SteppingUpStudentLearning MotzWoodman

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Stepping Up Student Learning with Faculty-Librarian Collaboration - Motz and Woodman

Scholarship of Teaching and Learning Academy - Ypsilanti MI 2011

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  • Helen addresses why she assigns writing in a reading course.
  • How does the collaboration between a FLITE instruction librarian and classroom faculty in the process of designing and implementing an argumentative research paper assignment in College Critical Reading impactstudent performance on course learning outcomes?
  • Helen – course textbooks; Students could select one source from each textbook for the paper.
  • Minneapolis Stone Arch & 35W Bridges at Night – Doug WallickDecember 2, 2008 The Stone Arch Bridge is over 100 years old and the new 35W Bridge is 2 months old, so this is a pretty new sight along the Mississippi River in Minneapolis. 
  • SteppingUpStudentLearning MotzWoodman

    1. 1. Stepping Up Student Learning by Rebuilding the Course Foundation with Faculty-Librarian Collaboration<br />Kristen Motz and Helen Woodman<br />Ferris State University<br />http://www.flickr.com/photos/bibbit/2123959232/<br />
    2. 2.
    3. 3. Librarian  Professor:Impact in Collaboration<br />Kudos to Dr. Helen Woodman, University College, for her work with me on this project. It wouldn’t have worked without her amazing energy, cooperation, and creativity.<br />College Critical Reading<br />http://www.flickr.com/photos/paulwatson/20539223/<br />
    4. 4. WRITING…IN A READING COURSE?<br />Used with permission from Richard Guindon<br />
    5. 5. INQUIRIES<br />http://www.flickr.com/photos/crystaljingsr/3914729343/<br />
    6. 6. Inquiries into Teaching and Learning Project<br />Librarian and classroom faculty collaboration<br />Argumentative research paper<br />Impact on students<br />Performance on course learning outcomes<br />
    7. 7. Class Learning Outcomes:<br />As a result of the process of writing and completing an argumentative paper, students will be able to:<br /> <br /><ul><li>Evaluate the relevance and importance of text (reading) material in various content areas;
    8. 8. Recognize the various levels of validity of material found in textbooks and in other varieties of print material;
    9. 9. Develop and practice summarizing skills, including annotating and concept mapping;
    10. 10. Develop the ability to ask appropriate questions of print material leading to better understanding of the author’s message and point of view;
    11. 11. Recognize multiple points of view on a given topic and take positions in support of or in opposition of these viewpoints;
    12. 12. Read diversely and deeply, applying literal and interpretative comprehension skills necessary for continuing college-level work</li></li></ul><li>Outlining the Argumentative Paper<br /> INTRODUCTION<br />SUPPORT<br />SUPPORT<br />SUPPORT<br />CONCLUSION<br />http://www.flickr.com/photos/nics_events/2349630643/<br />
    13. 13. How to Think About Weird Things: Critical Thinking for a New Age<br />THiNK: Think: Critical Thinking and Logic Skills for Everyday Life<br />
    14. 14. What to do with Weird Things<br />Research Both Sides of Your Topic<br />Take a Position<br />Find 8 Reliable Sources<br />Write Individual Paper<br />Keep a Research Log<br />Create Original Game<br />Plan Group Presentation<br />http://www.flickr.com/photos/iheartspam/34837902/<br />
    15. 15. Professor Tools and TechniquesRecycled<br /><ul><li>Puzzle Me sheets
    16. 16. Journals/Logs
    17. 17. Sweat Pages
    18. 18. Textbook-based Assignment
    19. 19. Individual Paper
    20. 20. Group Presentation
    21. 21. Student Created Games</li></ul>http://www.flickr.com/photos/geishaboy500/100043823/<br />
    22. 22. Professor Tools and TechniquesRevised for New Assignment<br />Course Concept Map New Rubrics<br />Course Timeline<br />http://www.flickr.com/photos/denisecarbonell/3923601326/<br />
