Stepping Up Student Learning with Faculty-Librarian Collaboration


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Collaboration between librarian and teaching faculty results in improved student learning in a College Critical Thinking course with implications for many other academic classes. Kristen Motz

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  • This version is saved in MS PPT 97-03. The visuals may be less effective in the older version of ppt.
  • Helen addresses why she assigns writing in a reading course.
  • How does the collaboration between a FLITE instruction librarian and classroom faculty in the process of designing and implementing an argumentative research paper assignment in College Critical Reading impact student performance on course learning outcomes?
  • Helen – course textbooks; Students could select one source from each textbook for the paper.
  • Minneapolis Stone Arch & 35W Bridges at Night – Doug Wallick December 2, 2008 The Stone Arch Bridge is over 100 years old and the new 35W Bridge is 2 months old, so this is a pretty new sight along the Mississippi River in Minneapolis. 
  • Stepping Up Student Learning with Faculty-Librarian Collaboration

    1. 1. Stepping Up Student Learning by Rebuilding the Course Foundation with Faculty-Librarian Collaboratio n Kristen Motz Ferris State University
    2. 3. Librarian  Professor: Impact in Collaboration College Critical Reading Kudos to Dr. Helen Woodman, University College, for her work with me on this project. It wouldn’t have worked without her amazing energy, cooperation, and creativity.
    3. 4. WRITING…IN A READING COURSE? Used with permission from Richard Guindon
    4. 5. INQUIRIES
    5. 6. Inquiries into Teaching and Learning Project <ul><li>Librarian and classroom faculty collaboration </li></ul><ul><li>Argumentative research paper </li></ul><ul><li>Impact on students </li></ul><ul><li>Performance on course learning outcomes </li></ul>
    6. 7. Class Learning Outcomes: <ul><li>As a result of the process of writing and completing an argumentative paper, students will be able to: </li></ul><ul><li>  </li></ul><ul><li>Evaluate the relevance and importance of text (reading) material in various content areas; </li></ul><ul><li>Recognize the various levels of validity of material found in textbooks and in other varieties of print material; </li></ul><ul><li>Develop and practice summarizing skills, including annotating and concept mapping; </li></ul><ul><li>Develop the ability to ask appropriate questions of print material leading to better understanding of the author’s message and point of view; </li></ul><ul><li>Recognize multiple points of view on a given topic and take positions in support of or in opposition of these viewpoints; </li></ul><ul><li>Read diversely and deeply, applying literal and interpretative comprehension skills necessary for continuing college-level work </li></ul>
    8. 9. How to Think About Weird Things: Critical Thinking for a New Age THiNK: Think: Critical Thinking and Logic Skills for Everyday Life
    9. 10. What to do with Weird Things Find 8 Reliable Sources Write Individual Paper Plan Group Presentation Create Original Game Keep a Research Log Research Both Sides of Your Topic Take a Position
    10. 11. Professor Tools and Techniques Recycled <ul><li>Puzzle Me sheets </li></ul><ul><li>Journals/Logs </li></ul><ul><li>Sweat Pages </li></ul><ul><li>Textbook-based Assignment </li></ul><ul><li>Individual Paper </li></ul><ul><li>Group Presentation </li></ul><ul><li>Student Created Games </li></ul>
    11. 12. Professor Tools and Techniques Revised for New Assignment <ul><li>Course Concept Map New Rubrics </li></ul><ul><ul><li>Course Timeline </li></ul></ul>
    12. 13. PUZZLE ME SHEET DATE __________ NAME _______________________ What did I learn in today ’ s class that “ surprised ” me? What in today ’ s class still “ puzzles ” me?
