Library Live: Collaborating Towards Heightened Information Literacy & Retention in English Composition Classes
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Presented by Denise Woetzel, Suzanne Sherry and Josh Watson at The Innovative Library Classroom (TILC) Conference on 5/11/2017.
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Library Live: Collaborating Towards Heightened Information Literacy & Retention in English Composition Classes
- 1. Library Live Collaborating Towards Heightened Information Literacy & Retention in English Composition Classes
- 2. I Ain’t Afraid of No Librarians!
- 3. Literature Review: The One-Shot Artman, Frisicaro-Pawlowski and Monge, 2010 • One-shot session is skills-based • One-shot suggests to students that research is separate from writing • Instructors can “farm out” information literacy instruction • Successful information literacy programs depend on collaboration and integration
- 4. Literature Review: results Sult & Mills, 2006 Positive assessment from a blended IL instructor: “My students were much better prepared and much more confident in their research skills. I’m noticing that the range and quality of their resources are much better than in my previous 102 class.”
- 5. Literature Review: Embedding and Scaffolding Kim & Dolan 2016 • Community college students have differing levels of college readiness. Assume nothing. • Multiple sessions with embedded librarian. Step-by-step instructions, include practice time. • Unpack skills into smaller components • Multiple sessions What is a Research Paper and Choosing a Topic Databases and Evaluating Sources Citations and Plagiarism • Stronger relationships with librarians, faculty and students
- 6. Course Embedded Assessment of IL • Information Literacy is one of seven core general education competencies assessed by the Virginia Community College System (VCCS) • Reynolds General Education Committee has been working on making course embedded assessment mandatory for these seven general education core competencies • AACU Information Literacy VALUE Rubric is currently used to assess a random sampling of research papers in ENG-112 classes.
- 7. Literature Review: Connect Research and Writing Artman, Frisicaro-Pawlowski and Monge, 2010 • Interconnectedness of information and writing. • Information literacy should be built into the instructional plan. • Course integrated library instruction • Split information into smaller components • Multiple sessions=multiple points of contact
- 8. Literature Review: Concepts + Habits McClure & Purdy, 2016 Map of Association of College and Research Libraries (ACRL) Threshold Concepts and Council of Writing Program Administrators (WPA) Habits of Mind ACRL Framework WPA outcomes Authority is constructed and contextual Openness, flexibility Information creation as a process Creativity, metacognition, flexibility Information has value Responsibility Research as Inquiry Curiosity Scholarship is a conversation Engagement Searching is strategic Persistence, creativity, flexibility
- 9. English Instructor’s Vision Problems: The Research Hurdle Library as Community Center The Transfer Dilemma Solutions: Learning Communities Branding Philosophy of collaboration, not just assignments.
- 10. Assessment Planning Pre & Post Student Perception Surveys: ENG-111 and ENG-112 Administered via Survey Monkey Pre & Post Assessments: ENG-112 Administered via Blackboard Treatment Groups: • Two ENG-112 sections - attend all 7 Library Live sessions; complete all Research @ Reynolds Library modules • Two ENG-111 sections - attend all 5 Library Live Lite sessions
- 11. Scheduling Spring Semester 2017: • 2 ENG-112 class sections - 16 weeks • 2 ENG-111 class sections - 16 weeks • 2 embedded librarians • 7 Library Live sessions (ENG-112) • 5 Library Live Lite sessions (ENG-111) • All sessions held in library’s computer lab
- 12. Logistics • Planning completed before the start of each semester & tweaked along the way. • Week of Library Live sessions: Library Live branding in Blackboard Deliverable due by end of day. Other research assignments due by following Sunday.
- 13. Research Assignments & Deliverables Student-centered activities incorporate the ACRL frames and focus on the following skills: • Explore topics • Refine topic & search for sources • Evaluate sources • Cite sources Deliverables (Worksheets) used: • Online Search Techniques worksheet • Source Evaluation Score Sheet • Research Log Library Live LibGuide: http://libguides.reynolds.edu/librarylive
- 14. What We Learned Along the Way • Deliverable due by the end of the day. • Specific, required assignments that are graded. Our students don’t do optional! • Talk for 10-15 minutes, workshop the rest. • Team with instructor: librarian is the research expert, professor is the assignment/classroom management expert • Reassess on the fly - what did not work in the earlier class, rework for later class
- 15. Assessment Findings ➢Retention (VCCS Performance-Based Funding Model) ➢Pre & Post Assessments ➢Pre & Post Student Perception Surveys ➢Engagement factor
- 16. Pre & Post Assessments
- 17. How often do you use the Reynolds library to help with school work?
