new models for credit-bearing information literacy courses
TRANSCRIPT
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New Models for Credit-Bearing Information Literacy CoursesACRL e-Learning Webcast, March 15, 2011
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Presenters Kim Leeder: Librarian/Assistant
Professor, Boise State University
Sara Seely: Librarian/Assistant Professor, Boise State University
Christopher Hollister: Associate Librarian, University at Buffalo
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Welcome!
Road map for today’s webinar:
1. Introduction
2. Change & the new IL course
3. Case Studies: Boise State and U Buffalo
4. Discussion
Image: Scorpions and Centaurs on Flickr, http://www.flickr.com/photos/sshb/4087836286/
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We want to know about you.
Please answer the following question using Elluminate’s polling choices below the participant list at left.
Are you currently teaching a for-credit information literacy course?
• Yes: click the green checkmark• No: click the red X
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We want to know about you.
Please answer the following question using Elluminate’s polling choices below the participant list at left.
How long has your library been teaching a for-credit information literacy course?
A: 1-5 yearsB: 6-10 yearsC: 11-15 yearsD: We don’t teach one (yet)
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We want to know about you.
Please answer the following question using Elluminate’s polling choices below the participant list at left.
What has been the major change in your library’s for-credit information literacy course over time?
A: ContentB: Delivery methodC: AudienceD: All of the above
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Change & the new IL course
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Change & the new IL course
Students • Learning styles & engagement• Expectations• Information literacy/illiteracy• Emerging literacy
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Change & the new IL course (cont.)
Institutions • Accreditation• Budgets• Curricula
• General education• Academic programs• Individual disciplines
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Change & the new IL course (cont.)
Libraries/librarians • Professional role• Institutional role• Staffing/budgets
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Change & the new IL course (cont.)
Technology • Distance, online, hybrid• Courseware• Multimedia• Web communication tools• Social software/networking• Instructional technology
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Change & the new IL course (cont.)
Challenges • Staffing• Budgets• Technology• Support• Continuing education & improvement
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We want to hear from you.
Please answer the following question using Elluminate’s polling choices below the participant list at left.
Which of these factors do you feel has had the most impact on your teaching?
A: StudentsB: InstitutionsC: Libraries/librariansD: Technology
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The Boise State experience
A microcosm of changes in the library instruction world.
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University 106: History & Context
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University 106: History & Context 1 credit, since 1973,
“Library Skills” Originally a paper,
self-paced course Later migrated online
Image: Lewis & Clark College Visual Resources on Flickr, http://www.flickr.com/photos/15388497@N02/3333084687/
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University 106: History & Context “Get it all right”
approach to learning Worksheets must
be completed correctly to pass
Numerous attempts possible
Image: rkeohane on Flickr, http://www.flickr.com/photos/rkeohane/104512355/
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University 106: History & Context
Student audience
=varied
Image: maistora on Flickr,http://www.flickr.com/photos/rkeohane/104512355/
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University 106: History & Context Required by a few
random majors (Marketing, Radiology) New students Seniors needing 1
more credit 150 cap
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Curriculum update (2008)
Course retitled, new focus: “Library Research”
Course goals updated, aligned to ACRL standards
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Curriculum update (2008)
New approaches Blackboard In-person sections Discipline- and College-
oriented sections What haven’t we tried?
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Curriculum update (2008)
Increasing collaboration with First-Year Writing
Program
Image: Clearly Ambiguous on Flickr,http://www.flickr.com/photos/clearlyambiguous/401400171/
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Project Writing and Research
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PoWeR = Collaboration
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PoWeR Institutes
3 Saturdays in Fall 2009 Developed a research curriculum
Based on Engl102 & Univ106 learning outcomes
Series of 16 modules (topic selection, keywords)
Paired librarians and English faculty Offered 20 PoWeR sections in Spring
2010
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PoWeR courses
PoWeR Univ106 taught fully online Librarians developed video tutorial skills Online teaching skills
Student experience Weekly online research assignments In-class workshops Consultations with librarian
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Best practices for pairing courses
Build bridges between course content Instructor communication strategies Accommodate in-person learners Use shared assignments (annotated
bib) Individualize instruction Challenges/Benefits
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Portfolio assessment
Requested 3 portfolios of student work from all English 102 courses
Collected and reviewed approximately 12% of student portfolios (210 portfolios)
2 independent readings of each portfolio
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Rubric criteria
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Rubric criteria
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Rubric criteria
Cover letter prompts:•Please discuss your research processes. How does your research process affect your writing as you move through a project? How has your research process changed over the semester?•What research strategies have you developed this semester? Please describe them.
