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FLC Pres Resnis Comments


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FLC Pres Resnis Comments

  1. 1. The Faculty Learning Community for Improving Student Research Literacy <ul><li>HISTORY </li></ul><ul><ul><li>Began in 2004; 5 th group for 08/09 </li></ul></ul><ul><ul><li>Year long FLC (academic year) </li></ul></ul><ul><ul><li>Comprised of Faculty and Librarians (2:1 ratio) </li></ul></ul><ul><ul><li>Facilitator is a Librarian </li></ul></ul><ul><ul><li>Partnership between the Library and CELT </li></ul></ul>
  2. 2. The Faculty Learning Community for Improving Student Research Literacy <ul><li>HISTORY </li></ul><ul><ul><li>45 faculty members </li></ul></ul><ul><ul><li>Most departments on campus (all schools) </li></ul></ul><ul><ul><li>Includes faculty on regional campuses </li></ul></ul>
  3. 3. General Goals of the FLC <ul><li>Share and discuss research and information needs within participants’ courses </li></ul><ul><li>Develop and/or improve research assignments within participants' courses </li></ul><ul><li>Share and discuss ideas and new perspectives on improving information literacy in the curriculum </li></ul><ul><li>Explore and investigate methods of accessing and using information ethically </li></ul><ul><li>Foster collaboration between faculty and librarians across disciplines </li></ul><ul><li>Engage students as active participants in and contributors to the learning environment </li></ul><ul><li>Develop new approaches for weaving technology and information competencies into the classroom </li></ul>
  4. 4. Practical FLC Goals <ul><li>Further educate faculty about information literacy </li></ul><ul><li>Provide as a venue for assignment enhancement </li></ul><ul><li>Foster faculty/librarian partnerships </li></ul><ul><li>Supplement outreach for information literacy </li></ul>
  5. 5. Community Learning <ul><li>Terminology </li></ul><ul><li>Integrative use of information literacy in the classroom </li></ul><ul><li>“ Aha moments” </li></ul><ul><ul><li>Information Literacy is not an “add on” </li></ul></ul><ul><ul><li>It’s more than “library day”!! </li></ul></ul>
  6. 6. Structure during the year <ul><li>Opening Retreat </li></ul><ul><ul><li>Community Norms </li></ul></ul><ul><ul><li>Basic overview of IL </li></ul></ul><ul><li>Meetings </li></ul><ul><ul><li>5 to 6 per semester </li></ul></ul><ul><ul><li>Various topics </li></ul></ul><ul><ul><li>First semester focused on IL theory </li></ul></ul><ul><ul><li>Second semester focused on practical aspects </li></ul></ul>
  7. 7. Structure during the year <ul><li>Projects </li></ul><ul><ul><li>Varies By Year </li></ul></ul><ul><ul><li>End of year project to reconstruct syllabi </li></ul></ul><ul><ul><li>Other open ended projects depending on interests of FLC members </li></ul></ul><ul><ul><li>Conference presentations on FLC projects </li></ul></ul><ul><li>Incentives </li></ul><ul><ul><li>$1000 professional development </li></ul></ul><ul><ul><li>Team building meetings with refreshments </li></ul></ul>
  8. 8. Featured Projects <ul><li>Citation Analysis of Student Research Papers </li></ul><ul><ul><li>Compared Papers of Students who received IL instruction and those who didn’t </li></ul></ul><ul><ul><ul><li>Increased grade for students who had instruction </li></ul></ul></ul><ul><ul><ul><li>More robust sources used </li></ul></ul></ul><ul><ul><ul><li>Hurst, S. & Leonard, J. “Garbage In, Garbage Out: The Effect of Library Instruction on the Quality of Students’ Term Papers”.  E-JASL: The Electronic Journal of Academic and Special Librarianship 8.1 (2007) </li></ul></ul></ul>
  9. 9. Featured Projects <ul><li>Information Literacy Perception Survey </li></ul><ul><ul><li>Designed for students in courses of FLC members </li></ul></ul><ul><ul><li>Questions that gauged student feelings on: </li></ul></ul><ul><ul><ul><li>Research habits </li></ul></ul></ul><ul><ul><ul><li>Resource use </li></ul></ul></ul><ul><ul><ul><li>Library use </li></ul></ul></ul><ul><ul><ul><li>Library services </li></ul></ul></ul><ul><ul><li>Results utilized to improve class activities and assignments </li></ul></ul>
  10. 10. Featured Projects <ul><li>Assignment Revision </li></ul><ul><ul><li>Faculty work with librarians (on FLC and outside FLC) to revamp a syllabus for a course to be taught in the next academic year </li></ul></ul><ul><ul><li>FLC discussions provide framework and feedback </li></ul></ul>
  11. 11. Challenges <ul><li>Marketing can be a challenge </li></ul><ul><ul><li>What do we call it? </li></ul></ul><ul><ul><li>How do we convince faculty that they can grow in this area? </li></ul></ul><ul><li>Are they faculty or students? </li></ul><ul><li>Not everyone will be happy (or converted) </li></ul>
  12. 12. Further Partnerships <ul><li>More robust integration into department curriculum </li></ul><ul><li>Increase in liaison/faculty interactions </li></ul><ul><li>More assignments </li></ul>
  13. 13. Feedback <ul><li>“ The librarians involved with the community are a tremendous asset. I am impressed by their expertise and what they have to offer faculty and students” </li></ul><ul><li>“ This community provides a good opportunity to reflect on our teaching, and gives ways in which to improve it” </li></ul><ul><li>This learning community has led me to think about research assignments in an entirely new light.” </li></ul>