Creating a Culture of Collaboration Implementing Adolescent Literacy Instructional Practices.
Partnering for Student Success: Teaching Information Literacy through Collaboration
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Transcript of Partnering for Student Success: Teaching Information Literacy through Collaboration
Partnering for Student Success:Teaching Information Literacy
through Collaboration
Stephanie Carter & Maura KeatingBryant University
Walker, Courtesy of Missouri State Archives
Partnering for Student Success:Teaching Information Literacy through Collaboration
• The Library Tour
• Writing at Bryant
• Development of WRIT 106
• Promoting Active Learning
• Is it working?
• Lessons LearnedHood
HISTORY OF LIBRARY INSTRUCTION: THE LIBRARY TOUR
Walker, Courtesy of Missouri State Archives
“recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.”
Student Anxiety About Information Literacy
84% feel it’s difficult to get
started on research projects
46% aren’t sure if they have done a
good job with their research
37% aren’t sure when they are done with their
researchElementary classroom at the Talmud Torah
Information and Resource
Technology
Bryant Library Tour Timeline
2008
Gateway: Writing 106
2009
2010
2011
2012
2013
CephalonianTour Option
Foundations for Learning
Active LearningMenu
Fall 2003
Spring 2004
Fall 2004
Spring 2005
Fall 2005
Spring 2006
Fall 2006
Spring 2007
Fall 2007
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Fall 2008
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Spring 2011
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Spring 2012
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Spring 2013
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Outreach Impact
# Students Taught
# Classes Taught
3,315
148
very helpful; my students consistently state that they learned a great deal, and plan to utilize the services they learned about.
One of the most valuable classes over the course of the FFL semester!
Excellent!
helpful... essential
What do you think of the FFL
library tour?
Excellent. Just would suggest some hands on for the students. Give
them an opportunity to do a search for a paper or
something
I think it's adequate. You show the students what they need to see, but it is a little boring.
The tour is informative. However, for students to really understand how to search, I think they need
some kind of interactive activity.
As an instructor I think it is valuable and essential for students, however, I am
frustrated that students often don't seem engaged on the tour.
I haven't done it in a couple of years, last time it seemed that
the class was a chore for the person that presented.
HISTORY OF WRITING AT BRYANTWalker, Courtesy of Missouri State Archives
Writing Instruction at Bryant
Foundations for Learning
(1 credit course)
Literary andCultural Studies
Intro Courses
Writing Center Support
Acme
Writing Center Support
• Average of 2,278 appointments per year
• 60% of Writing Center visits are from first-year students.
DEVELOPMENT OF WRIT 106Walker, Courtesy of Missouri State Archives
Faculty Assumptions
Student Success
Writing Skills
Information Literacy
COURSE CONTENT
Making Faculty Happy
Doug88888 Gas Co ball, Trocadero
Coqui the Chef
Chair of the English &
Cultural Studies
department
Writing Center Assistant Director
Director of the Center for Learning and Teaching
Librarians
Deans
Hood
A Community of Practice
Community of Practice
Librarians
Writing Instructors
Writing Center Staff
Other COP Group
Members
“Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.”
– Etienne Wenger
Librarian-Writing Instructor Partnership
Co-teaching
Sharing Resources
Course Planning
“Yes, and . . .”
Two swimmers pose in costume
PROMOTING ACTIVE LEARNINGWalker, Courtesy of Missouri State Archives
Langendorfer
Flip It!
Khan
FFL WRIT 106• Loosely related to course content• No research/library-related assignments
• Participated in development• Integrated course content• Information Literacy = Learning Outcome
• “One shot” class • Not required in syllabus
• Three research related assignments:
• Informative• Analytic• Persuasive
• Partnership with Faculty
• Members of Community of Practice
• Invited to “In Service” meetings when teaching FFL
Take the tour!http://
mlibrary.bryant.edu/Krupp/story.html
Seamless Grading!
