Bye Bye Bibliography

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Bye Bye Bibliography

  1. 1. Bye Bye Bibliography Changing how we think about for-credit information literacy Rosalind Tedford Information Literacy Librarian Wake Forest University [email_address]
  2. 2. Wake Forest University & Z. Smith Reynolds Library <ul><ul><li>Winston-Salem, NC </li></ul></ul><ul><ul><li>4200 undergraduates </li></ul></ul><ul><ul><li>ZSR Library is main library for undergraduates and Arts and Sciences graduate schools </li></ul></ul><ul><ul><li>52 full-time staff members </li></ul></ul><ul><ul><li>22 Librarians; 30 Support Staff </li></ul></ul>
  3. 3. LIB100 <ul><ul><li>1 Credit Hour elective LIB100 Course </li></ul></ul><ul><ul><li>Average 14 class sessions </li></ul></ul><ul><ul><li>Most are half-semester 2x a week </li></ul></ul><ul><ul><li>Began in Spring 2003 with 4 sections  </li></ul></ul><ul><ul><li>Now 12 sections a semester taught by 23 librarians and staff members (many in teams) </li></ul></ul><ul><ul><li>Adding LIB200 in the Fall for Social Sciences and Sciences </li></ul></ul><ul><ul><li>Extremely popular among our students </li></ul></ul>
  4. 4. Development of LIB100 Curriculum <ul><ul><li>Original syllabus developed for whole Ref. dept (plus some) to teach together </li></ul></ul><ul><ul><li>Final Project (and 90% of final grade) was an annotated bibliography on a topic of their choosing </li></ul></ul><ul><ul><li>Soon teams of instructors broke away to teach their own sections </li></ul></ul><ul><ul><li>Most kept Annotated Bib but many changed the value it had in the overall grade </li></ul></ul>
  5. 5. 2004 - 2005 The Template Begins <ul><ul><li>Formal Information Literacy position filled (ME!) </li></ul></ul><ul><ul><li>Built template based on how I taught the class </li></ul></ul><ul><ul><li>Still used the Annotated Bibliography as the final project (40% of final grade) </li></ul></ul><ul><ul><li>Provided my syllabus, handouts, PPT presentations, Agendas for each class to all instructors </li></ul></ul><ul><ul><li>Most adopted it pretty readily </li></ul></ul><ul><ul><li>Some adopted wholesale, others just pieces </li></ul></ul><ul><ul><li>Some teaching teams are more experimental </li></ul></ul>
  6. 6. So Why Change? <ul><ul><li>Not sure that writing an annotation is a desired learning outcome - is it a necessary skill????? </li></ul></ul><ul><ul><li>Students didn't have to actually produce research - just find the sources for a hypothetical research paper </li></ul></ul><ul><ul><li>Students didn't really 'get' good sources vs. 'bad' sources for their topics unless they were actually writing on it </li></ul></ul><ul><ul><li>Distinct advantage for students who were actually writing a paper on their topic </li></ul></ul><ul><ul><li>LOTS of grading time was spent on individual final projects </li></ul></ul><ul><ul><li>Started looking into Wikis to solve some of these problems </li></ul></ul>
  7. 7. So What is a Wiki? <ul><li>A &quot; wiki &quot; is a type of Web site that allows users to easily add, remove, or edit content. The idea is that this kind of &quot;open editing&quot; allows for easy interaction between users and/or groups and is effective in collaborative authoring. </li></ul><ul><li>In the industry, &quot;wiki&quot; is said to be &quot;the simplest online database that could possibly work.&quot; It is a server software and its main advantages are ease-of-use, global access, and low cost. Like blogging, it allows anyone the ability to publish their writing directly on the Web, however, this kind of free expression comes with a caveat: DBEYR . The term wiki originates from the Hawaiian word for &quot;quick.&quot; </li></ul><ul><li>Definition from NetLingo: http://www.netlingo.com </li></ul>
