The Peer Reviewed Instructional Materials Online (PRIMO) Committee of the ACRL Instruction Section invites you to submit your online information literacy tutorial, virtual tour, or other online library instruction project for review and possible inclusion in PRIMO: Peer-Reviewed Instructional Materials Online.
***Deadlines for Spring 2014***
Nominations: April 25, 2014
Submissions: May 9, 2014
Additional information about PRIMO, as well as the submission and nomination forms, is available from the following link:
Site submissions for PRIMO are accepted continually, but are reviewed for possible inclusion twice per year. If you would like to submit your own project for consideration, please use the Submission form rather than the Nomination form. For further information, please contact committee co-chairs Ben Oberdick at firstname.lastname@example.org and Alec Sonsteby at email@example.com.
All submissions will be acknowledged shortly after the submission deadline. If you submit a project for review and do not receive an acknowledgment after the submission deadline, please contact the PRIMO co-chairs with a request for verification that your submission was transmitted successfully.
Ben Oberdick & Alec Sonsteby
Co-chairs, ACRL IS PRIMO Committee
Michigan State University
366 W. Circle Drive, E-119A
East Lansing, MI 48824
Metropolitan State University
645 E 7th St
Saint Paul, MN 55106
Today's post comes to us from Emily Treptow at the MSU Gast Business Library.
The Importance of Culture
Elizabeth Redden’s Chinese Students in the Classroom provides an excellent summary of the articles presented by Tang T. Heng at last week’s American Educational Research Association annual meeting.
Here are some of the key highlights:
• Heng wants us to move beyond the discourse of “deficit” surrounding international students to a discourse of “difference.”
• Her findings are based on interviews and journal entries of 18 freshman and sophomore Chinese students she worked with over a one year period, as opposed to a one-shot interview or a survey. Being able to check in with a student over an extended period of time provides a better context for each student and where they are coming from.
• Heng found that writing, thinking, speaking, grappling with a new sociocultural context, and finding a balance were the common challenges.
Some of the background Heng provided surrounding these challenges was new insight for me. The language barrier is not the only challenge when Chinese students write essays in English. I didn’t know that papers are also typically three times longer in the US than in China and are argumentative rather than the narrative style that Chinese students are used to. They also come from an educational background where memorization was emphasized as opposed to analysis. This has left them “ill-prepared for critical thinking.”
I have had countless discussions with faculty here at MSU who cite international students’ lack of participation in class as a point of concern. The participants in Heng’s study reported that they needed time to collect their thoughts and that they didn’t feel like they could keep up with the pace of discussions in class. I think this is a really important point for instructors of international students to consider. It might be more beneficial to break the classroom up into groups for a discussion. This could leave more space and time for an international student to speak up, and hopefully alleviate the pressure by having to speak only in front of a smaller group.
I found hope in the fact that all of Heng’s participants seemed to grow more comfortable with speaking English after the one year time-span of her interviews with them. They also “reported gains in critical thinking, saying they were more questioning of the material they read.” In my mind, that represents a successful step forward.
I think the most important lesson to take home from Heng’s research, which Redden summarized in “Chinese Students in the Classroom,” is that as instructors, we cannot be surprised if international students are not as successful in our classes if we approach teaching them the same way we approach domestic students. But this is not because they have “deficiencies” as students. It is because they are coming from a different cultural context.
Thank you, Emily!
Thank you, New Scientist, for bringing to light this innovation.
Developed at the University of Tsukuba in Japan, engineer Hirotaka Osawa considered these goggles a robot to assist workers get through the more boring parts of their day... including chatting with coworkers!
I'm not sure of the price point on these (and watching the included video on AgencyGlass, maybe I don't have to worry yet)but I'm wondering when I'll see something similar in the classroom? I've never woken a sleeping student as they've got other problems without adding library anxiety. I do wonder what it means for the discourse we try to encourage in our classrooms.
What do you think of goggles with animated eyes that follow you around the room?
Thank you to Arlene Weismantel for pointing us in the direction of this title via an article by James M. Lang she read in The Chronicle of Higher Education (for those of you connecting from off campus, you may need your netID and password)... Applying Science of Learning in Education: Infusing Psychological Science Into the Curriculum. Edited by Victor A. Benassi, Catherine E. Overson, and Christopher M. Hakala.
One, I'm excited about the topic (if not the title)... in information literacy, we bring a lot of educational theory into what we do, and a little psychology as well (as it relates to education) but I feel like I could certainly learn more on the topic, particularly on how the brain learns.
Two, the authors feel strongly about this topic and to prove it, they have provided full free access to it via this link.
Have you read any of this book yet or other works by these authors? We'd love to hear from you!
Taking a quick breather before we're back into the rush. We hope you're warm... where ever you are!
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