C&RL News January 2015 18 For the first time this past spring, I taught a three-credit course called Information Studies in the Digital Age that our library has been offering for 11 years. The 200-level survey course covers information literacy topics in a technological context and com- bines theory and practice, for example tying together a discussion of Web 2.0 with actual website design. The course attracts under- graduate students majoring in disciplines as diverse as interactive media studies (IMS), strategic communications, sports manage- ment, and business. Given the broad range of students enrolled and content covered, I set a formal teaching goal to provide differentiated instruction (DI), a form of instruction that works against the idea that one size fits all when it comes to learning. For the instructor, DI means getting to know individual students, addressing stu- dents’ different learning styles, and building on their knowledge, skill sets, and interests. For guidance on DI in a technological setting, I adapted information from Amy Ben- jamin’s book called Differentiated Instruction Using Technology: A Guide for Middle and High School Teachers.1 With my energies directed towards designing the course from the ground up, I necessarily took a broad, rather basic view of DI, where students have freedom to personalize their learning activi- ties and assignments.2 The technology-based character of the class provided something for students whether they were visual, audio, or kinesthetic learners and supported many opportunities for students to individualize their work. For instance, in creating podcasts, blogs, websites, and videos, they were able to make choices on their topics, formats, and multimedia tools used. My students are members of Gen Z, whose use of computers for entertainment, communication, and seeking information is second nature. Considering this fact, I set out to integrate technology into the course as much as possible and approached com- puters as “environments for communication and learning” rather than static tools.3 While the course was designed to build students’ computer skill sets, I also embedded technol- ogy in such a way that would support their critical thinking and creativity. For example, blogging has become a customary part of college coursework as it provides an online forum for students to articulate and share ideas. I introduced blogging as a component of the course not only to capitalize on the free web-based tool WordPress, but also to generate discussion among students beyond the classroom. Stu- dents would blog about technology based on articles they read in current newspapers and periodicals by summarizing the article and providing commentary. Then, they would read their peers’ blogs and comment. This on- going assignment demonstrated DI because Kate Lucey Something for everyone Differentiated instruction in information studies the way I see it Kate Lucey is education librarian at Miami University in Oxford, Ohio, email: luceyka@miamioh.edu © 2015 Kate Lucey January 2015 19 C&RL News students were able to write about their own chosen topics; grading criteria was based on clarity of expression, thoroughness, and thoughtful opinions. Benjamin also notes that DI classrooms are social and dynamic environments that sup- port collaboration.4 I set up fi ve groups early in the semester based on diversity of majors, graduating year, and skill sets. Throughout the semester, these groups worked on in- class activities that culminated in an advanced video project, where students created three- minute videos on a technology-related topic. I watched as groups bonded over the course of the semester, so that by the time the fi nal video project rolled around, they were func- tioning as effi cient teams. When it came time to evaluate my per- formance and the course in general, I relied upon the feedback from my peer evaluators as well as the students. The feedback points towards introducing more DI methods for future iterations of the course. While my peer evaluators commended my class prepara- tion and organization, they also encouraged me to think about moving off-script during class. I anticipate that this method of “teach- ing organically” as Benjamin calls it will become more comfortable as I teach more and gain more familiarity with the content and technology. One method that Benjamin suggests for promoting student inquiry is to use open-ended questions.5 Just as I tested for knowledge of the readings, I could elicit more in-depth written responses by routinely pitching more complex questions. The students’ anonymous course evalua- tions also indicate the opportunity for increas- ing DI. The course scored high marks for promoting analytical skills and encouraging topic appreciation. On the other hand, sev- eral students also indicated that they did not feel “challenged to think.” Given that this is a general survey course attracting fi rst years through seniors, this comment was a bit disappointing, but not really surprising. Still, there must be ways to reach those students in search of more academic challenges. Is there a way to offer DI that is fl exible enough to accommodate seniors majoring in IMS, as well as fi rst-year business majors? My fi rst course of action is to learn more about the IMS curriculum and other courses leading up to and following the 200-level course I teach. Second, I would like to broaden the scope of technology tools that students can draw upon—this plan stemming from my own increasing knowledge of such tools. Third, I will look for ways to insert more metacognitive activities, where students refl ect upon the learning process itself.6 Benjamin admits, “Differentiated instruc- tion is a lot of work, as is fi nding resources on the Internet and setting up a classroom Web site.”7 I certainly can’t argue with her as I anticipate spending nearly as much time and effort refi ning the course as I did in the initial set-up. With that said, I happily witnessed my hard work pay off in the form of student en- gagement with the course content. Of course, I derived the most enjoyment through getting to know the students. As a framework for the instructor, DI provides a way to discover and develop students’ styles and interests. Notes 1. Amy Benjamin, “Foundations,” in Dif- ferentiated Instruction Using Technology: A Guide For Middle and High School Teachers (Larchmont, NY: Eye on Education), 1–12. 2. Ibid., 7 3. Ibid., 4. 4. Ibid., 2. 5. Ibid., 7. 6. Ibid. 7. Ibid., 5. 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