|
The credit-bearing library course is an
increasingly popular and effective way for instruction librarians to integrate
themselves into educational curricula, and to continue advancing the
information literacy movement. Librarians who teach this course have the
opportunity use more creative, effective, and research-proven instructional
methods than they are accustomed to using for traditional one-shot library
instruction sessions. Using case studies is one such method that has been shown
to enhance student learning.
Case studies help students to better
understand complex information literacy issues and interrelated processes
through application. Students hone their critical thinking skills as they learn
to apply information literacy concepts to relevant, real-world scenarios. The
case studies method also stimulates a more lively and engaging classroom, and a
more active learning environment. Standardized course evaluations, students'
written responses, and comparisons of students' test scores and final grades
all suggest the usefulness and effectiveness of applying case studies to teach
information literacy skills.
The presenter will demonstrate how case
studies are used to teach a credit-bearing library course for the University at
Buffalo's Arts and Sciences Libraries. Presentation attendees will participate
in a case study that the presenter uses to teach a module of the course on
evaluating news stories. This case, "Rising Temperatures, Differing Viewpoints:
A Case Study on the Politics of Information," was recently published by the
National Center for Case Study Teaching in Science. |
