one shot? make it four!: planning and assessing a multi-session information literacy experiment...
TRANSCRIPT
One Shot? Make it Four!:
Planning and Assessing a Multi-Session
Information Literacy Experiment
Maureen WilliamsNeumann UniversityAston, Pennsylvania
How many do one shot classes?
How many do semester long classes?
Anyone do anything in between?
What are the major drawbacks to one shot classes?
Introduction and BackgroundHi!
Information Literacy at Neumann
Relationship with Education Department and Upper Level Instructors
Information Literacy Assessment at Neumann◦Work with Core Committee
Breakdown of IL ClassesFall 2011 47 Total Classes 30 First Year Classes 17 Upper Level/Subject Classes
Spring 2012 47 Total Classes 28 First Year Classes 19 Upper Level/Subject Classes
Fall 2012 63 Total Classes 28 First Year Classes 35 Upper Level/Subject Classes*
Spring 2013 57 Total Classes 28 First Year Classes 29 Upper Level/Subject Classes *8 were part of the
Education/Library Collaboration
Fall
2011
Sprin
g 20
12
Fall
2012
Sprin
g 20
130
10203040
Upper Level IL Classes
Upper Level IL Classes
What am I going to talk about?Background of collaboration
What happened in each session
Assessment & sharing results
How it can transfer to your program
Library/Education Department IL Experiment
How did it start?
Who was involved?
What did we do?◦2 Classes◦4 Session Each
Research PacketDocumented the research
process for the students
Provide a step-by-step progression
Based off of the AAC&U Information Literacy VALUE Rubric and the ACRL IL Standards
Accompanying Rubric
Rubric Based Off AAC&U Rubric
http://www.aacu.org/value/rubrics/pdf/InformationLiteracy.pdf
Class Breakdown2 Classes. Each visited 4 times.
15 Week Semester◦Sophomores: Week 4, 7, 11, 13◦Juniors/Seniors: Week 2, 5, 7, 10
Even though classes were different and were seen in different weeks, the research process was addressed the same way
Session 1: Background Research in Google and CREDO
Often overlooked part of research process (by students and faculty)
Very good feedback
Timing is key
Session 2: Using Databases and Finding ArticlesClosely resembled a typical ‘one
shot’ upper level IL session
Students already had keywords and had completed a free write about their topic
Students saved articles to their EBSCO folders, with the intent to use them in the next session
Session 3: Finding, Reading and Evaluating ArticlesStudents spent time reading and
filled out the part of the Research Packet that broke down one article
Worked on thesis questions becoming thesis statements◦Major work needed on this
Students were eager for one-on-one attention
Session 4: Outlining and CatchallStudents were asked for three
supporting points and article/page/quote that would support each point
Exercise was well received
One-on-one attention still needed
APA and citation overview
GradingStudents were graded based on IL
Rubric
Faculty member & I graded the same for 6 students
Faculty member graded higher for 14 students
I graded higher for 3 students
Grading was challenging!
Student Survey Results
Student Survey Results
Even if a Librarian isn’t present, do you like the idea of dedicating several class periods SPECIFICALLY to working on your research assignments for class?
Yes 95.7%No 4.3%
Student Survey Results
Did you find the handouts that were used over the course of these sessions helpful/useful?
Very Helpful 56.5%Helpful 43.5%Not helpful at all 0%
Did you find these sessions more or less helpful than other times a librarian has come to your class in the past? Why or why not?
‘more helpful, it was easier to have the step by step process rather than doing it on our own
‘This was more helpful because I always have trouble finding information on research papers.’
‘More helpful because I did not know much about research papers before these classes.’
‘I found these sessions very helpful. I have not had this in the past.’
‘Less helpful. Had a librarian in class for English 101 and 102 so by now we know how to write a paper on our own. Having one now in class is distracting and slows down the process.’
Why does this discrepancy happen?
Students need the research help, but they don’t recognize the value of the library session.
What was most useful to you about these situations with a librarian?
‘The process was laid out for me in a way I have never seen before. We were able to work step by step to make sure we were doing the right steps to create a great research paper.’
‘What i found to be most useful during these sessions was just having some extra help on writing my research paper and having someone around to ask questions.’
‘she took us step by step and made it easy for us to put the paper together’
What else would you have liked to see in these sessions?
‘I would have liked for the librarian to be able to come around and help each individual student more. Also, I wish we could have had more than three visits together to follow the process all the way through.’
‘More one on one assistance.’
‘Having our thesis statements revised in order for us to know whether were on the right track or not’
‘Less handouts and more time to plan on our own. Or have the handouts optional.’
‘More in depth help with each handout’
‘Proof reading of assignment prior to due date.’
Reflection and Recommendations to the Core Committee
More class time spent reading and analyzing articles
Better incorporation of research into writing
Redux?
Time consuming
Faculty member implemented a modified version of our collaboration in Spring 2013
Spread IL instruction to faculty members◦‘Teach the teachers’
Make good research a goal of all on campus
How Can YOU Do It Too?
How Can YOU Do It Too?Target a department or faculty
member that is already involved with the library
Plan and time carefully◦Communicate with students – let them
see the big picture◦Plan assessment
Market it as a ‘trial’ or ‘experiment’
Collaborate on everything!
How Can YOU Do It Too?Handouts/Worksheets
◦Don’t over do it (my mistake)
Have someone to report results to◦Director, Dept. Head, Core
Curriculum Committee
What is the next step?
