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Justin-Time Instruction, Regular Reflection, and Integrated Assessment: A Sustainable Model for Student Growth

机译:即时授课,定期反思和综合评估:学生成长的可持续模型

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Inspired by our conversations at a Council of Independent Colleges Transformation of the College Library workshop, we have worked since 2009 to improve information literacy instruction for and outcomes of a major research project in a 200-level elective literature class. Results from a fall 2011 course that combined an embedded librarian approach to class instruction with repeated just-in-time instruction and regular reflections yielded rich information about the students' information-seeking processes and confirmed both the efficacy of thoroughly collaborative instruction and the importance of reflection to encourage improved student research processes. After providing context on the pedagogic uses of reflection and for the course and project, we will discuss the potential implications and limitations of this type of project for promoting information literacy.
机译:受我们在大学图书馆独立学院变革委员会会议上的对话的启发,自2009年以来,我们一直致力于在200级选修文学课上改进信息素养教育,以及一项重大研究项目的成果。 2011年秋季课程的结果结合了嵌入式图书馆员的课堂教学方法,反复的即时授课和定期反思,产生了有关学生信息寻求过程的丰富信息,并证实了全面协作式教学的有效性和学习的重要性反思,以鼓励改进学生的研究过程。在提供了反思的教学用途以及课程和项目的背景信息之后,我们将讨论这种类型的项目对于促进信息素养的潜在影响和局限性。

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