Transforming the Library’s impact in the curriculum ...
19
Keeping the library in sight: refocusing the research skills curriculum through the lens of the RSD Visible Libraries, Abbotsleigh Teacher Librarians' Conference, August 13, 2015 1 Lyn Torres Information Research Skills Manger, Monash University Library
Transcript of Transforming the Library’s impact in the curriculum ...
Transforming the Library’s impact in the curriculum : research
skill developmentthe research skills curriculum through
the lens of the RSD
Visible Libraries, Abbotsleigh Teacher Librarians' Conference, August 13, 2015 1
Lyn Torres
Finding common ground, igniting conversations
Adopting the RSD
Teaching how to RSD
Benefits of RSD approaches
Getting started and sustaining
Visible Libraries, Abbotsleigh Teacher Librarians' Conference, August 13, 2015 2
The challenge Embedding, evidencing and
assessing students’
decades
learning and teaching agenda
Who owns the curriculum?
.
Visible Libraries, Abbotsleigh Teacher Librarians' Conference, August 13, 2015 4
Conversations around the placemat
Visible Libraries, Abbotsleigh Teacher Librarians' Conference, August 13, 2015 5
Curious Determined
Discerning Creative
Constructive Harmonising
Research Skill Development Framework A conceptual framework for the explicit, coherent, incremental and cyclic development of the skills associated with researching, problem solving and critical thinking
Level 1 (Prescribed Research) Highly structured directions and modelling from educator prompt student research
Level 2 (Bounded Research) Boundaries set by and limited directions from educator channel student research
Level 3 (Scaffolded Research) Scaffolds placed by educator shape student independent research
Level 4 (Student-initiated
Research) Students initiate the research and this is guided by the educator
Level 5 (Open Research) Students research within self- determined guidelines that are in accord with discipline or context.
a. Embark & Clarify
knowledge is required, heeding
to clarify questions, terms,
inquiry. Choose from several
provided structures to clarify
questions, terms, requirements and
Choose from a range of provided
structures or approaches to clarify
questions, terms, requirements and
prescribed methodology from a
information/data is clearly evident.
Collect and record required
information/data using a prescribed
Collect and record required
prescribed methodologies.
appropriate methodology with self-
processes used.
simple prescribed criteria.
Evaluate information/data and
given criteria.
Reflect insightfully to improve own
processes used.
manage teams and research
pathways.
Organise information/data using
student-determined structures and
management of processes.
e. Analyse & Synthesise
f. Communicate & Apply ethically Write, present and perform the processes, understandings and applications of the research, and respond to feedback, accounting for ethical, social and cultural (ESC) issues.
Use mainly lay language and
prescribed genre to demonstrate
understanding for lecturer/ teacher
context the knowledge developed.
Use some discipline-specific
demonstrate understanding from a
specified audience. Apply to
different contexts the knowledge
developed. Specify ESC issues.
Use discipline-specific language and
genres to demonstrate scholarly
understanding for a specified
audience. Apply the knowledge
developed to diverse contexts.
conducting and communicating.
Use discipline-specific language
self-selected audience. Apply
innovatively the knowledge
Probe and specify ESC issues in
each relevant context.
range of audiences. Apply
emerge broadly.
o f
R e s e a r c h
Research Skill Development (RSD), a conceptual framework for Primary school to PhD, developed by John Willison and Kerry O’Regan ©, October, 2006/November, 2012, with much trialling by Eleanor Peirce and Mario Ricci. Facets based on: ANZIIL (2004) Standards & Bloom’s
et al (1956) Taxonomy. * Framing researchable questions often requires a high degree of guidance and modelling for students and, initially, may need to be scaffolded as an outcome of the researching process (Facet E, Levels 1-3). After development, more students are able to
initiate research (Facet A, Levels 4 & 5)*. The perpendicular font reflects the drivers and emotions of research. Framework, resources, learning modules and references available at http://www.rsd.edu.au. For infomation: [email protected]
when students…
www.rsd.edu.au
What characterises the difference between ‘search’ and ‘research’? More searching and more data
generation is just a ‘biggasearch’! Research is
… spiral through the facets, adding degrees of
rigour and discernment as they delve.
Visible Libraries, Abbotsleigh Teacher Librarians' Conference, August 13, 2015 6
Initiate 2009-2011
Enlisting involvement
Library Directors
Cost-neutral
Curriculum review & renewal, skills mapping, skills audits
RSD informed curriculum design & delivery
Assessment-rubrics workshops
Monash Strategic Plan,
Community of Practice
steers from the top, and provides support
and pressure from the sides…committed
and capable of creating deep and broad
teaching and learning, it builds powerful,
responsible and lively professional
communities...”
