trinity il workshop v6
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TRANSCRIPT
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Object-Based Projects to Teach Information Literacy
SkillsAbby ClobridgeAssociate Director, Research & Knowledge ServicesHarvard University, Kennedy School of Government
David Del TestaAssistant Professor, Department of HistoryBucknell University
Information Literacy WorkshopTrinity University, May 19, 2009
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Background and context…How
we got here…
Object-based projects
3 sample projects:
- The World War II Poster
Project
- Biography of an Object
- Historical Mills
Lessons learned
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Lewisburg, Pennsylvania.
Primarily an undergraduate institution.
Approx. 3600 undergraduate students.
300 FTE faculty.
Bucknell University
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Emphasis on teaching & learning.
Small class sizes.
Active learning, service learning, problem-based
learning.
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Accreditation
Middle States Commission on Higher Education
History Department: Lack of sufficient introductory-level courses.
Library: Need further evidence of information literacy integrated into the curriculum.
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Faculty-Library Instruction Model
Since the 1960s at least, librarians and faculty have worked closely together on faculty-generated courses.
Ample literature on the topic:
Bielema, C., D. Crocker, J. Miller, J. Reynolds-Moehrle, and H Shaw. "Faculty and Librarian Collaborations: A Case Study and Proposal for Online Learning Environments." Research Strategies 20, no. 4 (2003): 334-45.
Grassian, Esther. "Do They Really Do That? Librarians Teaching Outside the Classroom." Change 36, no. 3 (2004): 22-27.
Raspa, Dick, and Dana Ward, eds. The Collaborative Imperative: Librarians and Faculty Working Together in the Information Universe. Chicago: Association of College and Research Libraries, 2000.
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New Model
But this is new…
Not mono-directional, in which instructional technologist or librarian provides supplementary support or only content management.
Idea to show that many aspects of and many partners in the professional historical experience - they have their professional prerogatives as well.
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Revised Framework for Teaching Info Lit Skills
• Active learning• Hands-on, experiential learning for
students• Embedded more deeply into course• How professional historians DO
research– Work with objects, tools, technologies
historians use. – Work with librarians the way that
historians do…
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Object-Based Projects
• More tactile, kinesthetic learning.• Forces students to engage, interact
with something other than information from a book.
• Emphasis on original analysis, evaluation – no way to crib papers.
• More interesting…for students (and instructors!).
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Historical Mills
Biography of an Object
World War II Poster Project
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The World War II Poster Project
As part of the extensive study into the history of World War II, students were challenged to apply professional library research, image editing, and content management skills in the context of their course. The students explored the history behind authentic World War II Propaganda Posters available from the Bucknell University Archives. Members of the History 100 course used their knowledge of the history of the period to analyze their images and produce a research paper about their findings.
-- Cassie Mastrostefano and Joanna WheelerHIST100 – Fall 2008 Students
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World War II Poster Project Timeline
Project Planning
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Doing the work of historiansOrientation
to library services and staff
Gauge students’
info literacy
Work with digital images; build a digital image collectionHistorical
research
Hands-on work with archival materials
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MSCHE Phase
Selected Details of Phase
Integration into HIST 100
Phase 1: Preparing Students for an Information Literacy Experience
At beginning of class, provide a clear presentation of: -what students will learn in the course-how information literacy relates to those learning goals
During Session 2, instructors provide overview of project and intended outcome.
Phase 2: Teaching Students to Find and Evaluate Sources
Address basic principles of finding and evaluating sources. Can be addressed via formal lectures, discussion sections, library visits, writing workshops, computer labs, or classroom management systems.
In-class exercise during Session 2 using personal response systems to discuss basics of finding and evaluating sources. Selected topics included: Understanding citations, finding materials in a university library, inter-library loan
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ACRL Standard Performance Indicators (P.I.) – The information literate student....
Integration into HIST 100 Poster Project
Standard Four: The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.
P.I. 4.1: Applies new and prior information to the planning and creation of a particular product or performance. Organizes the content in a manner that supports the purpose and format of the product or performance.Manipulates digital text, images, and data, as needed, transferring them from their original locations and formats to a new context.
Students will create digital surrogates of their posters, manipulate digital images, and use specialized information technology applications to create the digital library.
The digital library, created over the course of several class sessions, requires students to create a new product. As a class, students will decide how to organize the content for their collection.
