FLC Pres Resnis Comments
Upcoming SlideShare
Loading in...5
×
 

FLC Pres Resnis Comments

on

  • 1,304 views

 

Statistics

Views

Total Views
1,304
Views on SlideShare
1,249
Embed Views
55

Actions

Likes
1
Downloads
2
Comments
0

2 Embeds 55

http://www.tltgroup.org 54
http://tltgroup.org 1

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

FLC Pres Resnis Comments FLC Pres Resnis Comments Presentation Transcript

  • The Faculty Learning Community for Improving Student Research Literacy
    • HISTORY
      • Began in 2004; 5 th group for 08/09
      • Year long FLC (academic year)
      • Comprised of Faculty and Librarians (2:1 ratio)
      • Facilitator is a Librarian
      • Partnership between the Library and CELT
  • The Faculty Learning Community for Improving Student Research Literacy
    • HISTORY
      • 45 faculty members
      • Most departments on campus (all schools)
      • Includes faculty on regional campuses
  • General Goals of the FLC
    • Share and discuss research and information needs within participants’ courses
    • Develop and/or improve research assignments within participants' courses
    • Share and discuss ideas and new perspectives on improving information literacy in the curriculum
    • Explore and investigate methods of accessing and using information ethically
    • Foster collaboration between faculty and librarians across disciplines
    • Engage students as active participants in and contributors to the learning environment
    • Develop new approaches for weaving technology and information competencies into the classroom
  • Practical FLC Goals
    • Further educate faculty about information literacy
    • Provide as a venue for assignment enhancement
    • Foster faculty/librarian partnerships
    • Supplement outreach for information literacy
  • Community Learning
    • Terminology
    • Integrative use of information literacy in the classroom
    • “ Aha moments”
      • Information Literacy is not an “add on”
      • It’s more than “library day”!!
  • Structure during the year
    • Opening Retreat
      • Community Norms
      • Basic overview of IL
    • Meetings
      • 5 to 6 per semester
      • Various topics
      • First semester focused on IL theory
      • Second semester focused on practical aspects
  • Structure during the year
    • Projects
      • Varies By Year
      • End of year project to reconstruct syllabi
      • Other open ended projects depending on interests of FLC members
      • Conference presentations on FLC projects
    • Incentives
      • $1000 professional development
      • Team building meetings with refreshments
  • Featured Projects
    • Citation Analysis of Student Research Papers
      • Compared Papers of Students who received IL instruction and those who didn’t
        • Increased grade for students who had instruction
        • More robust sources used
        • Hurst, S. & Leonard, J. “Garbage In, Garbage Out: The Effect of Library Instruction on the Quality of Students’ Term Papers”.  E-JASL: The Electronic Journal of Academic and Special Librarianship 8.1 (2007)
  • Featured Projects
    • Information Literacy Perception Survey
      • Designed for students in courses of FLC members
      • Questions that gauged student feelings on:
        • Research habits
        • Resource use
        • Library use
        • Library services
      • Results utilized to improve class activities and assignments
  • Featured Projects
    • Assignment Revision
      • Faculty work with librarians (on FLC and outside FLC) to revamp a syllabus for a course to be taught in the next academic year
      • FLC discussions provide framework and feedback
  • Challenges
    • Marketing can be a challenge
      • What do we call it?
      • How do we convince faculty that they can grow in this area?
    • Are they faculty or students?
    • Not everyone will be happy (or converted)
  • Further Partnerships
    • More robust integration into department curriculum
    • Increase in liaison/faculty interactions
    • More assignments
  • Feedback
    • “ The librarians involved with the community are a tremendous asset. I am impressed by their expertise and what they have to offer faculty and students”
    • “ This community provides a good opportunity to reflect on our teaching, and gives ways in which to improve it”
    • This learning community has led me to think about research assignments in an entirely new light.”