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Leaving the one shot behind: Transitioning from Status Quo to Sustainable Integration

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By Elizabeth Dolinger and Meredith Farkas for ACRL 2015

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Leaving the one shot behind: Transitioning from Status Quo to Sustainable Integration

  1. 1. Leaving the one-shot behind Transitioning from status quo to sustainable integration https://www.flickr.com/photos/pathphotos/5225170834
  2. 2. Elizabeth Dolinger Faculty, Information Literacy Librarian Mason Library Keene State College, NH Meredith Farkas Faculty Librarian at Portland Community College Previously: Head of Instructional Services, Portland State University, 2011-2014
  3. 3. "It has become clear that the 'one-off,' demonstration- style information skills classes delivered out of curriculum context do not necessarily coincide with the students’ need for information, are sometimes not valued by the students, and do not necessarily prepare them for the challenges of research, problem solving and continuous learning.” Orr, D., Appleton, M., & Wallin, M. (2001). Information literacy and flexible delivery: Creating a conceptual framework and model. The Journal of Academic Librarianship, 27(6), 457-463. doi: 10.1016/S0099-1333(01)00263-4
  4. 4. The problem"We continue to do one-shot generic and subject-specific sessions, as well as offering point-of-need guidance at the reference desk, recognizing that such “training” does not even begin to make a student literate within the world of information.” Badke, William B. “Can’t get no respect: helping faculty to understand the educational power of information literacy.” The Reference Librarian 43.89-90 (2005): 63-80.
  5. 5. Dependent upon successful collaboration https://www.flickr.com/photos/fncll/145149313
  6. 6. Ability to assess students readiness for the session & engage in best practices in teaching and learning
  7. 7. Sustainability https://www.flickr.com/photos/osucommons/32260722 5/in/set-72157648859633469
  8. 8. Bowler, Meagan and Kori Street. "Investigating the efficacy of embedment: experiments in information literacy integration."Reference Services Review 36.4 (2008): 438-449. "As the level of librarian embedment increased students' performance on the research component of the rubric increased as well." "Although the improvement in IL among students in WMST 3305 was astounding in some ways, the resource cost is not sustainable.” Bowler, Meagan and Kori Street. "Investigating the efficacy of embedment: experiments in information literacy integration."Reference Services Review 36.4 (2008): 438-449.
  9. 9. http://www.flickr.com/photos/alancleaver/2661425133
  10. 10. Phelps, Sue F., Heidi E.K. Senior and Karen R. Diller. “Learning from each other: a report on information literacy programs at Orbis Cascade Alliance libraries.” Collaborative Librarianship 3.3 (2011): 140-153. “Lack of adequate staffing is reported to be a contributing factor to unmet instruction goals. Respondents complained about ‘demand outgrowing capacity.’” Phelps, Sue F., Heidi E.K. Senior and Karen R. Diller. “Learning from each other: a report on information literacy programs at Orbis Cascade Alliance libraries.” Collaborative Librarianship 3.3 (2011): 140-153.
  11. 11. How we moved away… • Student –to-student peer tutor models • Train the trainer programs • Learning object/tutorial development & DIY toolkits https://www.flickr.com/photos/lukedetwiler/10702573996/
  12. 12. Context at Portland State (PSU) • 30,000+ students, 12 instruction librarians • 10-week quarter system • Nationally-recognized year-long cohort-based GenEd program - Freshman Inquiry. – Weekly peer mentor-led sessions • 2/3 of students come in as transfers after first year • Librarians increasingly skeptical of one-shot model
  13. 13. Our mandate for Freshman Inquiry
  14. 14. Our approach to Freshman Inquiry • Decrease quantity without decreasing quality • Support peer mentors and instructors in teaching information literacy • Library instruction focused on library awareness and comfort with the library
  15. 15. What we discovered
  16. 16. Student – to – Student • Peer learning/mentoring is powerful – Different power dynamic – Role models – Less distanced from what it is to be a beginner – Mentors/TAs spend more time with students
  17. 17. Outreach to Faculty and Mentors • Brief opportunities to reach all – Mentor trainings (2 hrs + optional 1 hr. sessions) – FRINQ Faculty Retreat (20 minutes) • Librarian assigned to each instructor/mentor pair – Keep in touch with mentors/instructors – Custom LibGuides – Custom lesson plans
  18. 18. What we discovered • Survey at end of first year: 64% of instructors and mentors had used materials from the toolkit – Peer mentors were more comfortable teaching IL skills • Built custom LibGuides for 1/2 of classes in first year, 2/3 in second year • Mentors are students too • Collaboration is more work than just asking for “library instruction”
  19. 19. The toolkit was great, but
