Title: Why Do Emailingerers Surf and Blog Collaborating With Faculty to Teach Information Literacy to Stude
1Why Do Emailingerers Surf and Blog?
Collaborating With Faculty to Teach Information
Literacy to Students Who Speak a Different
Language
- Molly Flaspohler Erika Rux
- Concordia College Carl B. Ylvisaker Library
- 7 October 2004
2A Little About Us
- Concordia College, Moorhead, MN2,814 students8
full-time librarians220 full-time teaching
faculty141 student/faculty ratioNearly 100
majors/pre-professional programs in 24 academic
departmentsPrivate, liberal arts college
affiliated with the Evangelical Lutheran Church
in America
3Library Instruction at Concordia
- New Student Library Orientation71
participation (Fall 2004) - The Discourse Program101 - This course
emphasizes expository writing as a means of
introducing students to the complete writing
process.102- This course emphasizes the written
focus common in academic discourse.103 - This
course emphasizes the research process, asking
students to complete in-depth research projects
using resources available in the library and
elsewhere.109 - This course will emphasize the
nature and management of public speaking. - Individualized Upper-level Classes
4Identifying Student Challenges
- Lack of disciplinary background and
vocabularytopic selection - Overconfidence
- Library anxiety information overload
- Linear view vs. recursive processineffective
one-shots reinforce this idea - Ambiguous assignments
- Incorrect or misleading instructions
- Lack of relevancy busy work
- What have we missed?
5Identifying Faculty Challenges
- Expert-Researcher Model See Leckie
- Continuous change
- Time pressures inside and outside of the
classroom - Overconfidence
- Library anxiety
- What have we missed?
6Librarian-Faculty Collaboration
- 2004 Concordia Summer Workshop
Proposal Are you prepping a new course and in
search of innovative ideas for effective research
assignments? Are you planning to refine an
existing student research project that has not
been as effectual as you would like?
Participants of this two-day workshop should come
prepared to work on improving students research
competencies at the assignment level. Librarians
will introduce new library research tools,
demonstrate specific pedagogical strategies for
incorporating information literacy, provide
examples of research projects that are
interesting and effective, and discuss practical
strategies for assessing student research skills.
7Librarians to the Rescue
- Help Faculty Think Like StudentsResearch
Challenges ActivityReference Room Romp Activity - Help Faculty Think Like LibrariansLibrarian for
a Day ActivityAssignment Activities (Making
changes)
8Librarians to the Rescue
- Collaborate to create student-centered
assignments utilizing engaged pedagogies and
active learning.Reference materials Concept
mapsResearch question gridDatabase Discovery
projectCriteria for evaluating periodicals
9Librarians to the Rescue
- Help faculty structure research assignments to
incorporate information literacy. Suggest
breaking assignments into segments throughout the
course.Project proposal/research
question?annotated bibliography?project
reassessment?final paper?revision
opportunityResearch grading rubricLibrarian
input
10Librarians to the Rescue
- Suggest strategies for creating high-quality
research assignments. - Explicitly identify measurable learning
objectives - Provide an understandable, specific purpose for
the assignment. - Use correct and unambiguous terminology.
- Ensure assignments contribute to an increased
subject knowledge or improved awareness of the
process of locating disciplinary information. - Utilize a stratified methodology. Leckie
- Make students aware of a variety of sources and
formats. - Test the assignment yourself or ask a librarian
to trouble-shoot. - See also Queens University - Stauffer Library
Designing Research Assignments
11Assessment Suggestions
- Informal
- Guided worksheets
- One-minute paper
- Muddiest point writings
- Start/Stop writing
- More Formal
- Pre- and Post-tests
- Electronic Surveys
12What Faculty Said
- The most important thing I gained was a
clearer understanding of the jobs of librarians,
the importance of faculty-librarian collaboration
and the need for a curriculum-integrated approach
(instructors taking more responsibility and being
more intentional about teaching information
literacy).
All of our participants said they would apply
elements of the workshop directly into their
syllabus and/or assignments.
13What Faculty Said
14More Information
- Burkhardt, Joanna M., Mary C. MacDonald and
Andrée J. Rathemacher. Teaching Information
Literacy Thirty-Five Practical, Standards-based
Exercises for College Students. Chicago
American Library Association, 2003. -
- Fister, Barbara. The Research Processes of
Undergraduate Students. The Journal of Academic
Librarianship 18.3 (1992) 163-169. -
- Flaspohler, Molly R. Information Literacy
Program Assessment One Small College Takes the
Big Plunge. Reference Services Review 31.2
(2003) 129-140. -
- Grafstein, Ann. A Discipline-based Approach to
Information Literacy. The Journal of Academic
Librarianship 28.4 (2002) 197-204. -
- Leckie, Gloria J. Desperately Seeking
Citations Uncovering Faculty Assumptions About
the Undergraduate Research Process. The Journal
of Academic Librarianship 22.3 (1996) 201-208. -
- Shapiro, Jeremy J. and Shelley K. Hughes.
Information Literacy as a Liberal Art. Educom
Review 31.2 (1996) 31-35.
15Questions?
16Contact Us
- Molly Flaspohler
- Concordia College
- Carl B. Ylvisaker Library
- mflaspoh_at_cord.edu
- Erika Rux
- Concordia College
- Carl B. Ylvisaker Library
- rux_at_cord.edu