Sample Recipe - from Ryan

Sample Recipe - Ryan Sittler

Title - Close Encounters of the IL Kind

Ryan Sittler, Instructional Technology/Information Literacy Librarian and Assistant Professor, California University of Pennsylvania, California, PA

Occasion - This is intended for students who are being asked to give a persuasive speech on “a controversial topic of their choosing.” They have already had a decent overview of library resources in a previous session.

Purpose - Provides students with an opportunity to get re-acquainted with the research process, provides students with an opportunity for peer assistance, allows students opportunity for a “practice” persuasive speech experience.

Main Ingredients
· Computer access (preferably laptops) for all students.
· PowerPoint software.
· An instructor’s station with projector.
· A 2 gb flash drive.

Preparation – This sessions requires little advanced preparation, other than making yourself aware of the types of resources available to your students on the topics under discussion.

The Instruction Session –
1. Review actual speech class assignment with students.
2. Remind them that they have had library research experience in the past.
3. Mention a few key resources for research purposes (Catalog, Databases, web, etc). Keep presentation to 10 minutes.
4. Break class into four groups.
5. Group 1 will research “alien abduction” to prove that it is “real.”
6. Group 2 will research “alien abduction” to prove that it is “fake.”
7. Group 3 will research “UFO sightings” to prove that they are “real.”
8. Group 4 will research “UFO sightings” to prove that they are “fake.”
9. Research must be supported by scholarly resources… “good” websites are allowed.
10. Each group will produce a PowerPoint presentation, not less than 6 slides (including a title slide with group members listed), supporting their “standpoint.”
11. Present this exercise as a “contest” to see which group can be the most convincing.
12. Groups have (on average) 25 minutes to conduct research and create PowerPoint presentation.
13. Collect presentations on Flash drive so that you may project them from the instructor’s station.
14. Groups present their findings.



Main Instructional Technique - Mini-demonstration, small-group work, peer assistance, presentations

Subject – Speech, Human Communications

Length of session – one hour, minimum

Audience/Class size – freshmen, up to forty students max

ALA Information Dietary Standards Addressed
Standard One: “The information literate student determines the nature and extent of the information needed”; 1.1.
Standard Two: “The information literate student accesses needed information effectively and efficiently”; 2.1, 2.2, 2.3.

Standard Three: “The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system”; 3.1, 3.3.

Standard Four: “The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose”; 4.1, 4.2, 4.3.

Cautions
· Students may balk at their “assigned” viewpoint. Tell them that they may include a slide refuting their standpoint if they feel very strongly about the topic.
· Make sure that you have items in your collection that facilitate research on this topic. Scholarly books and articles DO exist.
· There is usually one PowerPoint “guru” in each group… seek that person out, and make them mandatory presentation creator. All students must assist in research.

Reaction/Reflection - Most students groan at the topic. Most students also groan over the fact that they have to physically do something. However, past experience indicates that many students are willing to stay AFTER class if it means that they can “out do” the other groups. Ultimately, this becomes a very fun project… I have had it result in applause on more than one occasion. (Provides a good opportunity for student ingenuity, and the speech professor will enjoy the practical experience, as well.)