  8. 8. Incorporating Wikis into LIB100 <ul><ul><li>ZSR Wiki server (Mediawiki) Fall of 2006 </li></ul></ul><ul><ul><li>ZSR Web Librarian was beginning to use WIKIs for some Library Web Pages (student handbooks, etc.) </li></ul></ul><ul><ul><li>One LIB100 instruction team decided to use them for final project in the Spring 2007 semester. </li></ul></ul><ul><ul><li>Used group topics (information issues) and had each group submit assignments and final project in Wiki format. </li></ul></ul><ul><ul><li>I adopted it for my classes in Spring 2007 as well. </li></ul></ul><ul><ul><li>Required students to actually write a report for the final project (and some classes do class presentations, too) </li></ul></ul><ul><ul><li>Our Wiki Setup </li></ul></ul>
  9. 9. Benefits of Wiki model for LIB100 <ul><ul><li>Collaborative </li></ul></ul><ul><ul><li>Allowed an easier transition to group projects </li></ul></ul><ul><ul><li>Versioning lets you see who edited what when  </li></ul></ul><ul><ul><li>All online - no need for MS Word, etc. </li></ul></ul><ul><ul><li>Group assignments and final projects reduce the grading </li></ul></ul><ul><ul><li>Can use the format to show students the nature of Wikis and to encourage discussion of Wikipedia </li></ul></ul>
  10. 10. Drawbacks of Wikis <ul><ul><li>Some setup required for instructors </li></ul></ul><ul><ul><li>Some learning curve for wiki editing formatting </li></ul></ul><ul><ul><li>Adds another place for course content </li></ul></ul><ul><ul><li>Some students had technology problems </li></ul></ul><ul><ul><li>Some students not a fan of group projects (but that's not the wiki's fault) </li></ul></ul>
  11. 11. Innovative Use of Wikis <ul><ul><li>One of our teams (the first to use Wikis) took their class into Facebook for Spring 2008 </li></ul></ul><ul><ul><li>Used the Mediawiki application for Facebook to have all student work done from within the Facebook interface </li></ul></ul><ul><ul><li>Mediawiki not as powerful in the Facebook app </li></ul></ul>
  12. 12. Another Option: Google Docs <ul><ul><li>http://docs.google.com </li></ul></ul><ul><ul><li>100% web based word processor, spreadsheet application and presentation software  </li></ul></ul><ul><ul><li>Access can be controlled to any document </li></ul></ul><ul><ul><li>Documents are shared to email addresses </li></ul></ul><ul><ul><li>Versioning automatic (saves every 5 seconds or on demand)  </li></ul></ul><ul><ul><li>Commenting is easy </li></ul></ul><ul><ul><li>Easily published to the web with a permanent URL or can remain unpublished (default) </li></ul></ul><ul><ul><li>Can be used as a communication device, too (emails are built in when a document is shared) </li></ul></ul>
  13. 13. Google Docs in LIB100 <ul><ul><li>Fall 2008 another experimental team began using this for their final project  </li></ul></ul><ul><ul><li>Spring 2008 I adopted it for my 2 sections </li></ul></ul><ul><ul><li>Kept the group format and established template docs for each team </li></ul></ul><ul><ul><li>Almost no learning curve </li></ul></ul><ul><ul><li>Formatting is very similar to MSWord (unlike the wiki) </li></ul></ul><ul><ul><li>Most students had Google accounts anyway  </li></ul></ul><ul><ul><li>Our Google Docs implementation </li></ul></ul>
  14. 14. Final Thoughts <ul><ul><li>Annotated Bibliographies have their defenders and perhaps their place </li></ul></ul><ul><ul><li>We did not get rid of the concept entirely </li></ul></ul><ul><ul><li>Is writing an annotation really a learning outcome for you? </li></ul></ul><ul><ul><li>Creation of good research is becoming our goal </li></ul></ul><ul><ul><li>Group work has good and bad elements </li></ul></ul><ul><ul><li>Google Docs is the future of collaboration </li></ul></ul>
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