acrlmd/milex2014 kostova
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Presentation on development of library instruction to ENGL 100 Composition that apply flipped classroom and blended teaching and learning methods.
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acrlmd/milex2014 kostova
- 1. Library Instruction Outside the Class The Rocky Road to the Flipped Classroom: A Case Study of an “Independent” Library Instruction Gergana Kostova University of Maryland, Baltimore County November 14, 2014
- 2. Library Instruction & Course Redesign • ENGL 100 Composition at UMBC 25+ sections (Fall) – 14+ sections (Spring) 1 librarian • Course Pilot in Fall 2012 • Library component outside of class time • Methods: flipped classroom, blended learning
- 3. Library Instruction & Redesign of ENGL 100 Composition Cont. • Library instruction outside of class time • Blackboard module: Library assignment • 30 min. library workshops: Active learning exercise • Information literacy training to the Writing Fellows
- 4. Objectives Students should be able to: • Understand the iterative nature of the research process • Formulate research questions related to information needs • Utilize available research tools and their features • Identify various resources’ formats and their relevancy to the research project. • Identify the options for help
- 5. Librarian’s Roles 1. Online Instructor Module for Online Learning Tutorials Quiz 3. Trainer of the Writing Fellows (TAs) Provide Information that TAs Can Teach to Students 2. Instructor Outside of Class Time Office Hours and Consultations Active Learning During the Workshop
- 6. Blackboard Components Total 11:22 min
- 7. Workshop Exercise Embedded in English Subject Guide Google Form 1. Specify the research question 2. Select the keywords 3. Find a recent peer-reviewed article and cite it 4. Find a relevant book in the catalog, its call number and check for book availability/ check out 5. Where to create ILL account + create it
- 8. Redesigned Library Instruction for ENGL 100 2012-2013 • Fall 2012 - Pilot project 4 sections - 5 workshops • Spring 2013 – Full course 18 sections – 28 workshops
- 9. Quiz - Exercise Scores Correlation Two Sections Sample - Spring 2013 • 91% of students took the quiz, and 65% of students attended the library workshops • Students with quiz scores 70 and under had problems with formulating the research question and keywords.
- 10. Points Considered in Summer 2013 • Tutorials familiarize with research resources • Different skill levels: some students need more time for hands-on exercise • Focus on active learning exercise • No-show cases
- 11. ENGL 100 Library Component Fall 2013 – Spring 2014 • Pre-workshop quiz graded • Workshop attendance recommended • Focus on students who need more help • Students with better skills work independently Result: better interaction with lower attendance
- 12. Library Instruction in Fall 2014 • Tutorials and quiz with new active learning questions • 40 min workshops for all students; required for those with quiz score 70 or • Communication with: • Instructors • writing fellows • students • In-person and virtual consultations
- 13. Benefits of Changes in Fall 2014
- 14. 100 90 80 70 60 50 40 30 20 10 0 Quiz - Exercise Score Correlation Fall 2014 Sample: Attendees in two workshops 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 Quiz max score 100/Exercise max score 50 Quiz score Exercise score 82% of students with quiz score 70 or below found relevant resources during the workshop exercise.
- 15. Conclusion • It is a work in progress • Not ideal but getting better with attendance and quality of interactions • Constant communication with instructors and writing fellows • Considering new ideas to meet the goals
Editor's Notes
- Pilot was fine – all student worked on Blackboard module and came to the sessions; In Spring 2013: We had very ambitious number of sessions; some not fully attended; I was flexible to address dynamic situation and rapidly adjusted to changing conditions; some sessions were canceled and some students redirected; also: late comers to the workshop - couldn’t finish in time; I always communicated workshop registration numbers with instructors.
- Quiz results and the workshop exercise of students in two sections of ENGL 100 were analyzed to see the correlation between them. 91% students took the quiz, and 60% students attended the library workshops. Students who scored 80-100 in the library quiz found relevant and credible resources during the hands-on time. Students with scores 70 and below did have problems with keywords and formulating the research question too – need special attention!
- New active learning questions: (example: two articles titles: to find them and see what kind of articles are they: scholarly or popular.) Communication with instructors and writing fellows (TAs) to remind students for the quiz and workshops; and inform about attendance. Some instructors give students extra credit for attending the library workshop Communication with students to register and attend the sessions; I review the quiz results to see what I should focus on; Also, in-person and online consultations for assistance with assignments
- Better quality of sessions: student centered More time to take questions; discussion and exercise Focus on important concepts and search tips: Keywords and Use of discovery tool filters Talk more about Peer reviewed vs popular articles Talk more about resource evaluation
- Significantly more students with score 70 or below attend the sessions! 82% of them were able to find relevant resources during the workshop exercise. Obviously the interaction during the workshop had a very positive impact on their understanding. Students with higher score attend the workshop to learn more about library research.