Replacing Old Bridges with New

Kristen Motz Helen Woodman Ferris State University

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Librarian + Professor = Impact in Student Learning College Critical Reading

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WRITING…IN A READING COURSE?

Used with permission from Richard Guindon

INQUIRIES

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Inquiries into Teaching and Learning Project How does the librarian and collaboration between a FLITE instruction classroom faculty in the process of designing and implementing an argumentative research paper assignment in College Critical Reading impact student performance on course learning outcomes?

Class Learning Outcomes:

As a result of the process of writing and completing an argumentative paper, students will be able to:       Evaluate the relevance and importance of text (reading) material in various content areas; Recognize the various levels of validity of material found in textbooks and in other varieties of print material; Develop and practice summarizing skills, including annotating and concept mapping; Develop the ability to ask appropriate questions of print material leading to better understanding of the author’s message and point of view; Recognize multiple points of view on a given topic and take positions in support of or in opposition of these viewpoints; Read diversely and deeply, applying literal and interpretative comprehension skills necessary for continuing college-level work

Outlining the Argumentative Paper

S U P P O R T INTRODUCTION S U P P O R T CONCLUSION S U P P O R T

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THiNK: Think: Critical Thinking and Logic Skills for Everyday Life How to Think About Weird Things: Critical Thinking for a New Age

What to do with Weird Things

Research Both Sides of Your Topic Find 8 Reliable Sources

Take a Position

Keep a Research Log Write Individual Paper Plan Group Presentation Create Original Game

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Professor Tools and Techniques Recycled • • • • • • •

Puzzle Me sheets Journals/Logs Sweat Pages Textbook-based Assignment Individual Paper Group Presentation Student Created Games http://www.flickr.com/photos/geishaboy500/100043823/

Professor Tools and Techniques Revised for New Assignment

Course Concept Map New Rubrics Course Timeline http://www.flickr.com/photos/denisecarbonell/3923601326/

Assessment Editing Revising Drafting Gathering Information Writing a Short Plan Writing a Formal Outline Finding Sources Writing Summary of Article and Application in AP Article, Summary and Application DUE Generating an Argument Library Mini Sessions Formulating a Topic and Thesis Finding a Subject Writing Help in FLITE or Writing Center/ASC Research Journal of Progress Presentation Plan Presentation Group Assignments Presentation Formal Outline PowerPoint Presentation Video/Visuals Presentation to Class Group Game Plan Group Game Group Assignments Group Questions Game Board Game Board Due for Grade Game Presented to Class Game Presented for Grade Game Played by Class Sessions 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Exam Week

Librarian Tools and Techniques

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Class Web Page Point-of-Need Instruction Research Consultations Information Literacy Assessments

Librarian Session 1

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Week 1

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Introduction to Librarian

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Course Concept Map

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Information Literacy Assessments

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Introduction to Class Help Page http://www.flickr.com/photos/velkr0/3472576304/

Librarian Session 2: Getting Acquainted

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Week 4

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Review of Class Help Page (with book locations)

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Introduction to Catalog

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Introduction to 2 Databases

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Second Connection http://www.flickr.com/photos/rooty/3661350095/

Librarian Session 3 - Week 5

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Review of web page

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Touch base

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Hands-on web evaluation exercise

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Let’s Go Whale Watching

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Third Connection http://www.flickr.com/photos/nhunt/1437954595/

Librarian Session 4 - varies

APA Citation Work: Human Citation Game Fourth Connection http://www.flickr.com/photos/vancouverfilmschool/4379914053/

New Strategies from Librarian

Information Literacy Assessments: Online

New Strategies from Librarian

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Research Consultations

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Paper slips handed out twice in class

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Overwhelming response

Firming Up the Foundation – Results!

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113 students –> 94 completed papers (83.2%) 78.25% passed paper with C- or better Progressive improvement in student-selected sources Increased student interaction with librarians, Writing Center, and course professor 56 FLITE research consultations http://www.flickr.com/photos/ogcodes/257409323/

Challenges

Overwhelming rush to FLITE librarians: FLITE was prepared Equally overwhelming rush to Writing Center: Writing Center was not prepared

Multiple Bridges: Weird Topic Librarians http://www.flickr.com/photos/jamesbondsv/3904919485 /

Student Input 1

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Keep the argumentative paper Make the paper at least 8 pages long Assign 8 sources Begin paper’s annotated outline earlier Cover APA citation earlier/more often http://www.flickr.com/photos/nics_events/2350462608/

Student Input 2

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Keep the Writing Center tutors involved

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Keep the FLITE librarians involved – students loved that part

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Require completion of the Argumentative Paper and all of its components to pass the course http://www.flickr.com/photos/jaymiek/2474089179/

Games

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Back to the Future (reincarnation) – Monopoly

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Alien Invaders (build a spaceship) – Trivia Pursuit

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Ghostland – Candyland

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Grab an Angel - Monopoly

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Student Quote

• “Thank you for your teaching. . . .I think you should keep the length of your research paper the same next semester because it has helped me in Eng 150. I have an A in that class thanks to your teaching in reading sources and writing papers.” (Personal communication, December 2009)

Faculty–Librarian Bridges Old and New Doug Wallick – Filckr 2010 http://www.flickr.com/photos/dwallick/3078130103/in/set-72157606087976205/

Discussion

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What portions of this collaborative project would work in your setting?

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What tools and techniques look most helpful for the classrooms you instruct?

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