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World War II Poster Project Timeline
Project Planning Start of Classes
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World War II Poster Project Timeline
Project Planning Start of Classes
Project Kick-Off
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World War II Poster Project Timeline
Project Planning Start of Classes
Poster SelectionProject Kick-Off
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World War II Poster Project Timeline
Project Planning Start of Classes
Poster SelectionProject Kick-Off First Impressions
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World War II Poster Project Timeline
Project Planning Start of Classes
Poster Selection
Brainstorming
Project Kick-Off First Impressions
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World War II Poster Project Timeline
Project Planning Start of Classes
Poster Selection
Brainstorming
Project Kick-Off First Impressions
Pre-Test
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Personal Response Systems
“Clickers”
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World War II Poster Project Timeline
Project Planning Start of Classes
Poster Selection
Brainstorming
Project Kick-Off First Impressions
Pre-Test
Library Tour
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World War II Poster Project Timeline
Project Planning Start of Classes
Poster Selection
Brainstorming
Project Kick-Off First Impressions
Pre-Test
Library Tour
Advanced Research
Methods
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World War II Poster Project Timeline
Project Planning Start of Classes
Poster Selection
Brainstorming
Project Kick-Off First Impressions
Pre-Test
Library Tour
Advanced Research
Methods
Displaying,
Preserving,
& Archiving
Objects
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World War II Poster Project Timeline
Project Planning Start of Classes
Poster Selection
Brainstorming
Project Kick-Off First Impressions
Pre-Test
Library Tour
Advanced Research
Methods
Displaying,
Preserving,
& Archiving
Objects
Working with Digital Images
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Working with Digital Images
Image file types: TIFFs and JPGs
Pixels per Inch (PPI)
Photoshop: rotating images, cropping images
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World War II Poster Project Timeline
Project Planning Start of Classes
Poster Selection
Brainstorming
Project Kick-Off First Impressions
Pre-Test
Library Tour
Advanced Research
Methods
Displaying,
Preserving,
& Archiving
Objects
Working with Digital Images
Building the
Digital
Collection
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Standards
Digital p
reservation
Access points
Copyright
Metadata
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Inscribe – Cataloging Interface
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http://luna8.bucknell.eduLUNA Insight
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World War II Poster Project Timeline
Project Planning Start of Classes
Poster Selection
Brainstorming
Project Kick-Off First Impressions
Pre-Test
Library Tour
Advanced Research
Methods
Displaying,
Preserving,
& Archiving
Objects
Working with Digital Images
Building the
Digital
Collection
Final Papers
Project Wrap-Up
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World War II Poster Project Timeline
Project Planning Start of Classes
Poster Selection
Brainstorming
Project Kick-Off First Impressions
Pre-Test
Library Tour
Advanced Research
Methods
Displaying,
Preserving,
& Archiving
Objects
Working with Digital Images
Building the
Digital
Collection
Final Papers
Assessment
Project Wrap-Up
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0%
20%
40%
60%
80%
100%
Agree Neutral Disagree
Getting an opportunity to work with the posters was one of the
highlights of the project.83%
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0%
20%
40%
60%
80%
Agree Neutral Disagree
I enjoyed having the opportunity to create digital images of the poster.
0%
20%
40%
60%
80%
Agree Neutral Disagree
I enjoyed working with the technology used to create a digital
library.
Digital Images &
Digital Library
92%
78%
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0%
20%
40%
60%
80%
100%
Agree Neutral Disagree
I believe that I learned much more from this project than I would have from a traditional research paper.
83%
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0%
20%
40%
60%
80%
100%
Agree Neutral Disagree
For future classes, I would recommend assigning a project such as this to students
rather than giving them a traditional research assignment.
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Lessons Learned
Changes
for 2008
What’s next?
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When do we talk about the war?
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82% -- For future classes, I would recommend assigning a project such as this to students rather than giving them a traditional research paper.
83% -- I believe that I learned more from this project than I would have from a traditional research paper.
72% -- Compared to a traditional research paper, I enjoyed this project much more.
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By the end of the semester…
Understand the varieties of information sources available (UNDERSTAND)
Access information efficiently and effectively (ACCESS)
Evaluate information and its sources (EVALUATE)
Understand the concept of intellectual property and the economic, legal,and social contexts of information, and use information ethically (USEETHICALLY)
Incorporate and synthesize information to create individual and groupproducts (CREATE)
Information Literacy Skills Emphasized:
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Biography of an Object
Each student selects an object they own that was produced in the Pacific Rim. During the course of the semester, they research and analyze the “life” of the object – where it was produced, what company produced it, how this product fits into the overall industry, etc. The end result: a ten-page written paper.
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Selected Objects
• Dell Laptop• Lithium battery• American Apparel clothing• Gap clothing• Kirin beer
Bottle of FIJI Water
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Company Research
• Publicly-traded co. or privately held? • Ticker symbols, company filings, annual
& quarterly reports (10Ks) • EDGAR, Hoover’s• Key individuals at the company• Competitors• Place of the company within the broader
market• Analyst reports
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Industry Research
• What industry/industries does this product fall into?
• Key players in the industry• Analyst reports, news reporting• Non-profits, NGOs, watchdog
organizations
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Country Research
• Country’s demographics• EUROPA, CIA Factbook, statistics
from almanacs• Modes of transportation, primary
routes• Main imports/exports• Natural resources
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By the end of the semester…
Understand the varieties of information sources available (UNDERSTAND)
Access information efficiently and effectively (ACCESS)
Evaluate information and its sources (EVALUATE)
Incorporate and synthesize information to create individual and groupproducts (CREATE)
Final papers – contextualizing the products within the broader economic, geographic landscape. Information Literacy Skills Emphasized:
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Historical Mills Project
Students worked together as a group to research, analyze, and collectively write a significant report on a mill in the local area. Del Testa intended this project to introduce history majors to detailed archival research methods in county, state, and private archives; help them prepare for taking oral histories in a professional manner; and encourage good analysis based on careful research on historical context and primary sources in comparison.
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By the end of the semester…
Understand the varieties of information sources available (UNDERSTAND)
Access information efficiently and effectively (ACCESS)
Incorporate and synthesize information to create individual and groupproducts (CREATE)
Evaluate information and its sources (EVALUATE)
Group papers – synthetic reports on the mill they researched. Their reports will serve as the basis for a future online database about the local water-powered mills.
Information Literacy Skills Emphasized:
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David Del TestaAssistant Professor, Department of HistoryBucknell UniversityLewisburg, PA [email protected](570) 577-3779 office(805) 427-6429 cell/mobile
Abby ClobridgeAssociate Director, Research & Knowledge
ServicesHarvard University, Kennedy School of Government
[email protected](617) 496-1772
Twitter: aclobridge