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.
Transcript of "SteppingUpStudentLearning MotzWoodman"
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 />
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 />
WRITING…IN A READING COURSE?<br />Used with permission from Richard Guindon<br />
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 />
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;
Recognize the various levels of validity of material found in textbooks and in other varieties of print material;
Develop and practice summarizing skills, including annotating and concept mapping;
Develop the ability to ask appropriate questions of print material leading to better understanding of the author’s message and point of view;
Recognize multiple points of view on a given topic and take positions in support of or in opposition of these viewpoints;
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 />
How to Think About Weird Things: Critical Thinking for a New Age<br />THiNK: Think: Critical Thinking and Logic Skills for Everyday Life<br />
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 />
Professor Tools and TechniquesRecycled<br /><ul><li>Puzzle Me sheets
Information Literacy Assessments</li></ul>http://www.flickr.com/photos/velkr0/3472576304/<br />
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 />
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 />
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 />
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 />
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 />
Student Input 2<br /><ul><li>Keep the Writing Center tutors involved
Keep the FLITE librarians involved – students loved that part
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 />
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 />
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 />
Faculty–Librarian Bridges Old and New<br />http://www.flickr.com/photos/dwallick/3078130103/in/set-72157606087976205/<br />Doug Wallick – Filckr 2010<br />
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 />