Scribd Logo
Upload

Welcome to Scribd!

  • 84 views

    Slo 3

    Uploaded by

    api-338781603
    The document discusses how the student applies principles of user education in teaching information literacy. It describes how the student's previous experience as a tutor helped spark a passion for teaching. As part of an LIS program course on information literacy, the student learned about principles of education and wrote a teaching philosophy emphasizing empathy, diversity, and experience. Specifically, the philosophy discussed understanding different learning styles. The student created a realistic lesson plan on the Library of Congress system that was later used to teach an orientation class, demonstrating how the information literacy principles learned benefited their teaching and professional work.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Slo 3

    Uploaded by

    api-338781603
    84 views1 page
    The document discusses how the student applies principles of user education in teaching information literacy. It describes how the student's previous experience as a tutor helped spark a passion for teaching. As part of an LIS program course on information literacy, the student learned about principles of education and wrote a teaching philosophy emphasizing empathy, diversity, and experience. Specifically, the philosophy discussed understanding different learning styles. The student created a realistic lesson plan on the Library of Congress system that was later used to teach an orientation class, demonstrating how the information literacy principles learned benefited their teaching and professional work.

    Original Title

    slo3

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The document discusses how the student applies principles of user education in teaching information literacy. It describes how the student's previous experience as a tutor helped spark a passion for teaching. As part of an LIS program course on information literacy, the student learned about principles of education and wrote a teaching philosophy emphasizing empathy, diversity, and experience. Specifically, the philosophy discussed understanding different learning styles. The student created a realistic lesson plan on the Library of Congress system that was later used to teach an orientation class, demonstrating how the information literacy principles learned benefited their teaching and professional work.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    84 views1 page

    Slo 3

    Uploaded by

    api-338781603
    The document discusses how the student applies principles of user education in teaching information literacy. It describes how the student's previous experience as a tutor helped spark a passion for teaching. As part of an LIS program course on information literacy, the student learned about principles of education and wrote a teaching philosophy emphasizing empathy, diversity, and experience. Specifically, the philosophy discussed understanding different learning styles. The student created a realistic lesson plan on the Library of Congress system that was later used to teach an orientation class, demonstrating how the information literacy principles learned benefited their teaching and professional work.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    You are on page 1of 1

    SLO #3: Student applies and values user education principles in the teaching of information literacy.

    Teaching is a passion of mine. I’ve been a TA and a Supplemental Instructor, and for the past
    year and a half I tutored athletes in Religious Studies at Wake Forest University. I consider it one of my
    great callings in life, and so was sad to have to leave that part of my work behind when I took a job as a
    head librarian at a seminary earlier this year. Fortunately, I found that teaching information literacy
    classes to incoming students is part of my new job description.

    Most people don’t think “teacher” when they think of a librarian, but if my time in UNCG’s LIS
    program has taught me anything it’s that today’s librarian is first and foremost a teacher. In my LIS 665
    Information Literacy class we talked a lot about finding “teachable moments” to instruct patrons in
    whatever they may be involved in at the time, whether it’s finding a book in the stacks, researching,
    citing sources, or evaluating resource quality. We also learned about some of the principles of
    education and were tasked with writing a teaching philosophy of our own. My philosophy touches on
    three of what I consider to be the most important elements of teaching/education – empathy, diversity,
    and experience. Specifically I emphasized the importance of getting to know your students’ individual
    methods of learning. This is expressed best in an excerpt from my philosophy –

    “Some of the most useful information I have learned this semester came from the
    readings about the diversity of student learning. I was fascinated by the concept
    of high- and low-context learners, as well as “separate” or “connected” learners
    mentioned in Grassian and Kaplowitz. Not only did the discussion of these
    subjects help me to better understand my own learning process, but I now feel
    much more equipped to seek out ways in which to address the learning needs of
    these different types of learners through methods such as needs assessments, open
    communication, and various forms of analogy. Grassian and Kaplowitz also
    suggest instructors learn from other more culturally diverse instructors. I now
    plan to search for ways to do just that in order to grow as a teacher and reach a
    more diverse group of learners.”

    In finding multiple ways of presenting information, we as educators reach a wider base of


    learners.
    Later, in this same class, we also had to create a learning scenario and lesson plan
    based off of our teaching philosophy. I chose to teach student library workers how to
    find and shelve books according to the Library of Congress Classification System. The
    learning scenario was so realistic and the lesson plan so relevant that I actually used it in
    its original form in my work last month when I had to teach a library orientation class at
    the seminary. I believe that the principles and practices I learned from my information
    literacy class at UNCG have made me a better teacher as well as a better student, and
    have already proven themselves valuable in my professional life.

    You might also like