Browsing by Subject "peer teaching"
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Item Peer Teaching to Expand Information Literacy Instruction(2019-06) Lowe, M. Sara; Macy, Katharine V.; Maxson, Bronwen K.; Stone, Sean M.Item The Power of Peers: Approaches from Writing and Libraries(2019) Maxson, Bronwen K.; Neely, Michelle; Roberts, Lindsay M.; Stone, Sean M.; Lowe, M. Sara; Macy, Katharine V.; Miller, WillieThis case study discusses different strategies for implementing peer teaching as well as different roles for peer teachers in both academic libraries and writing-intensive courses. It explores connections to critical pedagogy, sociocultural theory, open educational practices (OEP), and high-impact practices (HIPs). Design/methodology/approach - The methodologies for implementing the three scenarios discussed in the paper differ widely. All approaches include some form of student feedback through focus groups, exit surveys, or end-of-class assessments. Findings - In both library and writing program settings, students have experience with and a favorable opinion of peer-assisted learning strategies. Practical implications - These case studies provide concrete examples of how to develop different types of peer teaching interventions. The cases also detail benefits as well as challenges to implementation. Social implications - Providing opportunities for peers to lead through teaching others has the potential to boost an individual’s sense of confidence, leadership, and improve their own learning, as well as giving students experiences to build upon and apply to their everyday lives and future careers. Originality/value - While peer teaching is widely implemented in many disciplines, such as STEM, its adoption in academic libraries has sometimes been viewed as controversial. This case study adds to the body of literature demonstrating that peer teaching is possible and desirable.Item Redesigning journal club in residency(Dove Medical Press, 2016) Al Achkar, Morhaf; Department of Family Medicine, IU School of MedicineThe gap between production and implementation of knowledge is the main reason for the suboptimal quality of health care. To eliminate this gap and improve the quality of patient care, journal club (JC) in graduate medical education provides an opportunity for learning the skills of evidence-based medicine. JC, however, continues to face many challenges mainly due to poorly defined goals, inadequate preparation, and lack of interest. This article presents an innovative model to prepare and present JC based on three pillars: dialogical learning through group discussion, mentored residents as peer teachers, and including JC as part of a structured curriculum to learn evidence-based medicine. This engaging model has the potential to transform JC from a moribund session that is daunting for residents into a lively discussion to redefine clinical practice using the most current evidence.Item Students teaching students during a pandemic: What could possibly go wrong?(2021-05-14) Alexander, Chloe; Lowe, M. Sara; Macy, Katharine V.; Stone, Sean M.Student peer-teaching is a powerful tool to increase student learning. Many academic libraries have developed peer-teaching programs training students to assist with: reference, technical tools, roving assistance, and as teaching assistants. One area that is less developed is training peers to be a teacher or co-teacher. This presentation will lead participants through the process the presenters have undertaken during the last three years developing a near peer-teaching program including the challenges of building a sustainable program, especially in the face of the COVID-19 pandemic. Learn from our mistakes and gain the tools to develop your own program.Item Training Near Peer Teachers as Information Literacy Instructors and Mentors – Developing and Testing a Curriculum(2018-10-11) Lowe, M. Sara; Macy, Katharine V.; Maxson, Bronwen K.; Miller, Willie; Stone, Sean M.