Orlando Archibeque, Lorrie Evans, Karen Sobel, Linda Tietjen, Diane Turner

The Future of Teaching and Learning . May 14 – May 15, 2009, Auraria Campus

University of Colorado Denver ~ Denver Transfer Initiative ~ Community College of Denver

Information:

findingevaluatinginteracting with it

Have you brought in your class for a library instruction session?

a. Yes

b. No

Think back to a recent writing assignment requiring research that you gave to your class. Reflect on how the students did (in general) and select the most appropriate answer.

a. Students demonstrated a synthesis of ideas and a critical evaluation of the evidence gathered.

a. Students provided a basic information dump. Very little evidence of critical evaluation in the development or support of the thesis.

a. Students copied someone else’s ideas.

Have you brought in your class for a library instruction session?

a. Yes

b. No

Think back to a recent writing assignment requiring research that you gave to your class. Reflect on how the students did (in general) and select the most appropriate answer.

a. Students demonstrated a synthesis of ideas and a critical evaluation of the evidence gathered.

a. Students provided a basic information dump. Very little evidence of critical evaluation in the development or support of the thesis.

a. Students copied someone else’s ideas.

How do you feel after grading a stack of term papers?

Fact finding alone doesn’t promote understanding.

We tend to teach research in a linear way.

Students get stuck on the first challenge, panic:

“There’s nothing on my topic!”

The simplest tool, Academic Search Premier is deep and rich.

Like using Google, the most concrete thinker can usually find something.

Using it well requires making associations (higher order reasoning).

The library class is one small part:

Focus on the evaluative and interactive part of research.

-- less linear.

Integrate research literacy throughout the program of study.

If your students have a library session on week four, will they remember the details by week 12? Spread the learning out…

Build on the basics of research before twittering your life away

Walk around the library (tours)– get the feel of the library as place

Person to person contact – meet a librarian Learn about the incredible databases for

your papers, here or from home

Orlando ArchibequeSocial Science Bibliographer

Auraria Library

Auraria LibraryEthnic Studies Department University of Colorado Denver

Center for Faculty Development University of Colorado Denver

CLAS Dean’s Office University of Colorado Denver

To infuse diversity into the curriculum at the University of Colorado Denver.

Work with 13 UCD faculty members who have expressed an interest in infusing diversity into a specific course.

Review current syllabus Research library material (books,

databases, video) to identify what was new in requested fields

Recommend additional content from newly found resources

Conduct a two hour workshop for participating faculty

Chemistry Communication Counseling Psychology and Counselor

Education Early Childhood Education Educational Administration and

Supervision English Geography Initial Professional Teacher Education Management Mathematics Recording Arts School Psychology

December 20, 2008 – Deadline for faculty submission of class syllabus

December 21, 2008 – January 14, 2009 Reviewed faculty syllabi; researched library material to be included in recommendations.

January 15, 2009 – Conducted a two hour workshop for participating faculty.

April 1-10, 2009 – Assessment Survey

Minority Language Media: Concepts, Critiques, and Case Studies. Edited by Mike Cormack and Niamh Hourigan. Clevedon ; Buffalo : Multilingual Matters, c2007.

Everyday Antiracism: Getting Real about Race in School. Edited by Mica Pollock. New York : New Press : Distributed by W.W. Norton & Co., 2008.

Role of Religion in Marriage and Family Counseling Edited by Jill Duba Onedera. Publisher New York : Routledge, c2008.

Do you speak American?

Why is the English spoken by Maine lobstermen so different from the English spoken by Texas cowboys? What constitutes "standard English" in the U.S. today? Will Spanish displace English altogether? And how is English linked to issues of race, gender, and class?

Sexual and Racial Stereotypes in the Media

Sexual and racial stereotypes are constantly being redefined and reinforced on TV and in movies, in magazines and on the Web, in video games—practically everywhere.

In Working With Arab Americans, Dr. Naji Abi-Hashem demonstrates his approach to working with clients with Middle-Eastern and Arab backgrounds. Arab and Middle-Eastern Americans are a heterogeneous group that includes people from the three major world religions and with origins in dozens of countries.

Working with Arab Americans

Bibliography of Native North Americans

Early Encounters in North America: Peoples, Cultures and the

Environment

Chicano Database

Ethnic NewsWatch

Oxford African American Studies Center

Contemporary Women’s Issues

GenderWatch

LGBT Life 

Survey of 13 faculty members: April 1-10, 2009

8 of 13 responded 35% said the session was “somewhat

useful” 25% said the session was “very useful” 38% said the session was “extremely

useful”

Sample survey comments

“Keep having the training session.” “Great workshop.” “May I do it again for a different course?” “Learned about many resources at the

Auraria Library.”

Diversify Your Syllabi Workshops for Fall 2009 & Spring 2010

Outreach by Librarians to MSCD and CCD faculty development centers

• Just schedule a time slot and let us choose one.

• Request someone you've liked in the past. 

• Look at the subject specialists list or read the librarian profiles.

• Or, you can give the instruction department an email or call, and talk about the type of instructor you’d like.

• Level of expertise in a particular subject area• Comfort level with a particular age group of

students--• Energy level• Level of detail covered

Remember—you and your library instructor will plan together.

• Embed a librarian in your course.• Bring your students for an instruction session.

Make sure they understand the librarian will be glad to keep in touch.

• Have a librarian make a brief visit to your class.• Add a subject specialist librarian’s contact info to

your syllabus.• Ask a librarian to contribute ideas for your

course, or for your course page/Blackboard site.

Grant collaborations?

• TA or student research mentor program.

• Collaborate on assignments, syllabi

• Online tutorials, streaming video productions

Near future:

• Connections series for faculty• New library catalog interface

What do you want the library to be for your students and for you?

Badke, William B. Research Strategies: Finding your Way Through the Information Fog. iUniverse. 2008

A research “how to” for the students.

Bruce, Christine S. Informed Learning. American Library Association 2008

Current thinking on information literacy. Emphasis on education theory, with some new ideas on teaching the research process.