Book contents
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- 1 A framework for designing and delivering teaching and learning
- 2 Information literacy and standards
- 3 Training Needs Analysis (TNA)
- 4 Learner analysis
- 5 Pre-session audit
- 6 Learning styles
- 7 Facilitating learning
- 8 Aims
- 9 Learning outcomes
- 10 Assessment
- 11 Reflection
- 12 Evaluation
- 13 Social learning
- 14 Lesson planning
- 15 Storyboards
- Delivery
- Activities
- Index
1 - A framework for designing and delivering teaching and learning
from Planning
Published online by Cambridge University Press: 08 June 2018
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- 1 A framework for designing and delivering teaching and learning
- 2 Information literacy and standards
- 3 Training Needs Analysis (TNA)
- 4 Learner analysis
- 5 Pre-session audit
- 6 Learning styles
- 7 Facilitating learning
- 8 Aims
- 9 Learning outcomes
- 10 Assessment
- 11 Reflection
- 12 Evaluation
- 13 Social learning
- 14 Lesson planning
- 15 Storyboards
- Delivery
- Activities
- Index
Summary
Learning and teaching events must be based on an understanding of how to create effective learning opportunities. This does not mean that every session you plan needs to be influenced by extensive reading of the pedagogical research for each type of activity, but rather that it is vital that you establish a baseline understanding of core teaching theory and how it relates to information literacy and the library and information context.
There are disputed philosophies of teaching, based on quite different conceptions of the world, for example:
• Sociological theories of teaching rest on the idea of groups, communities and societies.
• Psychological theories often emphasize cognitive development, involving information processing and development of thoughts and ideas
• Behaviourist theories focus on the idea of conditioned learned behaviour often dominated by the teacher.
• Constructivist theories involve the learner making connections for themselves and being encouraged to link to prior knowledge and experience.
Do note that when we write about a ‘teacher’, we mean the person leading or designing a learning and teaching opportunity – you. When we write about ‘sessions’, we mean a learning and teaching event in any form, including interactive learning online or self-guided learning materials. Vocabulary is difficult in this sphere.
From a practical perspective, the most useful approach your authors have used in designing, delivering and reviewing teaching is the framework drawn up by Geoffrey Squires (1994). This can be applied very effectively to the library and information context. It has three parts:
• the optimal conditions of learning
• the functions of a teacher
• variables in teaching.
Squires (1994, 17) discusses the optimal conditions of learning, which are
grouped under four headings – person, process, information, environment:
• The person who learns must have a positive self-concept, an open mind and the necessary ability and will prioritize the learning activity.
• The process must be active (learning by doing), reflective (so information can be internalized), with suitable tasks that enable the processing of information.
• The information that is learned should be patterned, meaningful, embedded (part of a curriculum or which can be integrated into work or life) and embodied (usually in the teacher, but perhaps in peers or family members).
• The environment in which learning takes place should offer stimulus, support, feedback and reward.
- Type
- Chapter
- Information
- A Guide to Teaching Information Literacy101 Practical Tips, pp. 3 - 6Publisher: FacetPrint publication year: 2011