The digital research notebook: a simple tool to augment the one-shot - Glassman & Worsham
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Presented at LILAC 2017
![The Problem:
“[W]hile a ‘one-shot’ model with minimal faculty
engagement may indeed encourage IL concept
retention, a course-integrated model with
multiple diverse pedagogical interventions at the
syllabus and classroom level consistently
achieved greater performance gains.”
Booth, C., Lowe, M. S., Tagge, N., & Stone, S. M. (2015). Degrees of Impact: Analyzing the
Effects of Progressive Librarian Course Collaborations on Student Performance. College &
Research Libraries, 76(5), 623–651. https://doi.org/10.5860/crl.76.5.623](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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The digital research notebook: a simple tool to augment the one-shot - Glassman & Worsham
- 1. The Digital Research NotebookA Simple Tool to Augment the One-Shot Julia Glassman (@juliaglassman) Doug Worsham (@dmcwo) #lilac17 #researchnotebook
- 2. The Problem: “[W]hile a ‘one-shot’ model with minimal faculty engagement may indeed encourage IL concept retention, a course-integrated model with multiple diverse pedagogical interventions at the syllabus and classroom level consistently achieved greater performance gains.” Booth, C., Lowe, M. S., Tagge, N., & Stone, S. M. (2015). Degrees of Impact: Analyzing the Effects of Progressive Librarian Course Collaborations on Student Performance. College & Research Libraries, 76(5), 623–651. https://doi.org/10.5860/crl.76.5.623
- 3. The Challenge: How do we build on our experience conducting one-shots as we work toward “a course-integrated model with multiple diverse pedagogical interventions”?
- 4. The solution: A Pre-Assignment W/ Existing Learning Objects Librarians at many institutions are now focusing on collaborating with faculty to develop thoughtful assignments; providing online instructional materials integrated into the curriculum; scaffolding research and writing assignments. Adapted from: Jaguszewski, J., & Williams, K. (2013). New Roles for New Times: Transforming Liaison Roles in Research Libraries (Report). Association of Research Libraries. Retrieved from http://conservancy.umn.edu/handle/11299/169867
- 6. Share Your Research Notebook #lilac17 #researchnotebook
- 7. Let’s Make Notebooks! 1.Make sure you’re logged into your Google account. 2.Open the template: http://bit.ly/notebook- template 3.Make a copy of the template by clicking “File,” then “Make a copy.” 4.Now you can edit your copy.
- 8. Awarding Credit Formulate an assessment and feedback plan: Formative Assessment (+Portfolio) Completion (+ Sampling) Reflection (+ Sampling) ... Include your email address in the notebook template and include directions to help students share their notebooks with you. Be sure to set a deadline for completion in advance of your f2f session
- 9. Working w/ Faculty and Avoiding Setbacks Dear Prof. ___, Thank you for requesting an instruction session! After reviewing the learning outcomes listed in your message, I have created the following instruction plan for your students: Pre-assignment - Due _____: Digital Research Notebook This notebook helps students break down and organize the research process. It covers developing a general topic or idea into well developed research questions, identifying the most effective search tools, generating a robust collection of keywords, and more! ....
- 10. Ideas / Questions? Share your notebook in progress with the hashtags #lilac17 and #researchnotebook! Future sharing of notebooks & online tutorials across institutions? Cross institution research studies? …? …?
Editor's Notes
- Intros For reference: http://www.lilacconference.com/events/2017/the-digital-research-notebook-a-simple-tool-to-augment-the-one-shot Although deep, sustained engagement with students is desirable, many librarians still work within the confines of the one-shot instruction session, in which librarians have one class session to bring students up to speed on library resources, research methods, critical thinking, and more. This problem is compounded at universities serving tens of thousands of undergraduate students, where models like the "personal librarian" aren't feasible. Librarians must thus find creative ways to help students craft thoughtful research questions, scaffold their research process, and think critically about the sources they find. To meet this challenge, the authors used Google Docs to create a digital "research notebook" which, through a combination of video tutorials and reflective writing prompts, guides students through the basics of choosing a topic; generating search terms; and navigating LibGuides, article databases, and the library catalog. The notebook can be assigned before a one-shot session so that the librarian can devote the session itself to more advanced concepts. It can also be used in other ways: as a stand-alone assignment, for instance, or the backbone of a credit course. After a one-year pilot program, the authors have found the notebook to be an effective way to help students write high-quality research questions and find useful sources for their assignments. In this workshop, participants will create research notebooks that they can deploy soon after they return home. After a 10-minute overview of the original notebook and its adaptations for various courses, participants will spend approximately 40 minutes completing the following learning outcomes: 1. Writing a set of learning outcomes for their research notebook; 2. Creating a template for their notebook; 3. Drafting at least one lesson in their notebook; and 4. Workshopping their notebook with other participants. In the last 10 minutes of the workshop, participants will learn how to assign and award credit for the notebook, work with faculty, and avoid potential setbacks. Participants should come prepared to work with Google Docs and other online learning tools.
