PDI 2010 Cranston

Make Them Think:Revising Library Research Assignments for Powerful Critical Thinking Results
Professional Development Institute
Cathy Cranston
January 7, 2010

What did I promise?
Come with ideas. Leave with results.
If you would like to find ways to get students to dig deeper for information than a quick Google or database search, come to this session to exchange ideas on how to make them think. Searching for and evaluating information is a cornerstone of lifelong learning. Research based assignments offer an opportunity for both skill building and deep thinking. This session will include time to work on revamping or creating an assignment that could be ready to go for the spring semester!

Goals and Target Audience: The goal of this session is to have faculty revise or create an assignment which includes specific information literacy learning outcomes and assessments.

Targeted audience: Faculty who have assignments that include library research, or those who would like to add critical thinking components to their course/assignment.

Today’s Time
Introductions
Time Travel Exercise
Introduction to Information Literacy Learning Outcomes
Resources
Workshop an Assignment
Brainstorming
Testing
Sharing
Big Picture Thinking
Wrap-up / Questions / Contact details exchange / Evaluations

Introductions
‘Round the room three times
Who we are
What prompted you to pick this PDI?
What are your most pressing concerns with student library research?

What prompted me to host this PDI?
10 years of witnessing students research behaviors
Opportunity to talk about library research assignments with the people who create them
Interested in challenging assumptions about what “Library Instruction” and “Information Literacy” is and isn’t
Curiosity to see who would turn up and why

TIME TRAVEL EXERCISE

Time Travel Exercise
Example:
http://www.nytimes.com/2010/01/03/education/edlife/03adult-t.html?em
Scenarios worksheet
A couple of volunteers to demo and record

Barbara Strauch – forthcoming April 2010

The things we take for granted
How many steps did we take for granted between

What are the stumbling blocks for students?
Narrowing the focus of a topic
Efficiently accessing information
Making sense of primary materials
Time management / procrastination
What do you see? more examples…

INFORMATION
LITERACY LEARNING OUTCOMES

Information Literacy
Association of College and Research Libraries
Information Literacy Competency Standards for Higher Education
http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm
General Standards Created/Codified 10 years ago
Standards in the disciplines
http://www.ala.org/ala/mgrps/divs/acrl/standards/infolit.cfm

Information Literacy Objectives
“The IS Objectives provide terminal objectives, those that "break down the overall objectives [the Competency Standards' 'Outcomes'] into specific discrete measurable results.“
http://www.ala.org/ala/mgrps/divs/acrl/standards/objectivesinformation.cfm

RESOURCES

Your LibGuide
http://libguides.colostate.edu/makethemthink

YOUR ASSIGNMENT

Your Assignment for Your Assignment
See worksheet
Brainstorm
work with a partner or small group
Take time to work on your assignment individually
Do some testing individually or with a partner
Share with the whole group

BIG PICTURE THINKING

It starts with an assignment…but where does it go from there?
Discussions with your librarian, colleagues, department, curriculum committees
Does the faculty in your area share the same concerns with students' research skills?
Are there steps that can be taken to strategically address these concerns?
Which classes should be targeted? Which assignments? Which grade levels?

WRAP-UP

Thank you for coming today
Final questions or comments?
Exchange contact information if you want to continue the conversation
Evaluations – please place in the envelope

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