(Hargreaves and Shirley, p. 107). “The RSD workshops were invaluable for
introducing a different way of thinking about
research itself, and about research methods - as
a cycle of continual learning and development,
and as a framework of skills. What students
learned most was about seeing themselves as
researchers, a point we often forget to make in
teaching on research methods.”
Visible Libraries, Abbotsleigh Teacher Librarians' Conference, August 13, 2015 7
Visible Libraries, Abbotsleigh Teacher Librarians' Conference, August 13, 2015 8
Mapping to evidence skill development
Visible Libraries, Abbotsleigh Teacher Librarians' Conference, August 13, 2015 9
Stay relevant: link to current educational
agendas and other frameworks
What to do,
Explore books, net and with your own hands
Finding with determination check the information,
Can I see the way? My thinking has a plan, be on time, organise,
Does it flow, understand. Does it match what I know? When we dig
for information, It rules out speculation
Now you should be sure of EVERYTHING you know! Lets' start
the show!
Research Mountain To the tune of ‘She’ll be coming Round the Mountain When
She comes’.
Lyrics by Marsha Seebohm, Elizabeth North Primary School Music
Teacher, K-7, based on the six facets of the RSD www.rsd.edu.au
From Primary to PhD:
• Plans for as RSD sub-site for schools (UoA
website)
(maybe including one remote NSW school)
• RSD is not yet evaluated in schools
(If interested, please contact Lyn Torres or John
Willison)
Prescribed
question sheets from my
teacher and some set
information to answer the
sheets from my teacher with
choice about how I answered
them.
questions and how I answered them.
I was asked to generate some of my
own questions but had help from my
teacher.
how I would answer the questions.
Find and
needed to use this information.
OR
and what data to collect.
I was given the information I
needed from the teacher but the
parts I needed were not clear.
OR
practical investigation but not
I found my own information from a choice
of resources the teacher had chosen.
OR
a specified practical.
a set of guidelines.
on structured guidelines.
relevant to the question I designed.
OR
own hypothesis.
to me.
in my experiments without prompts.
I can refine my experiment to get
more consistent results. I can
explain to others why the
improvements I have suggested
would make a difference.
improvements needed in my experiment.
I have chosen the criteria that I will use to
critique my experiment.
tables and set out my work.
I have made choices between 2
options when organising my
organising my work.
criteria.
organising my work based on self-
determined criteria.
questions to clarify information.
questions and put them in a
standard format. I have asked
questions I could go and find
answers to.
and have made new questions to
investigate to based on my findings.
I have found some gaps in what
people know and have thought about
some possible answers to these
gaps.
know and have tried some tests or
thought about an experiment to find
answers to these gaps.
language and applied my
knowledge to similar situations
language in my report. I have
applied my knowledge to a new
context.
my understanding and used formulae
where appropriate. I have shown where
my knowledge fits in a range of areas.
I have used scientific language to
show my understanding and have
identified some gaps in knowledge. I
have shown my knowledge in
different ways.
my understanding and have identified
some gaps in knowledge. I have shown
my knowledge in different ways and how
it connects to other areas of learning.
RSD in Distance Education: Sarah Creeper May 2013
Visible Libraries, Abbotsleigh Teacher Librarians' Conference, August 13, 2015 14
• Informs practice for skills development
• taking risks to innovate
• Informs broader educational strategies
• A pedagogical tool informing curriculum and assessment design
• Service to partnership model
• Articulates shared educational objectives
• Strengthens the impact of the Library’s educational contribution within curricula
• Opens doors for collaboration
• Overcomes barriers to work in the curriculum
• Provides a common language, promotes dialogue
• Builds trust
Educational Partnerships
Transforming Practice
Benefits to students
Develops confidence for learning
Research skills are made explicit rather than implicit
Clearly articulated expectations
Enables self-assessment against
timely feedback
Getting started: adopting the RSD from
the ground up
• One assessment task
• Student skills audit/self-refection
• Review learning objectives
against the RSD
learning objectives
corresponding marking rubric
• Bring a Friend (BAF) workshops
• Identify RSD “champions”
• Develop RSD exemplars
• Encourage cross-faculty collaboration
• Collect evidence of effectiveness
Putting the RSD to Work.
Adelaide, 2014.
Melbourne, 2012.
Evaluating effectiveness
“The RSD has been particularly helpful for me as a framework for thinking
about the research process and learning in the university. It helps me to
unpack assessment tasks and marking criteria for students when they come
to the Research and Learning Point. It also provides a context within which
to create Library sessions. Understanding research skills as a dynamic
interaction between the RSD ‘facets of inquiry’ and ‘student levels of
autonomy’ has helped me to provide focused rather than 'just in case'
sessions”.
Anne Melles, Subject Librarian, Faculty of Arts, Monash University Library.