The information literate student accesses needed information effectively and efficiently
The information literate student determines the nature and extent of the information
needed.
The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system
What is an Annotated Bibliography?• Annotations are more than abstracts.
• Annotations describe one or more of the following: WHAT?
(…and Who?)HOW?
WHY?
The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.
The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system
The library class was really good because we learnt how to access resources at the library and externally. There are many websites and ways to access information that I had never seen before. This will help with future assignments because it eliminates the time spent on Google searching for documents. We also now know who to go to in the library for help.
very helpful. . . Also,
I never knew I can just go up and ask librarian to find information that I need.
It was very useful. I was able to meet
with a librarian. She helped me find useful
sources for my writing and was very kind to me.
I learned about a lot of good databases I could use for sources in all my classes.
In completion of all the steps in the CRAAP Test my eyes were opened to all the topics a researcher should take into consideration when searching for information (especially on the web). As a scholar I was introduced to many questions I should be asking myself when reviewing a source I’d like to use for an assignment. ..I have never paid more attention to details and content in a source than I did when reading over the information while using the CRAAP Test as a guide.”
Is it working?
Leighton
Maps of the library
Overview of the library web site
Library databases
HELIN library catalog
The many ways to contact a librarian
Services I didn't know that the library offered
Kindles and iPads!
How to borrow or buy supplies
Maps of the library
Physical tour of the library
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00%
FFL
What did you and your class think were the BEST parts of the library tour?
WRIT 106
It's a great alternative to the "live" tour, saving time for students to learn more when the librarians come to the classroom.
I actually did not require the library tour… I do plan on using it next year, however, as I felt the students (especially in the fall) needed more of a foundation in how the library works before they could effectively do research.Clever, engaging; smart
to require students to mouse over or to type in information to continue, keeping them from just
clicking through
It is wonderful.
What is your assessment of the
virtual library tour…?
Students must turn it in for a participation
grade.
It was great. I love all of the tools you created, like the Blackboard/Portfolio
videos.What would you
CHANGE about the virtual library
tour?
I think it's very helpful, but I think I want to do a live tour next semester.
My assessment is that students need more help with: - understanding what journals are - knowing how to choose and refine keywords - determining whether to skim, read or reject sources - using the CRAAP test - especially in terms of determining the date of publication of a source, country of origin, and type of source -determining whether they can get the source right then and there, have to order it, or it does not exist - using the citation generator - knowing how to look only for peer-reviewed articles -knowing that they can instantly ask a librarian a question WHILE doing all of the things on the library tour (perhaps show a student doing a search and then IMing with a question)
“I suspect meeting you also made it easier for some of these students to actually make contact with a librarian… They did confess to just clicking through the virtual tour of the library but thought it would be time well spent to have next semester’s class do a live tour.”
Although I required the virtual tour and our class second semester even met in the library, it wasn't until I devoted class time to having the students
engage in some manner with a librarian that I actually got them to take the next step and use
the resources of the library. I wonder if a physical tour of the library, after the virtual tour, might be
a good use of class time. I'm thinking of trying that in the fall.
That's what I would like…to drag those bodies into the library and let them see how lovely and amazing it is, just like I used to do when I started teaching, twenty years ago.
Would you and your students prefer to have the option of a physical tour of the library that would take place during class time?
Yes 57%
No43%
0%The information literate student
understands many of the economic, legal, and social
issues. 84.21%
26.32%
57.89%
78.94%
The information literate student, individually or as a
member of a group, uses information effectively to
accomplish a specific purpose. The information literate
student determines the nature and extent of the
information needed.
The information literate
student accesses needed information effectively and
efficiently.
The information literate
student evaluates information and its sources critically and incorporates
selected information into his or her knowledge base and value
system.