    13. 15. Assessment Editing Revising Drafting Gathering Information Writing a Short Plan Writing a Formal Outline Finding Sources Writing Summary of Article and Application in AP Article, Summary and Application DUE Generating an Argument Library Mini Sessions Formulating a Topic and Thesis Finding a Subject Writing Help in FLITE or Writing Center/ASC Research Journal of Progress Presentation Plan Presentation Group Assignments Presentation Formal Outline PowerPoint Presentation Video/Visuals Presentation to Class Group Game Plan Group Game Group Assignments Group Questions Game Board Game Board Due for Grade Game Presented to Class Game Presented for Grade Game Played by Class Sessions 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Exam Week
    14. 18. Librarian Tools and Techniques <ul><li>Class Web Page </li></ul><ul><li>Point-of-Need Instruction </li></ul><ul><li>Information Literacy Assessments </li></ul><ul><li>Research Consultations </li></ul>
    15. 19. Librarian Session 1 <ul><li>Week 1 </li></ul><ul><ul><ul><li>Introduction to Librarian </li></ul></ul></ul><ul><ul><ul><li>Course Concept Map </li></ul></ul></ul><ul><ul><ul><li>Introduction to Class Help Page </li></ul></ul></ul><ul><ul><ul><li>Information Literacy Assessments </li></ul></ul></ul>
    16. 20. Librarian Session 2: Getting Acquainted <ul><li>Week 4 </li></ul><ul><ul><li>Second Connection </li></ul></ul><ul><ul><li>Review of Class Help Page (with book locations) </li></ul></ul><ul><ul><li>Introduction to Catalog </li></ul></ul><ul><ul><li>Introduction to 2 Databases </li></ul></ul>
    17. 21. Librarian Session 3 - Week 5 <ul><ul><li>Third Connection </li></ul></ul><ul><ul><li>Review of class help page </li></ul></ul><ul><ul><li>Interactive web evaluation exercise </li></ul></ul><ul><ul><ul><li>Let’s Go Whale Watching </li></ul></ul></ul><ul><ul><ul><li> </li></ul></ul></ul>
    18. 22. Librarian Session 4 - varies Fourth Connection APA Citation Work: Human Citation Game
    19. 23. New Strategies from Librarian <ul><li>Information Literacy Assessments: Online </li></ul>
    20. 24. New Strategies from Librarian <ul><li>Research Consultations </li></ul><ul><ul><li>Paper slips handed out twice in class </li></ul></ul><ul><ul><li>Overwhelming response </li></ul></ul>
    21. 25. Firming Up the Foundation – Results ! <ul><li>113 students –> 94 completed papers (83.2%) </li></ul><ul><li>78.25% passed paper with C- or better </li></ul><ul><li>Progressive improvement in student-selected sources </li></ul><ul><li>Increased student interaction with librarians, Writing Center, and course professor </li></ul><ul><li>56 FLITE research consultations </li></ul>
    22. 26. Challenges <ul><li>Overwhelming rush to FLITE librarians: </li></ul><ul><ul><li>FLITE was prepared </li></ul></ul><ul><li>Equally overwhelming rush to Writing Center: </li></ul><ul><ul><li>Writing Center was not prepared </li></ul></ul>
    23. 27. Multiple Bridges: Weird Topic Librarians /
    24. 28. Student Input 1 <ul><li>Keep the argumentative paper </li></ul><ul><li>Make the paper at least 8 pages long </li></ul><ul><li>Assign 8 sources </li></ul><ul><li>Begin paper’s annotated outline earlier </li></ul><ul><li>Cover APA citation earlier/more often </li></ul>
    25. 29. Student Input 2 <ul><li>Keep the Writing Center tutors involved </li></ul><ul><li>Keep the FLITE librarians involved – students loved that part </li></ul><ul><li>Require completion of the Argumentative Paper and all of its components to pass the course </li></ul>
    26. 30. Group Presentations & Games <ul><li>Back to the Future (reincarnation) – Monopoly </li></ul><ul><li>Alien Invaders (build a spaceship) – Trivia Pursuit </li></ul><ul><li>Ghostland – Candyland </li></ul><ul><li>Grab an Angel - Monopoly </li></ul>
    27. 33. Student Quote <ul><li>“ Thank you for your teaching. . . .I think you should keep the length of your research paper the same next semester because it has helped me in Eng 150. I have an A in that class thanks to your teaching in reading sources and writing papers.” </li></ul><ul><li>(Personal communication, December 2009) </li></ul>
    28. 34. Faculty–Librarian Bridges Old and New Doug Wallick – Filckr 2010
    29. 35. Discussion <ul><li>What portions of this collaborative project would work in your setting? </li></ul><ul><li>What tools and techniques look most helpful for the classrooms you instruct? </li></ul>