![]() Some simple actions can have a profound effect. This is one of those unique instances where both instructors and students are learners (4).įor students to be able to use multiple resources, it is essential to help them acquire information literacy skills, to provide proper assignments, and for the instructor to serve as a coach as well as a teacher. Using multiple resources has become a more complex and layered activity, but one that instructors can promote successfully when they are willing to move away from old customs. However, the controlled, comfortable world of academic resources has given way to an open-ended, highly diverse, and often surprisingly rich universe of information. The basic role of instruction is still essentially that of structuring opportunities for students to learn and being able to demonstrate their learning. But in today’s “information society,” being able to find and use resources will be increasingly relevant regardless of a class’ specific objectives.Įxpediency and lack of training are the most common reasons for students’ inability or unwillingness to explore varied resources and to search for them in any ways other than the most superficial ones (3). An emphasis on using multiple resources is especially important in classes stressing life-long learning, communication skills, critical analysis, and the development of personal values. In too many cases, assignments have not kept pace with the changing information environment. With the proliferation of resources, both instructors and students must develop information literacy. That is, they must become proficient in: assessing one’s information needs, searching for possible sources of information, evaluating the credibility and quality of sources, and integrating information across sources and into research and/or assignments (2). The challenges facing today’s information-seeker are far different from those of only a few years ago (1). Reality, though, is far from satisfactory. One might assume that student research and use of resources would have improved dramatically. Access to information resources has now become almost universal and mostly unfettered. All this changed dramatically with the introduction of the Internet and the proliferation of online resources. Assignments indicated what specific (mostly print) resources formed the “universe” from which students could choose and they, sometimes with the assistance of a librarian, would go directly to the desired books or journals. Series Editors: Michael Theall, Youngstown State University Derek Bruff, Vanderbilt University Amy Gross, IDEAĪuthor: Derek Bruff, Vanderbilt University Original Author: Leora Baron, University of Las VegasĪ few years ago, when the information world was highly structured and key resources could be found on the shelves of any respectable college or university library, getting students to use scholarly and other resources was a rather straight-forward matter. Remember that this is just an example of how to get started Remember that real-world problems often present the most complexity as well as motivation for students to apply knowledge. When they get to that part of the problem they cannot solve, you introduce the new concept. In a math class, for instance, give them a problem that uses techniques you have been teaching but which also requires something new you have not yet taught. By presenting a problem to solve before you teach the necessary content to do so, you push them to work hard to make sense of the problem and provide motivation for learning new material. Solving problems offers a good opportunity for students to apply, and extend, their cognitive energies. Helping students find answers to questions on their own is also an effective strategy for learning.įind or create a problem for students to solve based on upcoming course content rather than just explaining it to them. ![]() The ability to find and evaluate resources for learning is a necessary skill for lifelong learning and effective work in many fields.
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