Visible Libraries, Abbotsleigh Teacher Librarians' Conference, August 13, 2015 18
19Visible Libraries, Abbotsleigh Teacher Librarians' Conference, August 13, 2015
Questions?
the lens of the RSD
Visible Libraries, Abbotsleigh Teacher Librarians' Conference, August 13, 2015 1
Lyn Torres
Finding common ground, igniting conversations
Adopting the RSD
Teaching how to RSD
Benefits of RSD approaches
Getting started and sustaining
Visible Libraries, Abbotsleigh Teacher Librarians' Conference, August 13, 2015 2
The challenge Embedding, evidencing and
assessing students’
decades
learning and teaching agenda
Who owns the curriculum?
.
Visible Libraries, Abbotsleigh Teacher Librarians' Conference, August 13, 2015 4
Conversations around the placemat
Visible Libraries, Abbotsleigh Teacher Librarians' Conference, August 13, 2015 5
Curious Determined
Discerning Creative
Constructive Harmonising
Research Skill Development Framework A conceptual framework for the explicit, coherent, incremental and cyclic development of the skills associated with researching, problem solving and critical thinking
Level 1 (Prescribed Research) Highly structured directions and modelling from educator prompt student research
Level 2 (Bounded Research) Boundaries set by and limited directions from educator channel student research
Level 3 (Scaffolded Research) Scaffolds placed by educator shape student independent research
Level 4 (Student-initiated
Research) Students initiate the research and this is guided by the educator
Level 5 (Open Research) Students research within self- determined guidelines that are in accord with discipline or context.
a. Embark & Clarify
knowledge is required, heeding
to clarify questions, terms,
inquiry. Choose from several
provided structures to clarify
questions, terms, requirements and
Choose from a range of provided
structures or approaches to clarify
questions, terms, requirements and
prescribed methodology from a
information/data is clearly evident.
Collect and record required
information/data using a prescribed
Collect and record required
prescribed methodologies.
appropriate methodology with self-
processes used.
simple prescribed criteria.
Evaluate information/data and
given criteria.
Reflect insightfully to improve own
processes used.
manage teams and research
pathways.
Organise information/data using
student-determined structures and
management of processes.
e. Analyse & Synthesise
f. Communicate & Apply ethically Write, present and perform the processes, understandings and applications of the research, and respond to feedback, accounting for ethical, social and cultural (ESC) issues.
Use mainly lay language and
prescribed genre to demonstrate
understanding for lecturer/ teacher
context the knowledge developed.
Use some discipline-specific
demonstrate understanding from a
specified audience. Apply to
different contexts the knowledge
developed. Specify ESC issues.
Use discipline-specific language and
genres to demonstrate scholarly
understanding for a specified
audience. Apply the knowledge
developed to diverse contexts.
conducting and communicating.
Use discipline-specific language
self-selected audience. Apply
innovatively the knowledge
Probe and specify ESC issues in
each relevant context.
range of audiences. Apply
emerge broadly.
o f
R e s e a r c h
Research Skill Development (RSD), a conceptual framework for Primary school to PhD, developed by John Willison and Kerry O’Regan ©, October, 2006/November, 2012, with much trialling by Eleanor Peirce and Mario Ricci. Facets based on: ANZIIL (2004) Standards & Bloom’s
et al (1956) Taxonomy. * Framing researchable questions often requires a high degree of guidance and modelling for students and, initially, may need to be scaffolded as an outcome of the researching process (Facet E, Levels 1-3). After development, more students are able to
initiate research (Facet A, Levels 4 & 5)*. The perpendicular font reflects the drivers and emotions of research. Framework, resources, learning modules and references available at http://www.rsd.edu.au. For infomation: [email protected]
when students…
www.rsd.edu.au
What characterises the difference between ‘search’ and ‘research’? More searching and more data
generation is just a ‘biggasearch’! Research is
… spiral through the facets, adding degrees of
rigour and discernment as they delve.
Visible Libraries, Abbotsleigh Teacher Librarians' Conference, August 13, 2015 6
Initiate 2009-2011
Enlisting involvement
Library Directors
Cost-neutral
Curriculum review & renewal, skills mapping, skills audits
RSD informed curriculum design & delivery
Assessment-rubrics workshops
Monash Strategic Plan,
Community of Practice
steers from the top, and provides support
and pressure from the sides…committed
and capable of creating deep and broad
teaching and learning, it builds powerful,
responsible and lively professional
communities...”
(Hargreaves and Shirley, p. 107). “The RSD workshops were invaluable for
introducing a different way of thinking about
research itself, and about research methods - as
a cycle of continual learning and development,
and as a framework of skills. What students
learned most was about seeing themselves as
researchers, a point we often forget to make in
teaching on research methods.”