- 18. Do you know how to use the library databases?
- 19. How likely are you to use the library databases?
- 20. What did you learn? Pre-Library Live: What are the three things you would like to learn about research in this course? Using library databases: 66% Evaluating reliability of sources: 30% Citing sources: 4% Post-Library Live: What are the three most useful things you learned about research in this course? Using library databases: 74% Evaluating reliability of sources: 22% Citing sources: 4% Student Comments: ❖ “I liked the Academic Search Complete options. I had no idea it had so many functions.” ❖ “I learned what the different online databases lend themselves to in terms of various source types.” ❖ “I had no idea there was a downstairs section of the library.”
- 21. What questions to you still have about doing research in the library? None: 90% Interlibrary Loan: 7% Physical Sources: 3% Student Comment: ❖ “Would the librarians critique a research paper and check to see if the formatting is correct?
- 22. If you could offer advice to a future student about Library Live, what would it be? ❖ “This course will not only help you pass ENG 112, but also with research in your other classes as well.” ❖ “Just follow the directions and complete all of the activities. The course is very beginner friendly.” ❖ “Never hesitate to go back and ask the librarians any additional questions. They’re there to help!”
- 23. The results? Pass rate increased 14% (92% up from 78%) from previous years when only Library Modules were used.
- 24. Library Live Lite! Under Construction!
- 25. Future Plans
- 26. Questions? Reynolds Community College Library Live Team: Josh Watson, Instructor of English jwatson@reynolds.edu / 804 - 523-5295 Suzanne Sherry, Library Coordinator, Parham Campus ssherry@reynolds.edu / 804-523-5226 Denise Woetzel, Reference/Information Literacy Librarian dwoetzel@reynolds.edu / 804-523-5325
- 27. References for Articles Artman, M., Frisicaro-Pawlowski, E., & Monge, R. (2010). Not Just One Shot: Extending the Dialogue about Information Literacy in Composition Classes. Composition Studies, 38(2), 93-109. Retrieved March 24, 2016. Kim, Miseon, and Michael Dolan. "Excuse Me, but What Is a Research Paper?: Embedded Librarian Program and Information Literacy Skills of Community College Students." Community & Junior College Libraries 21.1-2 (2015): 53-70. Print. McClure, Randall, and James P. Purdy. "Introduction: The Frameworks and the Future Scholar." The Future Scholar: Researching and Teaching the Frameworks for Writing and Information Literacy. Medford: American Society for Information Science and Technology, 2016. Xv-Xxi. Print. Sult, Leslie, and Vicki Mills. "A Blended Method for Integrating Information Literacy Instruction into English Composition Classes." Reference Services Review 34.3 (2006): 368-88. Web. 24 Mar. 2016.
- 28. References for Images & Sounds “Chain” from Pixabay. Used under a Creative Commons License. “Good grades clipart.” https://clipartfest.com “Richard Dawson” from Flickr. Used under a Creative Commons License. “Scaffolding Supports” from Flickr. Used under a Creative Commons License. “Shot Glass” from Wikimedia Commons. Used under a Creative Commons License. “Spock-On PowerPoint” from Flickr. Used under a Creative Commons License. “ Using a computer stick figure cartoon characters vector.” http://www.designblognews.com/pin/ using-a-computer-stick-figure-cartoon-characters-vector/ Sound Clips – http://soundbible.com
Editor's Notes
- Josh
- For our literature review, the main points made by the authors in this 1st article, Not Just the One Shot, The one-shot session is information literacy skills based meaning a librarian may cover several skills in one session such as searching for resources, as well as evaluating and citing resources. If the session is not tied into a specific assignment, students don’t see the relevancy or transferability of these skills to other assignments or classes. The one-shot session also reinforces perception that research process is separate and simpler than the writing process. Faculty that request librarians “do their thing” under assumption that research skills can be acquired in one session. As most of us I believe would agree, students usually tune out if too many concepts are crammed into one session. They will retain very little of the information or concepts presented. There is a multitude of research especially in the library literature that substantiates that successful information literacy programs depend on the collaboration and integration of information literacy into classes by offering multiple opportunities for students to practice a range of approaches to research throughout the semester.
