Transcript Document
WE WON BIG! Our FYE Gamble Presented by librarians from Concordia College - Moorhead, Minnesota Erika Rux, Chair of Library Instruction Amy Soma, Access and Delivery Librarian Molly Flaspohler, Chair of Reference Services ABOUT US Current "Cobber" Climate o Private, liberal-arts college affiliated with ELCA o 2800 students Discourse program (first-year writing and speaking) o Complicated course structure o Irregular participation o One-shot sessions Curriculum Revision (1991-present) o First-Year Experience Program o Core Curriculum THE PLAN - LEARNING OUTCOMES Librarians developed five foundational information literacy learning outcomes based on the ACRL standards. Upon successful completion of an Inquiry Seminar, students will be able to: 1. select, locate, and evaluate a reference source (e.g., electronic encyclopedia, specialized print encyclopedia, CQ Researcher, etc.) related to their general topic area. 2. identify the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical, etc.). 3. differentiate between the library’s online catalog (MnPALS), the Academic Search Premier database, and the ProQuest Newspapers database, initiating appropriate searches in each. LEARNING OUTCOMES CONTINUED… 4. examine and compare information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias. 5. choose information that meets a particular need; interpret and combine information from a variety of sources to resolve a particular problem or question. 6. adjust and modify research topics, according to the interplay of newly discovered information with pre-existing knowledge and experience. 7. apply knowledge and skills from prior library experiences to effectively plan and create a product or performance (e.g., a debate or panel discussion, paper, annotated bibliography, group presentation, etc.). THE PLAN - COACH TEACHING FACULTY Presented Minnesota high school information literacy data. Tapped into “writing as process” pedagogy. Suggested potential timeline for implementing stratified research project. Framed learning outcomes within Bloom's Taxonomy. Evaluation Cognitive Domain Hierarchy of Learning (Information Literacy Application) External Criteria Internal Evidence Synthesis Abstractions Design Communication Analysis Application Application Organization Design Communication Finishes project demonstrating enhanced understanding >> Adjusts and modifies research strategy >> >> Examines and compares information sources >> Comprehension Universals Procedures Specifics Methodology Criteria Classifications Trends Conventions Facts / Terminology Theories Principles Extrapolates Interprets Translates >>>>>> Chooses information that meets a specific need >>>>> >>>>>>> Recalls structure of individual search tools >>>>>>> >>>>>>> Recognizes various modes of information organization >>>>>>> >>>>>>> Grasps research as process, plans basic strategy >>>>>>> Knowledge Intellectual Abilities and Skills Adapted from: Bloom, B.S., Engelhart, M.D., Furst, E., Hill, W.H. & David R. Krathwohl. (1956). Taxonomy of Educational Objectives, Handbook 1: Cognitive Domain. New York: David McKay Company, Inc. THE PLAN - COACH TEACHING FACULTY Presented Minnesota high school information literacy data. Tapped into “writing as process” pedagogy. Suggested potential timeline for implementing stratified research project. Framed learning outcomes within Bloom's Taxonomy. Provided adaptable assignment templates (based on active learning pedagogies) as well as adjustable assessment tools. DISCUSSION Curriculum reform presented an ideal opportunity for librarians at our institution, but it was a complicated and lengthy process. Can you identify less radical opportunities for restructuring or reviving the information literacy program on your campus? What strategies have you employed to facilitate successful faculty and librarian collaboration? What questions do you have about our process? THE PROGRAM – PEER LED TOUR Concordia's library tours for new students coincide with the College's First-Year Student Orientation. Tours: are led by upper-class student club leaders. take approximately 15-20 minutes. highlight key service areas (e.g., reference area, circulation area, computer/learning labs, etc.). allow students to briefly meet library staff stationed at service areas. give librarians an opportunity to hand out library information and a small gift. THE PROGRAM – THE "LIBRARY LAUNCH" Concordia’s Inquiry Seminars (INQ) are required of ALL new students. INQ instructors are reminded to schedule a Library Launch session during the first weeks of school. Library Launches: begin with a welcome and brief introduction, engage students with The Machine is Us/ing Us by Mike Wesch, Assist. Prof. of Cultural Anthropology, Kansas State University, and require completion of an active learning exercise centered around themes introduced in the video. ACTIVITY ADDITIONAL INSTRUCTION Because the Library Launch is intended only as a general library introduction, instructors are encouraged to request additional library instruction or to utilize the assignment templates. Additional sessions may: highlight course specific resources, examine disciplinary tools, introduce or reinforce research competencies. ASSESSMENT Written Assessment – Fall 2006 Campus-wide Perceptions Assessment – Fall 2006 and 2007 Project SAILS (pilot) – Fall 2008 WHAT'S NEXT? Sequenced information literacy instruction in the disciplines (Biology, Psychology, Social Work) Assessment A librarian led Inquiry Seminar for transfer and probation students QUESTIONS? THANK YOU! RESOURCES Inquiry Seminars: Instructor Resources http://library.cord.edu/instruction/inquiry/index.htm Molly’s example course page (Jonathan Clark) http://www4.cord.edu/library/mflaspoh/INQ/Clark/index.htm Amy’s example course page (Maureen Jonason) http://www4.cord.edu/library/soma/Inquiry%20Seminar/Jonas on/inqvietnam.htm Erika’s example course page (Lisa Sethre-Hofstad) http://www4.cord.edu/library/rux/inquiry/sethre/index.htm