    23. 23. PUZZLE ME SHEET DATE __________ <br /> NAME _______________________<br /> What did I learn in today’s class that “surprised” me?<br /> What in today’s class still “puzzles” me?<br />
    24. 24.
    25. 25.
    26. 26.
    27. 27.
    28. 28. Librarian Tools and Techniques<br />Class Web Page<br />Point-of-Need Instruction<br />Information Literacy Assessments<br />Research Consultations<br />
    29. 29. Librarian Session 1<br /><ul><li>Week 1
    30. 30. Introduction to Librarian
    31. 31. Course Concept Map
    32. 32. Introduction to Class Help Page
    33. 33. Information Literacy Assessments</li></ul>http://www.flickr.com/photos/velkr0/3472576304/<br />
    34. 34. Librarian Session 2: Getting Acquainted<br />Week 4<br />Second Connection<br />Review of Class Help Page (with book locations)<br />Introduction to Catalog<br />Introduction to 2 Databases<br />http://www.flickr.com/photos/rooty/3661350095/<br />
    35. 35. Librarian Session 3 - Week 5<br />Third Connection<br />Review of class help page<br />Interactive web evaluation exercise<br />Let’s Go Whale Watching<br />lakemichiganwhales.com<br />http://www.flickr.com/photos/nhunt/1437954595/<br />
    36. 36. Librarian Session 4 - varies<br />Fourth Connection<br />APA Citation Work: Human Citation Game<br />http://www.flickr.com/photos/vancouverfilmschool/4379914053/<br />
    37. 37. New Strategies from Librarian<br />Information Literacy Assessments: Online<br />
    38. 38. New Strategies from Librarian<br /><ul><li>Research Consultations
    39. 39. Paper slips handed out twice in class
    40. 40. Overwhelming response</li></li></ul><li>Firming Up the Foundation – Results!<br />113 students –> 94 completed papers (83.2%)<br />78.25% passed paper with C- or better<br />Progressive improvement in student-selected sources<br />Increased student interaction with librarians, Writing Center, and course professor<br />56 FLITE research consultations<br />http://www.flickr.com/photos/ogcodes/257409323/<br />
    41. 41. Challenges<br />Overwhelming rush to FLITE librarians:<br />FLITE was prepared<br />Equally overwhelming rush to Writing Center:<br />Writing Center was not prepared<br />
    42. 42. Multiple Bridges: Weird Topic Librarians<br />http://www.flickr.com/photos/jamesbondsv/3904919485/<br />
    43. 43. Student Input 1<br />Keep the argumentative paper <br />Make the paper at least 8 pages long <br />Assign 8 sources<br />Begin paper’s annotated outline earlier<br />Cover APA citation earlier/more often<br />http://www.flickr.com/photos/nics_events/2350462608/<br />
    44. 44. Student Input 2<br /><ul><li>Keep the Writing Center tutors involved
    45. 45. Keep the FLITE librarians involved – students loved that part
    46. 46. Require completion of the Argumentative Paper and all of its components to pass the course</li></ul>http://www.flickr.com/photos/jaymiek/2474089179/<br />
    47. 47. Group Presentations & Games<br />Back to the Future (reincarnation) – Monopoly<br />Alien Invaders (build a spaceship) – Trivia Pursuit<br />Ghostland – Candyland<br />Grab an Angel - Monopoly<br />http://www.flickr.com/photos/colemama/3941644833/<br />
    48. 48.
    49. 49.
    50. 50. Student Quote<br />“Thank you for your teaching. . . .I think you should keep the length of your research paper the same next semester because it has helped me in Eng 150. I have an A in that class thanks to your teaching in reading sources and writing papers.” <br />(Personal communication, December 2009)<br />
    51. 51. Faculty–Librarian Bridges Old and New<br />http://www.flickr.com/photos/dwallick/3078130103/in/set-72157606087976205/<br />Doug Wallick – Filckr 2010<br />
    52. 52. Discussion<br />What portions of this collaborative project would work in your setting?<br />What tools and techniques look most helpful for the classrooms you instruct?<br />http://www.flickr.com/photos/bibbit/2123959232/<br />

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