- Doug Other things to (maybe) talk about here: In addition to impact on student learning, what about library staff morale? What do we do if we aren’t comfortable teaching the same thing over and over again, but don’t have adequate staff time to develop something new? What about faculty/instructor perceptions of library staff instructors? How do we better position ourselves as partners in instruction?
- Julie I.e., how do we take an iterative, developmental approach that builds on our existing experience and expertise? Several things make this a challenging transition: “Several barriers have made for a slow transition in instruction. Like faculty, librarians do not necessarily have the pedagogical background to advise on effective teaching methods and assignments related to library content, and even when they do, faculty do not necessarily recognize or value that expertise. The one-shot model is familiar and easy for faculty to incorporate into the syllabus. And many libraries stated that they lack instructional designers and/or educational technologists on their staff, limiting the development of interactive online learning modules and tutorials.” Jaguszewski, J., & Williams, K. (2013). New Roles for New Times: Transforming Liaison Roles in Research Libraries (Report). Association of Research Libraries. Retrieved from http://conservancy.umn.edu/handle/11299/169867 Similarly and by extension, macro and micro environmental factors in higher education present obstacles to holistic library learning assessment. For the librarian working in the context of non–credit-bearing course-integrated or course-related instruction, common impediments include teaching scenarios of limited duration (like the one-shot), lack of access to student coursework, li le in uence over course and assignment design, minimal faculty-librarian collabora- tion, and di ering syllabi and assignment expectations across a uni ed program. At the program level, nonrequisite credit-bearing IL courses, detachment from institutional governance and accreditation review, and/or frequent turnover among allied academic stakeholders are common challenges.” Booth, C., Lowe, M. S., Tagge, N., & Stone, S. M. (2015). Degrees of Impact: Analyzing the Effects of Progressive Librarian Course Collaborations on Student Performance. College & Research Libraries, 76(5), 623–651. https://doi.org/10.5860/crl.76.5.623
- Julie
- Doug Adapted from Doug’s Honors 101i class - 10 week credit course focused on research skills Provides links to online modules and then, most importantly, a place for students to *do* the work Starts students thinking about research - addresses a few core learning outcomes before a f2f session Clears class time for more advanced stuff (e.g., framework) Let’s us explore direct assessment because we’re able to see student work
- Doug Adapted from Doug’s Honors 101i class - 10 week credit course focused on research skills Provides links to online modules and then, most importantly, a place for students to *do* the work Starts students thinking about research - addresses a few core learning outcomes before a f2f session Clears class time for more advanced stuff (e.g., framework) Let’s us explore direct assessment because we’re able to see student work
- Julie 11:20-25 Help people make copies of the notebook. Workshop 1 learning outcome: With your group share ideas: What would you like your students to accomplish before your face to face instruction session? Now jot down a few learning outcomes in your copy of the notebook If time: quick share at table of their notebook in progress?
- Doug In the last 10 minutes of the workshop, participants will learn how to assign and award credit for the notebook, work with faculty, and avoid potential setbacks. Participants should come prepared to work with Google Docs and other online learning tools. ~~~ Read each notebook entry in detail, adding questions and comments. Include the complete research notebook as a significant component of student’s final project portfolio. (Honors 101i) - Quickly review each notebook entry, noting which students have completed the assignment. Look for common challenges to address is f2f instruction. Ask students to write a short reflection and overview of their research process at the end of their notebooks. Use this reflection/overview statement for assessment. Look for common challenges to address is f2f instruction.
- Julie In the last 10 minutes of the workshop, participants will learn how to assign and award credit for the notebook, work with faculty, and avoid potential setbacks. Participants should come prepared to work with Google Docs and other online learning tools.