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New Models for Credit-Bearing Information Literacy Courses

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ACRL e-Learning Webcast, March 15, 2011. (Updated)

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New Models for Credit-Bearing Information Literacy Courses

  1. 1. New Models for Credit-Bearing Information Literacy Courses ACRL e-Learning Webcast, March 15, 2011
  2. 2. Presenters  Kim Leeder: Librarian/Assistant Professor, Boise State University  Sara Seely: Librarian/Assistant Professor, Boise State University  Christopher Hollister: Associate Librarian, University at Buffalo
  3. 3. 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/
  4. 4. 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
  5. 5. 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 years B: 6-10 years C: 11-15 years D: We don’t teach one (yet)
  6. 6. 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: Content B: Delivery method C: Audience D: All of the above
  7. 7. Change & the new IL course
  8. 8. Change & the new IL course Students •    Learning styles & engagement •    Expectations •    Information literacy/illiteracy •    Emerging literacy
  9. 9. Change & the new IL course (cont.) Institutions •    Accreditation •    Budgets •    Curricula •    General education •    Academic programs •    Individual disciplines
  10. 10. Change & the new IL course (cont.) Libraries/librarians •    Professional role •    Institutional role •    Staffing/budgets
  11. 11. Change & the new IL course (cont.) Technology •    Distance, online, hybrid •    Courseware •    Multimedia •    Web communication tools •    Social software/networking •    Instructional technology
  12. 12. Change & the new IL course (cont.) Challenges •    Staffing •    Budgets •    Technology •    Support •    Continuing education & improvement
  13. 13. 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: Students B: Institutions C: Libraries/librarians D: Technology
  14. 14. The Boise State experience A microcosm of changes in the library instruction world.
  15. 15. University 106: History & Context
  16. 16. 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/
  17. 17. 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/
  18. 18. University 106: History & Context Student audience = varied Image: maistora on Flickr, http://www.flickr.com/photos/rkeohane/104512355/
  19. 19. University 106: History & Context  Required by a few random majors (Marketing, Radiology)  New students  Seniors needing 1 more credit  150 cap
  20. 20. Curriculum update (2008)  Course retitled, new focus: “Library Research”  Course goals updated, aligned to ACRL standards Photobywarrenski,http://www.flickr.com/photos/warrenski/5026666309/
  21. 21. Curriculum update (2008)  New approaches  Blackboard  In-person sections  Discipline- and College- oriented sections  What haven’t we tried?
  22. 22. Curriculum update (2008) Increasing collaboration with First-Year Writing Program Image: Clearly Ambiguous on Flickr, http://www.flickr.com/photos/clearlyambiguous/401400171/
  23. 23. Project Writing and Research
  24. 24. PoWeR = Collaboration
  25. 25. 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
  26. 26. 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
  27. 27. 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
  28. 28. 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
  29. 29. Rubric criteria
  30. 30. Rubric criteria
  31. 31. 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.
  32. 32. Overall assessment
  33. 33. Rubric criteria
  34. 34. Univ106 Course Evaluations
  35. 35. + / -  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/
  36. 36. PoWeR E-Textbook
  37. 37. 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
  38. 38. Boise State Q&A
  39. 39. The University at Buffalo experience ULC 257: Library Research Methods
  40. 40. University at Buffalo ULC 257: Library Research Methods  Two credits  Since 2003  General Education Program, elective  University Learning Center  Two sections per semester
  41. 41. University at Buffalo  Case study teaching (definition)  “…chunk of reality” used for instructional purposes  “…derived from preexisting materials…”
  42. 42. University at Buffalo  Case study teaching (requirements)  Specific learning outcomes  Real world scenarios  Meaningful, relevant, and understandable
  43. 43. University at Buffalo  Case study teaching (components)  The case itself  Case questions  Small group work  Debriefing
  44. 44. University at Buffalo  Case study teaching (purpose)  Active learning  Critical thinking  Published evidence  Refreshed instructors
  45. 45. University at Buffalo  Case study teaching (results)  Improved test scores  Improved final grades  Improved course evaluations
  46. 46. University at Buffalo  ULC 257 Digital Archive  Showcase for students’ research projects  Ongoing exhibit  Wiki platform
  47. 47. 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
  48. 48. University at Buffalo  ULC 257: Library Research Methods  Discipline specific sections  Credit IL course for the Department of Chemistry  Moodle
  49. 49. Buffalo Q&A
  50. 50. General Q&A / The end Thank you!  Find this presentation at: http://slidesha.re/creditbearing
  51. 51. Selected Bibliography ALL 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.
  52. 52. Selected Bibliography DEPARTMENTAL COLLABORATIONS Goebel, 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 TEACHING Allen, 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. ASSESSMENT Burkhardt, 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.
  53. 53. Selected Bibliography PORTFOLIO STRUCTURE Walsh, T. & Hollister, C. (2009). Creating a Digital Archive for Students' Research in a Credit Library Course. Reference & User Services Quarterly 48 (4), 391-400. TECHNOLOGY Burkhardt, 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.
  54. 54. Switch to Chat Discussion  We’ll now begin a presenter-moderated chat discussion of for-credit instruction models.  Please switch your screen to Elluminate’s “Wide Layout” to expand your chat box.

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