- This article from Sults & Mills details the University of Arizona librarians collaborative efforts with both new and experienced faculty who teach English Composition 102. Their collaborative efforts including not only developing and facilitating information literacy sessions and activities for English Composition students but also developing and facilitating a Research Mentors or train-the-trainer program for instructors since the university, like most colleges and universities, do not have enough librarians on staff to teach every course section of Comp 102. Results from both the focus groups and online surveys provided valuable feedback on how to improve information literacy instructional support and revealed that most instructors had effectively integrating information literacy instruction in their classes.
- In this article from Kim & Dolan, Excuse Me, But What is a Research Paper? – the authors examine the embedded librarian program at Queensborough Community College which is part of the City University of New York and its impact on the information literacy skills of students. This particular study assessed the skills of first-year students enrolled in 7 sections of either English Composition 101 and 102. During this project it was discovered but not surprising that community college students have differing levels of college readiness and that librarians should assume nothing. Overall results were positive and students provided feedback on how future sessions could be improved. Almost half the students surveyed found the sessions to be very helpful. And even though multiple sessions were offered during the semester, I found it interesting that about 20% of the students suggested that it would be better if the sessions were more frequent and shorter as well as facilitated at a slower pace.
- Denise
- And going back to the first article I shared, Not Just the One Shot, the authors point out that breaking instruction into smaller chunks allows the means of presenting the information in different contexts which is essential for encoding specific research skills into long-term memory. And when I starting thinking about this encoding process, I realized it relates very much to the threshold concepts covered in the next slide.
- Here is a map of ACRL and WPA Framework similarities which comes from the book, The Future Scholar: Researching and Teaching the Frameworks for Writing and Information Literacy As noted in this book, many of the threshold concepts, frames, habits, and skills that the ACRL and WPA articulate are largely the same - they are designed to enhance a student’s abilities to identify, research, read, write, create and re-create texts. Considering these similarities and shared goals, it seems a natural fit for writing faculty and librarians to work together in helping students develop these skills.
- Timeline: Summer 2015: Initial discussions between English professor and librarians Fall 2015: Library Live (L2) planning phase Spring Semester 2016: L2 implemented in two sections of ENG-112 Summer 2016: L2 & Library Live Lite (L3) planning phase Fall 2016: L2 - one section of ENG-112; L3 - two sections of ENG-111 Spring 2017 - L2 - two sections of ENG-112; L3 - two sections of ENG-111 Fall 2017 - two sections of ENG-112; L3 - one section of ENG-111
- Josh
- Dates are scheduled before the semester begins. We can only accommodate up to two sections of both L2 and L3 during any given semester. Suzanne typically facilitates the L2 workshops and I facilitate the L3 workshops. If there is a conflict, we are each other’s backup. All sessions are held in the library’s computer lab and not just because the library has a computer lab to hold the workshops. We wanted students to become familiar with the resources and services in the physical library as well as become more comfortable in asking the librarians for help. Also with our ENG-111 students in Library Live Lite or L3 classes, their first activity in the beginning of semester is a library scavenger hunt. During this activity, students work in teams and with an iPad and list of questions, they explore resources and services in the library and take photos of their answers which they post to their team’s Instagram account.
- Student-centered activities are focused on the following skills . . . We collaborated on these activities as well as the deliverables for each session which reinforce these skills . . . We discovered in the first semester of initiatiing Library Live, that we needed to convert our existing PDF worksheets into fillable Word Documents so students can easily complete and submit their worksheets via Blackboard’s digital dropbox.
- When we facilitated these workshops in the first semester, we asked students to have the deliverables completed by the end of the session. We realized during this first semester that some students were quicker than others in completing the deliverables and we did not want to frustrate students who worked at a slower pace so we changed the time they were due by the end of the day. These are required assignments that are graded. Students need an incentive to complete these worksheets. Librarian is the research expert and Josh is the assignment/classroom management expert. Most students learned pretty quickly who to direct specific questions to. Reassess on the fly . . . for example we shortened or lengthened the amount of time we talked for the 2nd class, or we explained things different or gave different examples to make it more clear to students in the 2nd session, or one time I created a step-by-step handout on how to perform the specific task of creating a screenshot and then copying and pasting the image into Word document.
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