ACRL 2015 Panel Presentation. More than just recycling: transforming …

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Claire: Good Morning!
Welcome to our session, “More than just recycling: Transforming information literacy through high-impact discipline-specific instruction.” We are glad you are here!

Natalie
Before we introduce ourselves, we want to get to know you. As you came in the session this morning, we had this poll up. If you haven’t yet, please respond.

Poll Everywhere as people come in – back track to intro slide when we get started: What subject or discipline do you provide instructor for?
Open answer with word wall: generate a word cloud

Claire: Good Morning!
Welcome to our session, “More than just recycling: Transforming information literacy through high-impact discipline-specific instruction.” We are glad you are here!

Claire

We will be talking today about some of the instructional practices that we have found to be effective in our respective quests to help students engage, learn and find information literacy success. We all want our students to be engaged in the moment, but we want them to make curricular connections and build context on their own in order to transfer concepts and skills across their higher education experience. We have found that there are high-impact, discipline-specific ways to facilitate both that learning and that reflective process.

We have planned a panel that will stay true to the learning outcomes we promised:

1. We will share and discuss strategies for collaborating with disciplinary faculty members in order to enhance knowledge of course content and key assignments.
2. We will share and discuss engaging classroom activities in order to design high-impact discipline-specific information literacy instruction activities.
3. We will share and assessment techniques in order to measure the effectiveness of these high-impact discipline-specific instructional practices.

Mike – how the presentation will flow + Mike’s description of history course instructional scenario

Hi, my name is Claire Holmes and I am an education liaison librarian at Towson University’s Cook Library. I have been there for 15 years as of next week and am recently in transition to a new role as AUL for Public Services.

My discussion today will center around connections between 2 courses which include single sessions of library instruction related to using children’s literature in lesson planning offered in the same semester:
EDUC 417 is a broader elem ed methods course about using quality children’s lit in reading & language arts instruction
ELED 357 is specific to teaching English language learners (apply knowledge of children’s lit and related resources to this more specific context)

The library instruction for these courses is coordinated and complementary, and I have found that explaining this explicitly is important to help students activate their background knowledge and acknowledge and channel their prior experience, as well as to help them make the essential curricular connections.

Hi, my name is Natalie Burclaff. I’m one of the business librarians at the University of Baltimore. I’ve been in this role for about 4 years. The course I’m focusing on today is MKTG 301 – Marketing Management. In this course, students are asked to create a marketing strategy for a particular product, service, or company. There are multiple sections of this course because it’s one of the core courses in the business major.

At our university, each major should have an information literacy-intensive course. This means it has some heavy research component, ideally developed with librarians. MKTG 301 functions as that course for business students, but there was no formal integration of information literacy in that course, and it wasn’t clear what faculty were doing.

Two years ago, the head of reference met with business faculty to discuss how to include information literacy but there was a disconnect for faculty in how they saw it applying to students’ course work. A tutorial was developed that showed students how to use a particular database, and walked student through step-by-step how to find the information they needed to fill our a worksheet.

This tutorial and worksheet was a compromise, but it was clear that marketing faculty were not understanding the higher level competencies we wanted the students to achieve. As they say, when you compromise, no one walks away happy. The librarians weren’t happy that it focused on mimicking searching skills and memorization. Some faculty were not happy with the “burden” of the assignment and could not integrate it well into their course. It became a “bonus” assignment. Students were not learning information literacy skills, and instead grew frustrated if the database updated and the location of the information changed.

This needed some fixing, but it wasn’t clear how to do it.

Mike
We want to share how we have transformed our information literacy instruction using high-impact practices, and discipline-specific priorities.
In discussing our experiences, we identified four common themes: discipline-specific priorities, collaboration, effective instruction techniques, and manageable assessment strategies.

Natalie

Multiple priorities frame all library instruction sessions with pre-service teachers. First is the task at hand… usually a combination of text sets, author/illustrator studies and lesson plans.

We want students to be confident about infusing children’s literature into their lesson planning. The Common Core Curriculum has been adopted in MD and while it has been controversial in many ways, the emphasis on deeper reading of informational texts in content areas is a strong priority.

As a librarian in collaboration with a faculty member, I want to model the collaboration between a school lib media specialist and a general educator, in terms of co-teaching, curricular planning and building classroom libraries.

I also want to help students be ready to teach k-12 info lit

I want to facilitate students reflections on the curricular connections between and among their courses and their library sessions

Identify the information need: A lot of time spent brainstorming with students, so they can think of the information they need – who would they garget for this project, and why? Where would they find that information?

