
58. Carla List, Introduction to Library Research, 2nd edition (New York: McGraw-Hill, 1993)
59. Gina Petonito, “Fostering Peer Learning in the College Classroom”, Teaching Sociology 19 (October 1991): 498-501
60. Lawrence W. Sherman, Cooperative Learning in Post Secondary Education: Implications from Social Psychology for Active Learning Experiences. 1991 (ERIC Document Number ED 330262).
61. Drueke, “Active Learning in the University Library Instruction Class-room,” 79-80.
62. Ronald J. Bonstetter, “Active Learning Often Starts With a Question,” Journal of College Science Teaching 18 (November 1988): 95-97
63. J. T. Dillon, Questioning and Teaching: A Manual of Practice (New York: Teachers College Press, 1988)
64. Richard D. Kellough, A Resource Guide for Effective Teaching in Postsecondary Education: Planning for Competence, (Lanham, Maryland: University Press of America, 1990.)
65. Petonito, “Fostering Peer Learning”
66. Gibbs and Habeshaw, 253 Ideas.
67. Jim Nettleship, “Active Learning in Economics: Mind Maps and Wall Charts,” Economics 28 (Summer 1992): 69-71.
68. George Brown and Madeleine Atkins, Effective Teaching in Higher Education (New York: Methuen, 1987), 50-90
69. Katz, Teaching As Though Students Mattered
70. Meyers and Jones, Promoting Active Learning
71. Ridgeway, “Integrating Active Learning Techniques,” 35.
72. For more information and guidance, see Karl A. Smith, “Cooperative Learning Groups,” in Strategies for Active Teaching and Learning in University Classrooms, ed. Steven F. Schomberg (Minneapolis, Minnesota: University of Minnesota, 1986), 18-26.
73. Trish Ridgeway, “Active Learning Methods in the One-Hour Bibliographic Instruction Lecture,” in Defining and Applying Effective Teaching Strategies for Library Instruction, (papers presented at the Fourteenth Library Instruction Conference held at Ohio State University) (Ann Arbor, Michigan: Pierian Press, 1989), 61.
74. Keith M. Cottarn, “Teaching: No Greater Professional Role,” in Defining and Applying Effective Teaching Strategies for Library Instruction, ed. Mary Beth Bunge and Teresa B. Mensching (Ann Arbor, Michigan: Pierian Press, 1989), 1-6.
75. Edward K. Kraybill, “The Learner and the Teacher,” in Effective Teaching and Learning, Otis E. Lancaster et al. (New York: Gordon and Breach, 1974), 344.
76. Diane Chambers, “Teaching Cognitive Skills to Underprepared Students,” in Strategies for Active Teaching and Learning in University Classrooms, ed. Steven F. Schomberg (Minneapolis, Minnesota: University of Minnesota, 1986), 63-67.