Visible Libraries, Abbotsleigh Teacher Librarians' Conference, August 13, 2015 7
Visible Libraries, Abbotsleigh Teacher Librarians' Conference, August 13, 2015 8
Mapping to evidence skill development
Visible Libraries, Abbotsleigh Teacher Librarians' Conference, August 13, 2015 9
Stay relevant: link to current educational
agendas and other frameworks
What to do,
Explore books, net and with your own hands
Finding with determination check the information,
Can I see the way? My thinking has a plan, be on time, organise,
Does it flow, understand. Does it match what I know? When we dig
for information, It rules out speculation
Now you should be sure of EVERYTHING you know! Lets' start
the show!
Research Mountain To the tune of ‘She’ll be coming Round the Mountain When
She comes’.
Lyrics by Marsha Seebohm, Elizabeth North Primary School Music
Teacher, K-7, based on the six facets of the RSD www.rsd.edu.au
From Primary to PhD:
• Plans for as RSD sub-site for schools (UoA
website)
(maybe including one remote NSW school)
• RSD is not yet evaluated in schools
(If interested, please contact Lyn Torres or John
Willison)
Prescribed
question sheets from my
teacher and some set
information to answer the
sheets from my teacher with
choice about how I answered
them.
questions and how I answered them.
I was asked to generate some of my
own questions but had help from my
teacher.
how I would answer the questions.
Find and
needed to use this information.
OR
and what data to collect.
I was given the information I
needed from the teacher but the
parts I needed were not clear.
OR
practical investigation but not
I found my own information from a choice
of resources the teacher had chosen.
OR
a specified practical.
a set of guidelines.
on structured guidelines.
relevant to the question I designed.
OR
own hypothesis.
to me.
in my experiments without prompts.
I can refine my experiment to get
more consistent results. I can
explain to others why the
improvements I have suggested
would make a difference.
improvements needed in my experiment.
I have chosen the criteria that I will use to
critique my experiment.
tables and set out my work.
I have made choices between 2
options when organising my
organising my work.
criteria.
organising my work based on self-
determined criteria.
questions to clarify information.
questions and put them in a
standard format. I have asked
questions I could go and find
answers to.
and have made new questions to
investigate to based on my findings.
I have found some gaps in what
people know and have thought about
some possible answers to these
gaps.
know and have tried some tests or
thought about an experiment to find
answers to these gaps.
language and applied my
knowledge to similar situations
language in my report. I have
applied my knowledge to a new
context.
my understanding and used formulae
where appropriate. I have shown where
my knowledge fits in a range of areas.
I have used scientific language to
show my understanding and have
identified some gaps in knowledge. I
have shown my knowledge in
different ways.
my understanding and have identified
some gaps in knowledge. I have shown
my knowledge in different ways and how
it connects to other areas of learning.
RSD in Distance Education: Sarah Creeper May 2013
Visible Libraries, Abbotsleigh Teacher Librarians' Conference, August 13, 2015 14
• Informs practice for skills development
• taking risks to innovate
• Informs broader educational strategies
• A pedagogical tool informing curriculum and assessment design
• Service to partnership model
• Articulates shared educational objectives
• Strengthens the impact of the Library’s educational contribution within curricula
• Opens doors for collaboration
• Overcomes barriers to work in the curriculum
• Provides a common language, promotes dialogue
• Builds trust
Educational Partnerships
Transforming Practice
Benefits to students
Develops confidence for learning
Research skills are made explicit rather than implicit
Clearly articulated expectations
Enables self-assessment against
timely feedback
Getting started: adopting the RSD from
the ground up
• One assessment task
• Student skills audit/self-refection
• Review learning objectives
against the RSD
learning objectives
corresponding marking rubric
• Bring a Friend (BAF) workshops
• Identify RSD “champions”
• Develop RSD exemplars
• Encourage cross-faculty collaboration
• Collect evidence of effectiveness
Putting the RSD to Work.
Adelaide, 2014.
Melbourne, 2012.
Evaluating effectiveness
“The RSD has been particularly helpful for me as a framework for thinking
about the research process and learning in the university. It helps me to
unpack assessment tasks and marking criteria for students when they come
to the Research and Learning Point. It also provides a context within which
to create Library sessions. Understanding research skills as a dynamic
interaction between the RSD ‘facets of inquiry’ and ‘student levels of
autonomy’ has helped me to provide focused rather than 'just in case'
sessions”.
Anne Melles, Subject Librarian, Faculty of Arts, Monash University Library.
Visible Libraries, Abbotsleigh Teacher Librarians' Conference, August 13, 2015 18
19Visible Libraries, Abbotsleigh Teacher Librarians' Conference, August 13, 2015
Questions?
