Time for Teaching: Active Learning and the Modern Librarian

Four librarians examine a book.

Participants in the LALI Archives and Special Collections program design and engage their peers in an active learning session using primary source materials.

Dartmouth’s Librarians Active Learning Institute (LALI) gives librarians time to focus on an increasingly central part of their work – their teaching.

Initially designed for Dartmouth librarians, the institute has expanded in recent years to include more than 20 participants from other institutions each year, as well as a track for special collections librarians and archivists, and a road show that will bring LALI off campus to other universities for the first time this fall. With more than 70 applicants for 23 spots this year, the institute has grown steadily since its inception. Participants now come from all corners of the United States, represent a wide range of academic institutions, and are at a variety of stages in their careers. . . Read more in Elli Goudzwaard’s article, “Time for Teaching: Active Learning and the Modern Librarian.”

Elli is Dartmouth’s Learning Initiatives Program Manager.

Library Teaching Quarterly: FA15

Keeping you up to date with Library teaching and outreach activities.

DartmouthX:  Collaboration
by Pat Fisken, Head of Paddock Music Library, and Memory Apata, Music Library Specialist

"Introduction to Opera" DartmouthX team

“Introduction to Opera” DartmouthX team

Dartmouth has just completed the third of four edX courses this year, continuing to model a team approach to course design in the MOOC (massive open online course) format. Professor of Music Steve Swayne’s course in Italian Opera has been a collaborative project in the best sense, as all team members not only offer their special skills but also support the work of one another through regular team consultation and stepping in when assistance is needed.

Design process for the "Introduction to Opera" DartmouthX course

Design process for the “Introduction to Opera” DartmouthX course

Three library staff members contributed significantly to the OperaX MOOC endeavor.  Pat Fisken (Head of Paddock Music Library) was involved in the initial and ongoing learning objectives and design process, selected and purchased media content, researched and searched for online open source content (images and text), crafted citations, and helped with publicity for the course.  Memory Apata (Music Library Specialist) was hired as the Lead TA for the course and, in addition to being actively engaged with OperaX students through the discussion boards, she was involved in the continuing design process of the course, initiated publicity, and developed and managed social media.  David Bowden (Music Library Specialist) assisted with the digitizing and excerpting of media content to be used within the lecture videos created for the course.The course design process, including contributions from faculty, instructional designers, media specialists, librarians, and students, is summarized in this diagram. Read more about the Library and the opera MOOC here: http://bit.ly/1SLVmiv

 

Active Learning Assessment 
by Heather Johnson, Research and Education Librarian

Johnson poster

Heather Johnson’s poster, “Teaching Strategy Matters: Engagement Impacts Application”

Heather Johnson, Research and Education Librarian at the Biomedical Libraries, recently ran a case study to compare the effectiveness of active learning via a jigsaw activity versus passive instruction via a traditional lecture. To assess memory retention and application, she employed two assessment methods: A Jeopardy activity for memory retention, and a bibliographic analysis for application. She found the results interesting, and she deduced that passive instruction was more effective in terms of activating students’ short-term memory, and that active learning resulted in students being able to produce higher quality bibliographies when scored against a rubric evaluating for the authority of sources. Heather presented the results of the case study at the North Atlantic Health Sciences annual meeting; her poster can be found here: http://bit.ly/1NvbXI1

 

Surrealism and the Spanish Avant-Garde in the Dartmouth College Library 
by Jill Baron, Librarian for Romance Languages and Latin American, Latino/a and Caribbean Studies

Librarian Jill Baron and Profesor José del Pino share their exhibit with students

Librarian Jill Baron and Profesor José del Pino share their exhibit with students

The Fall 2015 exhibit on Berry Main Street, “‘Prepare Your Skeleton for the Air’: Surrealism and the Spanish Avant-Garde in the Dartmouth College Library,” promoted two events at Dartmouth: the Department of Spanish & Portuguese conference “Dalí, Lorca & Buñuel in America” October 15-17, 2015, and the upper-level Spanish course “Dalí, Lorca, and Buñuel: The Secrets of Spanish Surrealism,”  given by Professor José del Pino, who also organized the conference.   Featuring materials from the Dartmouth Library’s collections, the exhibit shows the influence of surrealism on the work of Salvador Dalí (1904-1989), Federico García Lorca (1898-1936), and Luis Buñuel (1900-1983), and other materials related to three of Spain’s most important artistic figures of the 20th century.  Preparations for the exhibit involved Jill Baron, Librarian for Romance Languages and Latin American, Latino/a and Caribbean Studies, Dennis Grady, Exhibits Designer, and Professor del Pino. Contributions were also made by students from the DALI Lab, principally Jake Gaba ‘17, who produced the exhibit’s video montage. Students of SPAN 40 visited the exhibit with Professor del Pino. Being able to see on display some of the books and visual material they were analyzing in depth in the classroom proved to be a remarkable experience in the establishment of productive linkage between the theoretical approach of the course with a selection of pertinent cultural products from which class discussion emanated. More information on the exhibit can be found on the Library’s website: http://bit.ly/1Hb0RXG

 

Carson 61: Active Learning Space Incubator 
by Mike Goudzwaard, Instructional Designer

Carson 61

Yusaku Horiuchi teaching Data Visualization in Carson 61

This past summer, Carson 61 was remodeled from a computer lab to Dartmouth’s newest active learning classroom. Starting this fall term, seven courses met in the Berry Innovator Classroom (Carson 61), using the moveable furniture, team video displays, and collaboration software to explore active learning in the redesigned classroom. The Berry Innovator Classroom is intended to be an “incubator” to try new learning activities, model different classroom design, and inform future classroom renovations at Dartmouth. The redesign of Carson 61 was a collaborative effort including Classroom Technologies, Educational Technologies, DCAL, and the Library.

Baker Tower