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What are you looking for? Scaffolding topic selection - Pamela Kessinger


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Presented at LILAC 2016

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What are you looking for? Scaffolding topic selection - Pamela Kessinger

  1. 1. What are you looking for? scaffolding topic selection Pamela Kessinger, Portland Community College, Oregon, USA
  2. 2. Introductions whip-around -- if time allows ❖ Your name? ❖ Affiliation? ❖ Something you are looking to learn from this workshop?
  3. 3. Agenda ❖ Reading Apprenticeship (RA) ❖ Intersections with Info literacy ❖ Practice Björn Laczay aka dustpuppy -, CC BY 2.0,
  4. 4. Reading Apprenticeship© is . . . ❖ An approach to improving students’ ability to read critically and to write about and discuss texts in a range of disciplines--an approach that builds their academic literacy. ❖ A Framework of intersecting dimensions... Schoenbach, Ruth., Greenleaf, Cynthia, and Murphy, Lynn. Reading for Understanding : How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms. Second ed. 2012.
  5. 5. © WestEd
  6. 6. Teacher (or librarian) makes visible their reading processes and text-based problem solving Students make visible to themselves and others their motivations, strategies, knowledge and understandings in reading academic texts Students improve their engagement and comprehension of texts, and develop awareness of their personal reading identity Metacognitive conversations take place between students; students and texts; and between students and the threshold concepts for the knowledge they are working toward building. WestEd. Reading Apprenticeship Strategic Literacy Initiative. Available from: Association of American Colleges and Universities. © 2014 [2015]. What Works Clearinghouse. Institute of Education Sciences. U.S. Department of Education. WWC Intervention Report: Reading Apprenticeship (R). July 2010.
  7. 7. College critical reading and information literacy ❖ Are not one time, basic skills, but students (and instructors) still assume they should just ‘get it’ ❖ Intersect at problem solving and require metacognition
  8. 8. ACRL Framework for Information Literacy “the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.” And, IL “draws . . . upon the concept of metaliteracy. . . .in which students are consumers and creators of information who can participate successfully in collaborative spaces.. . . [It] demands behavioral, affective, cognitive, and metacognitive engagement with the information ecosystem.” “The Framework opens the way for librarians, faculty [and others] to redesign instruction sessions, assignments…” American College and Research Libraries. American Library Association. 2015. Framework for Information Literacy for Higher Education.
  9. 9. Pam Kessinger and Theresa Love, Portland Community College 2015 Frameworks Matrix Reading Apprenticeship
  10. 10. Scenario: scaffolding towards topic selection For example, Diesel welding students, many of whom assume “library work” is something left to writing courses-- that is, long behind them Their instructor has required that each identify a topic they will use for locating one factual, reliable source. They can work in teams. Why is this important? I’ve got things to do…. Magicboy1942. Jerome_Cabeen_-_Author_of_"Memoirs_of_a_Reluctant_Servant.".jpg
  11. 11. Model: “Think Aloud” while reading a text Librarian uses a text to demonstrate her/his own (invisible) strategies to: Problem solve Persist in reading Get information Refeia PRISM I
  12. 12. Silent, shared reading 1. Read the selected text silently, for five minutes. 2. If you finish the text early, re-read it 3. While you are reading, mark the text where you made a move to persist, solve a problem, or found something you are curious about
  13. 13. Model: annotate, ‘talk’ to a text Librarian uses a text to demonstrate her/his own (invisible) strategies to capture: ❖ ideas which are new, or interesting ❖ facts which are new ❖ statements he/she questions ❖ where he/she made a connection ➢ understand something ➢ disagree with something ➢ are curious
  14. 14. Individual reflection about the text and your reaction(s) 1. On the left, copy words, or sentences, which you made a connection with 2. On the right, write in your reason(s) Evidence Interpretation I saw, I heard, I read in the text . . . . I wondered, I made a connection, I thought . . . . (This reminds me of; I didn’t expect; I think the point is; I disagree and think instead . . . .)
  15. 15. Think-pair-share Share with a partner: Begin by introducing yourself. . . Without interruption by your partner, share your connections or questions, from your Evidence/Interpretation log (E/I) Switch partners: Second person shares without interruption her/his connections or questions while the first listens California Comprehensive Early Learning Plan Los Angeles Regional Workshop. 2012.
  16. 16. Reflect for topic connections 1. Individually review your E/I and any notes you made during your conversations. 2. Pick a couple of possible phrases, or related ideas, that you could use in a search for more information Tom Taker. St Johns Bridge
  17. 17. “final word” protocol--to expand on your phrase 1. First person talks for two minutes, sharing their working knowledge of the phrase (or idea, or question). The partner listens, without interruption. 2. Second person talks for one minute in response a. Add to the idea b. Suggest a correction, or a question 3. 1st person talks for one minute a. Agree or disagree? b. Learned something new? 4. Switch roles, and follow the protocol again until everyone gets a chance 2 - 1 - 1 repeat
  18. 18. Report out, discussion What topic statements or questions are emerging? What new ideas have been sparked? Did anyone identify strategies which might be needed for information searching?
  19. 19. Concluding thoughts College reading as an academic literacy-- Information seeking as knowledge practice and dispositions-- Metacognition about knowledge and understandings, and gaps-- fear-frozen no more!
  20. 20. Questions? Pam Kessinger,
  21. 21. Bibliography What are you looking for? Scaffolding topic selection. LILAC 2016. Dublin, Ireland. Pam Kessinger, Portland Oregon. Armstrong, S. L., Norman S. and M. J. Kantner. 2015. "What Constitutes College Ready for Reading? An Investigation of Academic Text Readiness at One Community College." Technical Report Number 1. Center for the Interdisciplinary Study of Language and Literacy. 2015. Framework for Information Literacy in Higher Education. 2015. Association of College & Research Libraries.. Information Literacy Competency Standards for Higher Education. 2000. Association of College & Research Libraries. Kessinger, P. 2015. Course Specific Research Support for DS 103. Portland Community College Library. Kessinger, P. 2013. Integrated instruction framework for information literacy. Journal of Information Literacy, 7(2), pp. 33-59. Kessinger, P. 2015. RA (Reading Apprenticeship). Portland Community College. Schoenbach, R., Greenleaf, C., and Murphy, L. 2012. Reading for Understanding : How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms. WestEd. San Francisco: Jossey-Bass. WestEd. 2015. Reading Apprenticeship at WestEd: Community College Overview. WestEd. 2014. Reading Apprenticeship Framework WestEd. 2015. Reading for Understanding Downloadable Resources.