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Friday, July 20 • 8:00am - 9:30am
Why not take a scientific approach to teaching information literacy skills?

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Do you want to be a better teacher? Do you want help improving your instruction, but fear letting a colleague see what happens in your classes? Are you required to have your instruction sessions evaluated by a colleague or a supervisor? This poster shows how to use two nationally calibrated tools, modified for information literacy instruction, to make your lessons more engaging. These tools, the Teaching Practices Inventory-Information Literacy Instruction (TPI-ILI) and the Classroom Observation Tool for Information Literacy (COPIL), are based on the best pedagogical evidence we have about how we learn. The original tools – Teaching Practices Inventory (TPI) and Classroom Observation Protocol for Undergraduate STEM (COPUS) – were developed to improve teaching through high impact evidence-based practices. 
This poster will give you a short background about the importance of active learning for helping all students, especially minorities, succeed in a classroom. We will consider how to apply COPIL and the TPI-ILI to our one-off information literacy sessions, and how to adopt techniques developed from an inventory of effective teaching to improve our own instruction.  
The TPI-ILI in combination with the classroom observation model COPIL creates two legs of a peer coaching program. The process results in a mix of qualitative and quantitative data about what you and your students are doing. Armed with this information you can see what currently takes place in the classroom, what is working, and where you have room for improvement. More significantly, the data we collected with these tools helps demonstrate our value to education.  

avatar for Kristin Buxton

Kristin Buxton

Science Librarian, University of Oregon
avatar for Mary K. Oberlies

Mary K. Oberlies

Undergraduate Engagement Librarian, University of Oregon

Handout docx

Friday July 20, 2018 8:00am - 9:30am MDT
University Center 213