F ROM

Prix Fixe

TO A LA CARTE 

Using Lesson Study to Collaborate with Faculty in Customizing Information Literacy

 J ILL M ARKGRAF , E RIC J ENNINGS , H ANS K ISHEL

too much to cover Challenges of the one-shot library instruction session

“I’ve had this before…”

Assessment

Center for Excellence in Teaching and Learning introduces Lesson Study

Lesson study



“Brings together groups of teachers to discuss lessons that they have first jointly planned in great detail and then observed as they unfolded in actual classrooms”

 Fernandez, C. (2002). Learning from Japanese approaches to professional development: the case of lesson study. Journal of

Teacher Education, 53(5), 393-405.

Lesson Study 1. Set goals 2.Plan the lesson 3.Teach & Observe 4.Review and Discuss findings Students Revise and season according to taste. Repeat as often as desired.

Adapted from Lewis, C, Perry, R. & Murata, A. (2006). How should research contribute to instructional improvement? The case of lessons study. Educational Researcher, 35(3), 3-14.

The Lesson Study Team

4 librarians 3 writing instructors

F IRST C OURSE 

Goal Setting

 S IMMERED TO PERFECTION FOR 5 WEEKS

• • • • • • • • •

Goals



an awareness of hierarchies of information an understanding of differences between keyword and subject heading searching the ability to refine searches on basis of results an understanding of citation chasing an understanding of where to go for different types of sources the ability to recognize and demonstrate transferability of search skills the ability to replicate searches the ability to document successful results the ability to access the actual source



Goals 

Choose two this time



Students will be able to:

• determine where to go to search for different types of resources • recognize and demonstrate transferability of search skills

S ECOND C OURSE 

The Lesson



Introduction Demonstration Student partner activity Discussion

Introduction & Demonstration

Partner activity

Search on partner’s topic

Discussion

S ECOND C OURSE 

Reflection & Revision



Observations Student evaluations Student focus groups Analysis of student worksheets

Revised lesson

D ESSERT 

Choose one

The Perfect Lesson

or

Culture of Collaboration



T RANSITIONING FROM P RIX F IXE …

Librarians invited to participate in revision of freshmen writing course to integrate information literacy

Science faculty get wind of lesson study. Want in.

• Traditionally not heavy library instruction users • Faculty from chemistry, geography and anthropology, biology physics and astronomy

• Assumed students came to them with much more library experience than was the case • Led to demonstration of library research from student perspective

1. Select an appropriate database 2. Conduct a search in the database 3. Refine the search to improve results 4. Select an article 5. Use EndNote Web to save citation 6. Find the full text of the article

Nursing faculty

hear about lesson study. Take it to another level

Nursing Lesson Study Librarians:

Eric Jennings Hans Kishel Bryan Vogh

Nursing Faculty:

Angie Stombaugh Arin VanWormer Rita Sperstad

Evidence-based practice

basing decisions on the best research available

NURSING Source: http://gollum.lib.uic.edu/applied_health/node/12

NURSING

Overall goal Students will be able to retrieve various levels of scholarly information and apply or evaluate its usefulness to clinical practice

NURSING

1. Nursing 240 The student will demonstrate understanding of nursing information structure and literature

NURSING

2. Nursing 230 The student will demonstrate effective search strategies to retrieve

one scholarly

piece of evidence from CINAHL to support their clinical PICO question.

NURSING

3. Nursing 330 The students will demonstrate advanced search strategies to select high quality pieces of evidence to support their clinical PICO question

NURSING

3. Nursing 472 The students will demonstrate use of “best practice” evidence to evaluate nursing practice in the clinical setting

NURSING

Assessment

• •

Embedded throughout Post-test, compared to control group that did not go through progression

D IGESTIF 

Liberal Education Revision

From course requirement to outcomes-based Serve as campus model for integration

D IGESTIF 

Outcomes

Thank you for coming Questions? Supplemental materials available at libguides.uwec.edu/lessonstudy