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Reinventing classroom space to re-energise information literacy instruction
Julian, S. (2013). Reinventing classroom space to re-energise information literacy instruction. Journal Of Information Literacy, 7(1), 69-82.
Librarians in academic settings spend a significant amount of time teaching students information literacy skills. Teachers adapt their teaching activities to the constraints of the physical setting of the classroom. Brigham Young University's Harold B. Lee Library modified a classroom from a traditional lecture room to a room where the seating was mobile. The teachers and students were observed and surveyed to see if the change in physical environment impacted the teaching style or learning activities used. The findings indicate that teachers use familiar routines and lessons in both a traditional lecture-style classroom and a newly-designed flexible learning space as they present information literacy instruction.
The research implies that changing the classroom seating from static to flexible had a positive impact on teacher and student. The article suggests that lecture-based teaching style may be efficient, but it does not give students what they need in this technology-driven age. This area of study was interesting and encouraging in that it provides a hopeful voice for the small changes that may impact student learning positively. With the minor change in furniture rearrangement and redesign, the classroom became a flexible learning space that will increase student satisfaction and engagement.
Julian, S. (2013). Reinventing classroom space to re-energise information literacy instruction. Journal Of Information Literacy, 7(1), 69-82.
Librarians in academic settings spend a significant amount of time teaching students information literacy skills. Teachers adapt their teaching activities to the constraints of the physical setting of the classroom. Brigham Young University's Harold B. Lee Library modified a classroom from a traditional lecture room to a room where the seating was mobile. The teachers and students were observed and surveyed to see if the change in physical environment impacted the teaching style or learning activities used. The findings indicate that teachers use familiar routines and lessons in both a traditional lecture-style classroom and a newly-designed flexible learning space as they present information literacy instruction.
The research implies that changing the classroom seating from static to flexible had a positive impact on teacher and student. The article suggests that lecture-based teaching style may be efficient, but it does not give students what they need in this technology-driven age. This area of study was interesting and encouraging in that it provides a hopeful voice for the small changes that may impact student learning positively. With the minor change in furniture rearrangement and redesign, the classroom became a flexible learning space that will increase student satisfaction and engagement.
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