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2012 Information Literacy Summit Presentation
- 1. BRIDGING THE DESIGN: MOVING FROM IL STANDARDS TO SKILLS THROUGH TIERED INSTRUCTION AT LORAS COLLEGE Julie Arensdorf Greenberg, MAT MSLS Instruction Services Librarian
- 2. W HAT IS THE MOST CHALLENGING ASPECT OF INFORMATION LITERACY INSTRUCTION? T H E O RY P RACTICE
- 3. W HAT IS THE MOST CHALLENGING ASPECT OF INFORMATION LITERACY INSTRUCTION? T H E O RY P RACTICE
- 4. P ROCESS W HAT WORKED ( FOR US) CHALLENGES NEXT STEPS
- 5. LORAS COLLEGE 4-year, Catholic, liberal arts college founded in 1839 1,483 Full-time students Laptop campus
- 6. L O R A S L I B R A RY Third-largest private collection in Iowa Designated library instruction space Four librarians
- 9. E XISTING P ROGRAM T H E O RY P RACTICE
- 10. E XISTING P ROGRAM Five (of nine) questions devoted to Canned exercises teaching the difference between scholarly Boolean operators and truncation and popular sources and the scholarly communication process T H E O RY P RACTICE
- 11. E XISTING P ROGRAM T H E O RY P RACTICE
- 12. E XISTING P ROGRAM T H E O RY P RACTICE
- 13. E XISTING P ROGRAM T H E O RY P RACTICE
- 14. ADDIE DESIGN I MPLEMENTATION A NALYSIS DEVELOPMENT E VA L UAT I O N
- 15. ASSESS DEVELOP MEASURE OBJECTIVES DELIVER BLAAM BLENDED LIBRARIAN ADAPTED ADDIE MODEL
- 16. ADDIE DESIGN I MPLEMENTATION A NALYSIS DEVELOPMENT E VA L UAT I O N ASSESS DEVELOP MEASURE OBJECTIVES DELIVER BLAAM BLENDED LIBRARIAN ADAPTED ADDIE MODEL
- 17. S TANDARDS O BJECTIVES LESSONS/ IMPLEMENT ASSESS /SKILLS ACTIVITIES DESIGN I MPLEMENTATION A NALYSIS DEVELOPMENT E VA L UAT I O N ASSESS DEVELOP MEASURE OBJECTIVES DELIVER
- 18. S TA N DA R D S History of program, curriculum at Loras Met with stakeholders, librarians Reviewed literature, existing rubrics
- 19. S TA N DA R D S History of program, curriculum at Loras Met with stakeholders, librarians Reviewed literature, existing rubrics
- 20. S TA N DA R D S
- 21. OBJECTIVES / SKILLS Worked from rubrics Brainstormed skills Mapped skills to standards
- 22. OBJECTIVES / SKILLS UL MOI CW TUTORIAL
- 23. LESSONS / ACTIVITIES Course goals (from standards) Specific objectives (from brainstormed skills) Brainstorm activities
- 24. LESSONS / ACTIVITIES Course goals (from standards) Specific objectives (from brainstormed skills) Brainstorm activities
- 25. YOUR TURN! ACRL STANDARD HOW WILL YOU WHAT ACTIVITY KNOW STUDENTS WOULD BEST WHAT DO YOU HAVE LEARNED SUPPORT THIS WANT STUDENTS TO THIS SKILL? OBJECTIVE? BE ABLE TO DO?
- 26. IMPLEMENT Met with First-Year Experience (FYE) Team Communicated changes to faculty (what to expect) Explicit communication of session objectives to students
- 27. ASSESS Formative & summative assessment Post-instruction session faculty feedback surveys Future: Student feedback surveys (Poll Everywhere?)
- 28. W HAT W ORKED Librarian collaboration Continuous revision/incorporation of feedback Communication with faculty Faculty support of changes T H E O RY P RACTICE
- 29. CHALLENGES Scheduling: Tiered model and time Faculty buy-in Different styles for different folk T H E O RY P RACTICE
- 30. NEXT STEPS How to measure and when? Assessment: pre/post-test? Upper-level instruction T H E O RY P RACTICE
- 31. RECOMMENDED READINGS Bell, S. J., & Shank, J. D. (2007). Academic librarianship by design: A blended librarian’s guide to the tools and techniques. Chicago, IL: American Library Association. Karshmer, E., & Bryan, J. E. (2011). Building a first-year information literacy experience: Integrating best practices in education and ACRL IL Competency Standards for Higher Education. The Journal of Academic Librarianship, 37(3), 255-266.
Editor's Notes
- Designated Library instruction classroom, but students bring their own laptops
- IL is one of five life-long learning skills addressed throughout the Loras curriculum.
- What this means for library instruction, is that we get to see all first-year students in both the Modes of Inquiry and College Writing classes, since instructors in both courses are required to bring their classes into the Library at least once each semester.
- Had students read questions aloud. Forced us to ask known-answer questions. Lots of demos with minimal student participation. If we demo more than one resource, we lose student interest and they don’t retain anything.
- The existing program discussed higher-order IL concepts, such as the scholarly communication process, and taught isolated skills, such as truncation. However, the concepts covered during the library instruction sessions were often taught outside of the context of the course or assignment, taught discrete skills without demonstrating how to apply or transfer them.Students left not knowing how to search for articles, find books in the stacks, or even the difference between the catalog and article databases.Handouts were text-heavy—found students reading aloud; distressed if we varied from the handout, but without clear expectations for the trajectory/outcomes of the lesson.
- What is the VALUE rubric:
- Why we only mapped to ACRL standards
- Why we only mapped to ACRL standards
- Discuss breakdown of skills in their course as well as other courses, how scheduling sessions will differ, communicating need for students to have a topic chosen before session. Emphazing how students will benefit and how we incorporated their feedback into our new design.