Cover letter prompts:•Please discuss your research processes. How does your research process affect your writing as you move through a project? How has your research process changed over the semester?•What research strategies have you developed this semester? Please describe them.
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Overall assessment
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Rubric criteria
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Univ106 Course Evaluations
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+ / -
Successes Collaboration Impact
Challenges Collaboration Scalability Reaching 60-70
sections
Image: ItzaFineDay on Flickr, http://www.flickr.com/photos/itzafineday/131415487/in/pool-52241664802@N01/
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PoWeR E-Textbook
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Next steps at BSU
Continued PoWeR experimentation Variations in pairings PoWeR Institute focused on E-Textbook
integration Discipline-specific
Health Sciences STEM resources Marketing resources
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Boise State Q&A
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The University at Buffalo experience
ULC 257: Library Research Methods
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University at Buffalo
ULC 257: Library Research Methods Two credits Since 2003 General Education Program, elective University Learning Center Two sections per semester
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University at Buffalo
Case study teaching (definition) “…chunk of reality” used for instructional
purposes “…derived from preexisting materials…”
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University at Buffalo
Case study teaching (requirements) Specific learning outcomes Real world scenarios Meaningful, relevant, and understandable
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University at Buffalo
Case study teaching (components) The case itself Case questions Small group work Debriefing
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University at Buffalo
Case study teaching (purpose) Active learning Critical thinking Published evidence Refreshed instructors
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University at Buffalo
Case study teaching (results) Improved test scores Improved final grades Improved course evaluations
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University at Buffalo
ULC 257 Digital Archive Showcase for students’ research projects Ongoing exhibit Wiki platform
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University at Buffalo
ULC 257 Digital Archive (results) Student expectations & effective
instruction Ongoing exhibit Undergraduate student research initiative Student portfolios Demonstrated initiative; higher caliber
projects Instructor/student collaboration Effective monitoring
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University at Buffalo
ULC 257: Library Research Methods Discipline specific sections Credit IL course for the Department of
Chemistry Moodle
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Buffalo Q&A
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General Q&A / The end
Thank you!
Find this presentation at:http://slidesha.re/creditbearing
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Selected BibliographyALL AREAS OF THE CREDIT IL COURSE
Hollister, Christopher, ed. Best Practices for Credit-Bearing Information Literacy Courses . (Chicago: Association of College & Research Libraries, 2010).
TARGETED STUDENT GROUPS
Bagnole, J., & Miller, J. (2003). An Interactive Information Literacy Course for International Students: A Practical Blueprint for ESL Learners. TESL-EJ, 6(4), Retrieved from ERIC database.
Nims, J. K., Andrew, A., Eastern Michigan University., & National LOEX Library Instruction Conference. (2002). First impressions, lasting impact: Introducing the first year student to the academic library . Library orientation series, no. 32. Ann Arbor, MI: Published for Learning Resources and Technologies, Eastern Michigan University by Pierian Press.
Snavely, L., & Wright, C. (2003). Research Portfolio Use in Undergraduate Honors Education: Assessment Tool and Model for Future Work. The Journal of Academic Librarianship, 29(5), 298-303. doi: 10.1016/S0099-1333(03)00069-7
Sugarman, Tammy S., and Laura G. Burtle. "From 50 Minutes to 15 Weeks: Teaching a Semester-Long Information Literacy Course Within a Freshman Learning Community" Integrating information literacy into the college experience. Pierian Press, 2003. Library Lit & Inf Full Text. Web. 6 July 2010.
TARGETED ACADEMIC PROGRAMS
Durando, P., & Oakley, P. (2005). Developing information literacy skills in nursing and rehabilitation therapy students. Journal of the Canadian Health Libraries Association (JCHLA), 26(1), 7-11. Retrieved from Library, Information Science & Technology Abstracts database.
Mulherrin, E., Kelley, K., Fishman, D., & Orr, G. (2004). Information Literacy and the Distant Student: One University's Experience Developing, Delivering, and Maintaining an Online, Required Information Literacy Course. Internet Reference Services Quarterly, 9(1/2), 21-36. doi:10.1300/J136v09n01•03.