Synthesis: How does the information apply to concepts in class? SWOT, PEST/CDSTEP… in other words, what will they do with the information they find?

Ethical use of information: Where is the information coming from? How do cite those sources (especially data)?

Claire –

We have identified collaboration as an essential ingredient for our effective practice, and we’d like to see what your experience has been.follow up to question one, keep your hand up if it is formal position?

Is there a faculty member who advocates for the library in the departments for which you provide instruction?
Is it a formally acknowledged role on the department side?
Do you have full access to course assignments or at least the course assignment to which you are targeting your instruction sessions? (Planning purposes)
Do you have full syllabus access? (build context of full course around the IL session, scope & sequence)
How many have access to LMS as a contributor so that you can communicate directly with students?

Collaboration can be helpful if you are new to a subject area. The faculty can work with you to let you know what is important to them and as a librarian, you can give them options for achieving those goals.

Collaboration also makes buy-in easier.

Collaboration is useful on many levels: university (collects syllabi for everyone, finds info lit to be important), discipline department, specific faculty”

Claire

In my case, I have been working with several people for several years. I enjoy an easy co-teaching relationship with several faculty members and am always working toward that goal. Building in collaborative planning time is essential, whether it is conducted F2F or via phone or some other communication method.

Collaboration is essential if a librarian is new to a subject area or if a faculty member is new to the institution. Regardless of experience level, we all need to work together to establish instructional priorities and establish information literacy within the context of our disciplinary focus. I try to build in time to talk through ideas and plan, no matter how many years I have been working with a specific course or faculty member. There is always a moving target of trying to reach students more effectively, which takes careful time and planning.

Access to the LMS is critical too. Offering students access to material in advance, communicating directly with them, generally being present in a course site, sets up the expectation that we make a difference as librarians.

Information literacy tutorial had a “death by committee”: We had high hopes, but the end result came up with a solution no one particularly liked.

The Dean of the Business School had stepped down for personal reasons, and became a teaching faculty member. She was Dean while the info lit tutorial was being proposed, and while a strong information literacy advocate, wanted the result to be a group decision. She happened to be in the library a semester before her class, and wanted a refresher on library databases. We also discussed the pros and cons of the tutorial. Later that summer when planning her course, she contacted me about doing something more integrated with information literacy.

She shared with me her syllabus, the project requirements, and together we developed a handout, expectations and rubric (which I’ll talk about later). She pitched it as a “pilot project” to replace the tutorial. The right person was because of her leadership role in the college, she had influence, respect, and word-of-mouth capabilities with the other faculty.

The other right person I connected with was a brand new faculty member. I pitched the “pilot project” that I was working on with the former Dean; she had also heard about it directly from her. With a new faculty member, I’m able to establish a precedence early on.

Transition slide (now how do we implement these priorities we’ve identified?)

Flipped model: Fundamental information is delivered via flipped model for the general children’s literature course, then in-class time is spent with students’ hands on children’s books, book discussion focused on Caldecott and Coretta Scott King award winners, small group work on a “scavenger hunt” activity to explore children’s lit and related resources in order to apply them to course assignments and lesson plans. It also provides the foundation for the library session offered for the course focused on teaching English language learners, among other courses.

For the pre-work of flipped class session for the more general course, students complete a google form –based tutorial module before the class, which leaves time for more active classroom based learning activities in that library session.

In both of these classes, children’s literature is used as primary source material. But specifically in the library session for the course devoted to learning how to teach English language learners, students read pre-selected multicultural kids' books aloud to each other. Then they use a cultural relevance rubric, identified via an article in the teacher education body of literature, to guide students’ paired reading and to help them examine cultural relevancy of the book itself along with their own cultural attitudes and perceptions. This practice generates and guides discussion and awareness.

In other more traditional library instruction scenarios, where the focus might be on scholarly articles featuring original research, I have found that hands-on experience and guided reading support via infographics, checklists or rubrics helps students “unpack” both the format and the content, all of which boosts comprehension.

Collaborative group learning activities are an ideal way for students to apply their skills to practical experience. These particular students to whom I am referring today are in their level 1 (observational) internship, and they are in a cohort so very accustomed to team-based learning experiences.