  20. 20. http://www.donotattemptinheels.com/wp-content/uploads/brown-paper-packages.jpg
  21. 21. http://galleryhip.com/opportunity-knocks.html
  22. 22. Lots of short videos for the Freshman Inquiry toolkit
  23. 23. Repurposed for reTHINK PSU tutorials
  24. 24. Keene State College • 8 full time library faculty • 250-330 session per year until spring semester 2014
  25. 25. Questioning the status quo…
  26. 26. Integrative Learning Promoted by the intentional design of programs to facilitate students making connections between knowledge from multiple disparate experiences, concepts, or subjects and adapting skills learned in one situation to problems encountered in another See report: Integrative Learning: Mapping the Terrain & the Carnegie Integrative Learning Project http://gallery.carnegiefoundation.org/ilp/
  27. 27. High Impact Practices • First year seminars and experiences • Common Intellectual Experiences • Living & Learning Communities • Writing Intensive Courses • Undergraduate Research experiences • Service / Community based learning • Internships • Capstone Courses http://www.aacu.org/leap/hips
  28. 28. Research &Technology Fellows
  29. 29. “It's given me experience with being on my toes and learning to help students with just the little information they give me and manage to create a whole drafts of papers. It's also open many doors for me in my department and is something I'm proud to put on my resume.”
  30. 30. https://www.youtube.com/watch?v=Vm6ad5EprL0
  31. 31. “Students implicitly trust the voices of students… No matter how good the working relationship is that I cultivate with students, or that library faculty may model, student teachers are able to reach students effectively provided that they are comfortable in their role as workshop leader or facilitator.” - Professor Mark Long
  32. 32. Information Studies minor “However, the rapidly changing higher education environment, along with the dynamic and often uncertain information ecosystem in which all of us work and live, require new attention to be focused on foundational ideas about that ecosystem. Students have a greater role and responsibility in creating new knowledge, in understanding the contours and the changing dynamics of the world of information, and in using information, data, and scholarship ethically.” ACRL Framework, 2015 • Engages students in the study of the information ecosystem as content • Develop critical thinking and information literacy
  33. 33. Train theTrainer & DIY materials
  34. 34. From Librarian’s repository to DIY for Faculty …
  35. 35. … to Canvas modules
  36. 36. Train theTrainer workshops “After the workshop I feel more capable of supporting students with research and teaching information literacy – and I can integrate it more, integrate it better, because I can do bits and pieces throughout the course as challenges come up.” - ITW Instructor
  37. 37. LET’S START AT THE VERY BEGINNING
  38. 38. Advanced Design Process • Led by Center for Online Learning instructional designers • Focused on backwards design • Library gets four hours – 2 hrs. integrating library resources in classes – 2 hrs. research assignment design
  39. 39. What skills do your students need to have to successfully complete your current assignment? Which of those do you explicitly teach? https://www.flickr.com/photos/the_justified _sinner/6702742311/
  40. 40. After the Advanced Design Workshops • Positive feedback from participants • Lots of collaboration with faculty who participated in the workshops • Quarterly library workshops on assignment design for faculty – Hampered by low attendance
  41. 41. Point-of-Need Support for Students
  42. 42. Our assumptions • Many students do not like to ask for help from a reference librarian • Students are usually not looking to learn how to do research, but to do something specific • Students want quick answers to their questions, not a tutorial
  43. 43. Library DIY • Small pieces of instructional content – Based on questions we get at the reference desk – Each one answers just one question – For in-depth help, link out • Task-focused information architecture • A reference librarian in a box
  44. 44. Results so far • Lots of enthusiasm from students and faculty • Usability testing = • Reference librarians love to have something to point students to in virtual reference • Replicated at many other institutions – 2014 ACRL IS Innovation Award winner
  45. 45. Tips and lessons learned
  46. 46. Focus on instructors/mentors/TAs for long-lasting benefit We are not the only ones who can (or should) provide information literacy instruction
  47. 47. It’s all about relationships It’s not just about the library’s goals
  48. 48. http://galleryhip.com/opportunity-knocks.html
  49. 49. http://pixabay.com/en/man-face-head-eye-nose-mouth-300548/
  50. 50. Save the time of the reader instructor/mentor
  51. 51. Elizabeth Dolinger edolinger@keene.edu QUESTIONS ? Meredith Farkas meredith.farkas@pcc.edu Twitter: @librarianmer

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