Scales, J., Matthews, G., & Johnson, C. (2005). Compliance, Cooperation, Collaboration and Information Literacy. Journal of Academic Librarianship, 31(3), 229-235. Retrieved from Library, Information Science & Technology Abstracts database.
Stephenson, E., & Caravello, P. (2007). Incorporating data literacy into undergraduate information literacy programs in the social sciences. Reference Services Review, 35(4), 525-540. Retrieved from Library, Information Science & Technology Abstracts database.
Stylianopoulos, L. (2003). It’s All in the Company You Keep: Library Skills Credit Courses in the Art Library. Art Documentation, 22(1), 29-32. Retrieved from Library Lit & Inf Full Text database.
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Selected BibliographyDEPARTMENTAL COLLABORATIONSGoebel, N., & Neff, P. (2007). INFORMATION LITERACY AT AUGUSTANA. Communications in Information Literacy, 1(1),
6-15. Retrieved from Library, Information Science & Technology Abstracts database.IMPROVED / INNOVATIVE TEACHINGAllen, M. (2008). Promoting Critical Thinking Skills in Online Information Literacy Instruction Using a Constructivist
Approach. College & Undergraduate Libraries, 15(1/2), 21-38. doi:10.1080/10691310802176780.Frantz, P. (2002). A scenario-based approach to credit course instruction. Reference Services Review, 30(1), 37-42.
doi: 10.1108/00907320210416528.Hegarty, N., Carbery, A., & Hurley, T. (2009). Learning by Doing: Re-designing the First Year Information Literacy
Programme at Waterford Institute of Technology (WIT) Libraries. Journal of Information Literacy, 3(2), 73-87. Retrieved from Library, Information Science & Technology Abstracts database.
Hollister, C. Making the Case for Enhanced Learning: Using Case Studies in a Credit-Bearing Library Course. In E. Connor (Ed.), An Introduction to Instructional Services in Academic Libraries (pp. 95-105). New York: Haworth.
Johnson, W. (2007). The Application of Learning Theory to Information Literacy. College & Undergraduate Libraries, 14(4), 103-120. doi:10.1080/10691310802128435.
Sharma, S. (2007). From Chaos to Clarity: Using the Research Portfolio to Teach and Assess Information Literacy Skills. Journal of Academic Librarianship, 33(1), 127-35. Retrieved from Library Lit & Inf Full Text database.
Williams, J., & Chinn, S. (2009). Using Web 2.0 to Support the Active Learning Experience. Journal of Information Systems Education, 20(2), 165-174. Retrieved from Library, Information Science & Technology Abstracts database.
ASSESSMENTBurkhardt, J.M. (2007). Assessing Library Skills: A First Step to Information Literacy. Portal : Libraries and the
Academy, 7(1), 25-34,36,44-49. Retrieved July 6, 2010, from ProQuest Central. (Document ID: 1205768831).Oakleaf, M. (2009). The information literacy instruction assessment cycle: A guide for increasing student learning and
improving librarian instructional skills. Journal of Documentation, 65(4), 539-560. Retrieved from Library, Information Science & Technology Abstracts database.
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Selected BibliographyPORTFOLIO STRUCTUREWalsh, T. & Hollister, C. (2009). Creating a Digital Archive for Students' Research in a Credit Library Course. Reference
& User Services Quarterly 48 (4), 391-400.
TECHNOLOGYBurkhardt, J., Kinnie, J., & Cournoyer, C. (2008). Information Literacy Successes Compared: Online vs. Face to Face.
Journal of Library Administration, 48(3/4), 379-389.Chen, H., & Williams, J. (2009). Pedagogical Design for an Online Information Literacy Course: College Students'
Learning Experience with Multi-Modal Objects. Canadian Journal of Information and Library Science, 33(1/2), 1-37. Retrieved from Library Lit & Inf Full Text database.
Chen, H., & Williams, J. (2009). Use of multi-modal media and tools in an online information literacy course: College students' attitudes and perceptions. The Journal of Academic Librarianship, 35(1), 14-24.
Jacobs, W. (2007). Online Discussion in a Hybrid Information Literacy Credit Course. Education Libraries, 30(2), 18-26.
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