For small group work to be effective,
I find that I tend to work gradually toward larger group activities since they can be harder to manage, even within one session… starting students with a quick brainstorm activity with their immediate neighbor, or reading a children’s book aloud to a partner, then building into small group work. Then full class discussions seem to go better:
Giving explicit directions and keeping the focus on a specific task is important.
Assigning group roles can provide further structure if needed.
Providing a timeframe and a visible checklist for what the ‘report out’ will entail keeps students on task. Letting students know that they will be expected to share their ideas, highlights, conclusions, findings BEFORE they engage in their discussions keeps them accountable to each other and the full class and generally facilitates active participation.

Then finally, in the case of the course related to teaching English language learners, the collaborative activity involves identifying and listing search keywords to find particular themes in children’s books and learn about subject headings as a way of building and practicing specific library skills.

We challenged the students to create a list of keywords that would be helpful and appropriate in searching for culturally responsive children’s books and then I posted their list on many of the education course gateways (like LibGuides, but homegrown) in courses that also feature children’s lit. The resource had value for them & their peers with similar challenges, and my colleagues can use it too, when working at the research help desk.

Fortunately most of the sections of this marketing class are in teams, but they aren’t, I have them work together or as a large group. This gives them time to develop answers that we can discuss in class.

I have worksheets, but in this case, I give them a template with questions because I’m not using a powerpoint, and I don’t use a libguide for this course (per faculty recommendation, so students know where the information lives natively).

I only cover 3 items because I only meet with them once for 80 minutes. We cover 3 databases, and I have them focus on one area in each database.

The questions challenge them to think critically about the information and encourage instructors to chime in with relevance. Needed instructors to know what concepts to focus on.

MIKE Post-it-notes: post them on your way out

Let’s share our techniques here and build a collaborative “post-it note” word wall to portray our collective practice. (We’ll take a photo and tweet it with our hashtag to share.)

Natalie
And then: Google Docs, Exit Tickets, Minute Paper, Artifacts/Assignments?

Claire

I try to find activities that create authentic learning but also provide some assessment data that I can use to keep improving my instruction. This formative Assessment takes on many different formats and activities: worksheet-based activities or google docs facilitate individual, pair and group engagement… These activities help guide note taking, paces participation & learning progress, and can be used later for students to refer back and refresh their learning.

During paired or group activities, I circulate to listen in on groups’ interactions, engage as needed with informal checks for understanding and insight.

To build students’ reflective process, exit tickets are effective. For example, minute paper with main takeaway for today, or a reflective journal or blog entry to answer a question prompt can really elicit some great feedback for us as instructors but also arguably boosts learning by helping students understand their own learning. If faculty are already using the blog feature of Blackboard for example, it is pretty painless to add an info lit question prompt, and then assuming we have access as instructors or librarians in the Bb site, we can read, grade and/or give students direct feedback on their posts, which further establishes our presence in the course and our stake in student success.

The pilot project went well, so Darlene recommended me to other marketing faculty. I went from working with 2 section to all four sections, including an online-only section.

Rubric work on mapping and integrating information literacy goals: Darlene shared her rubric with me and had me make recommendations about incorporating information literacy. I used our own information literacy rubric that we were using to score students work in writ300, and we mapped the following areas:

Relevance and citations (Relevance, style & seamlessness)
Content (Position & Use & Seamlessness)
Organization and structure (Use)
Visual representation (Use, style, relevance & seamlessness)
Integration of your own thinking (Use & position)
Grammar (Seamlessness)
Position: Effectively defines the appropriate scope of the research question or thesis and situates it within a larger conversation surrounding the topic
Relevance: Sources are consistently relevant and of appropriate depth and quality to address the topic
Use: Communicates, organizes and synthesizes information from sources to fully achieve a specific purpose, with clarity and depth
Style: Sources are consistently acknowledged in an appropriate style with few to no errors
Seamlessness: Integrates quotes, paraphrases or summaries into one’s own work in a manner that is sophisticated and contextually appropriate

Claire Best hits

The ways we engage our students are also the ways we help them reflect on their own learning, understand their own best ways of learning, help them make important curricular connections.

Active learning facilitates students learning and helps them build context and find relevancy, even when they might be skeptical.

Responsive instruction is also more fun and engaging for us as instructors.

Image: Ethan Lofton (Flickr)

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ACRL 2015 Panel Presentation. More than just recycling: transforming information literacy through high-impact discipline-specific instruction.

Claire Holmes

ACRL 2015 Panel Presentation. More than just recycling: transforming information literacy through high-impact discipline-specific instruction.