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Wednesday, January 30, 2013
Library instruction for RD 115 / Cheri Woods-Edwin (SS)
Instructor name: Cheri Woods-Edwin
Students refer to me as: Cheri
Instructor e-mail: firstname.lastname@example.org
Instructor phone: 503-608-2240
Instructor location: Rock Creek
Preferred contact: e-mail
Course subject: Developmental Education - DE
Course number: 115
Course CRN: 13151
Number of Students: 23
ADA provisions needed:
Preferred Date: 2013-01-30
Preferred Time: 3:00 pm
Alternate Date: 2013-02-02
Alternate Time: 3:00 pm
Do you need time to discuss non-library matters with your class on the day of
library instruction? No
If yes please specify:
Assignment description and sample topics: The students will be doing an
information literacy project where they will be completing a final project
with the theme being "culture". Right now the students are reading the book
"The Harmless People" by Elizabeth Marshall Thomas and the journal article
"The Anatomy of Envy" by George M. Foster. For their information literacy
project I would like the students to create a poster representing a specific
culture, a specific ritual, or a specific symbol of a culture other than
their own. In general I want the assignment to be open ended, but it does
need to follow in the theme of culture. I am in the process of writing the
assignment rubric this weekend and can send it to you as soon as it is
completed on Monday. Please let me know if you have further questions. I
would also be willing to come in to the library on Monday between the hours
of 12 noon and 2:30 to discuss this plan.
Upload class assignment and other relevant documents:
What are your learning outcomes for this session?
4. Analyze texts in order to identify and articulate explicit and implied
main idea and major details, distinguish fact from opinion, determine the
authorís and readerís purpose and bias, and distinguish between literal
and figurative meaning in a variety of increasingly complex academic and
non-academic reading materials. Make accurate inferences and rely on
information provided in text to substantiate thinking. Identify and evaluate
complex points of view in different texts. Cultivate flexibility and
skepticism about authorís and readerís perspectives.
5. Use library resources to formulate a research query and select appropriate
sources of information. Use critical thinking to evaluate increasingly
complex and diverse information and sources for academic and lifelong
learning. Identify and make use of steps in the research process.
6. Exhibit habits and contribute to academic success, including engagement
and intellectual curiosity. Employ active learning and study strategies for
academic success. Use campus support services and other learning resources to
help meet academic goals. Participate in a classroom learning community in a
respective and responsive manner.
Other notes: This is my first time teaching RD 115, so I am still trying to
figure out ways to incorporate the learning outcomes with a finished product.
I am open to any and all suggestions, feedback, or advice. Thank you in
advance for any information you can share.
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