Important or Central Focus of Lesson
Information Literacy:Assessment of Portfolios• 167 Evaluations
Completed• Average score:
10.87 (out of a possible 20 points)
• Goal – 2.5 on all criteria Dete
rmine
exten
t of i
nfo needed
Access
the nee
ded in
formati
on
Evaluate
info an
d source
s criti
cally
Use info eff
ectivel
y for p
urpose
Access/
use info et
hically
and leg
ally
1.8
1.9
2
2.1
2.2
2.3
2.4
2.5
Lessons LearnedYoung girls competing at the Royal Academy of Dancing (London) exams held in Brisbane and Toowoomba
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To enable assessment of student comprehension and make the virtual library tour more dynamic and engaging, I would be willing to:
62.5% Require my students to complete a post-tour quiz to rate their comprehension of the tour
62.5% Require my students to complete a pre-tour quiz to determine their information
literacy skills
25% Don't change a thing. I love the library tour.
Determ
ine ext
ent o
f info nee
ded
Access
the nee
ded in
formati
on
Evaluate
info an
d source
s criti
cally
Use info eff
ective
ly for p
urpose
Access/
use info et
hically
and leg
ally
1.8
1.9
2
2.1
2.2
2.3
2.4
2.5Improving Instruction
• Greater focus on critical evaluation of sources
• Time management
• Continued focus on plagiarism concerns and citation of sources
• Improving faculty assignments
• Integrating feedback
Stephanie CarterAssistant Director of the Academic Center for Excellence and Writing Center
[email protected] (401) 232-6568
Maura KeatingReference Librarian
[email protected] (401) 232-6299
Works CitedArtman, Margaret, Erica Frisicaro-Pawlowski, and Robert Monge. "Not Just One Shot: Extending The Dialogue
About Information Literacy In Composition Classes." Composition Studies 38.2 (2010): 93-110. Academic Search Premier. Web. 26 Mar. 2013.
Head, Alison J., Michael B. Eisenberg, and Literacy Project Information. "Truth Be Told: How College Students Evaluate And Use
Information In The Digital Age. Project Information Literacy Progress Report." Project Information Literacy (2010): ERIC. Web. 26 Mar. 2013.
"Information Literacy Competency Standards for Higher Education." American Library Association. Association of College and Research Libraries, 2000. Web. 29 Mar. 2013.
Khan, Salman. “Let’s Use Video to Reinvent Education .” TED, 2011. Web. 5 Nov 2013.
Images CitedAcme. Birnam Bros.: Juggler. 1965. The John and Mable Ringling Museum of Art, Sarasota. ARTSTOR. Web. 5
Nov. 2013.Elementary classroom at the Talmud Torah in Minneapolis. 1913. Jewish Historical Society of the Upper
Midwest, Minneapolis. Flickr. Web. 5 Nov. 2013.Hood, Sam. Gas Co ball, Trocadero. 1941. Mitchell Library, State Library of New South Wales, Sydney. Flickr.
Web. 5 Nov. 2013.Hood, Sam. Turner Twins, acrobats. 1937. Mitchell Library, State Library of New South Wales, Sydney. Flickr.
Web. 5 Nov. 2013.Hood, Sam . Child performers, Sydney Showground. 1920-30. Mitchell Library, State Library of New South
Wales, Sydney. Flickr. Web. 5 Nov. 2013.Langendorfer, Andrew. Saturation. 2013. Flickr. Web. 5 Nov. 2013.Leighton, Ray. Synchronised surfing,Manly beach, New South Wales. 1938-46. National Library of Australia,
Canberra. Flickr. Web. 5 Nov. 2013.Two swimmers pose in costume. 1953. Michigan State University Archives & Historical Collections, East Lansing.
Flickr. Web. 5 Nov. 2013.Walker, Ralph. Lake of the Ozarks Water Ski Pageant. 1960. Missouri State Archives. Flickr. Web. 5 Nov. 2013.Young girls competing at the Royal Academy of Dancing (London) exams held in Brisbane and Toowoomba.
1938. State Library of Queensland, South Brisbane. Flickr. Web. 5 Nov. 2013.