Information Literacy Collaborations with Faculty – Sustainable?
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DESCRIPTIONInformation Literacy Collaborations with Faculty Sustainable?. Anne Fullerton Kathy MacDonald University of Waterloo. Faculty Opinions: Teaching Information Literacy. 46% collaborative approach 39% librarians solely responsible Faculty Support for Instructional Options. % Overall. - PowerPoint PPT Presentation
Information Literacy Collaborations with Faculty Sustainable?Anne FullertonKathy MacDonaldUniversity of Waterloo
Why the Interest in Collaboration?
Because it seems that, for many faculty, notions of collaboration do not extend to assignments, teaching, or grading, the question then arises as to what the faculty conception of collaboration really is.
Leckie & Fullerton(1999)
Faculty Opinions: Teaching Information Literacy46% collaborative approach39% librarians solely responsible
Faculty Support for Instructional Options
(Leckie and Fullerton, 1999)% Overall
Whats Your Image of a Librarian/Faculty Collaboration? Activity Draw your view of an IL collaboration.
Discuss drawings/views at your table. Patterns?Give examples of collaborations at your institution. Arrange the drawings in a continuum
Our FrameworkCollaboration is recursiveSustainability is the capacity to endureProgram level focusOther Academic Partners includedAssessment is recursive????
Earlham Model of library instruction - based on collaboration with faculty and tied to curriculum goals. 1960 - 1990Evan Farber, College Librarian; ACRL Research Librarian 1980.Librarians are educators who contribute to college missionQuaker values collaborationSuccession plans to ensure sustainability
Mellon Project @ UC BerkeleyCampus Academic Partners 6 day InstituteI-teams redesign course s and assignmentsFaculty and Librarian FellowsStipends
Doe Moffitt Library Stacks with art installation of flying books.
Are there successful Top Down approaches to collaboration?Accrediting Agencies Middle States; CEABEvidence Based Medicine Medical; Allied HealthUniversity System CSUNOTE: see end of presentation for details of aboveGovernment directives UUDLES
Council of Ontario Universities (Govt): University Undergraduate Degree ExpectationsSystematically evaluate /compare Ugrad programs and graduating students knowledge & skills 6 Expectations (OCAV)Mapped to ACRL IL standards (Lisa and Tom)Assessed during Ugrad Program Reviews (UPRAC )Senate doc statement on acceptanceFull implementation 2008 2013 UUDLES, GDLES, CUDLES
Six Expectations Depth & breadth of knowledgeKnowledge of methodologiesApplication of knowledgeCommunication skillsAwareness of limits of knowledgeAutonomy and professional capacity
How can Librarians join the UUDLES discussions / collaborations on your campus? Activity 21. Discuss: How to join the discussions/ collaborations. Think about our examples, create new ones.
2. If you have been involved in UUDLEs discussions/collaborations on your campus, what facilated your inclusion?
3. What support/help could OCUL provide? ........survey
Information Literate University
ManagementUL part of strategic decisions
IL in strategic documents
IL strategy seen as USP for university
Common understanding of IL
Talk of IL education
Stakeholders roles clearIL work part of most jobs
Majority enjoy education role, may have qualifications, are reflective practitioners
Channels for teaching discussions
Good collaboration and mutual respect
Key part of strategyLibrariansIn an Information Literate University:
Review Your Drawing any changes? Redraw?Activity 3Based on our discussions, does your collaboration drawing still fit your views?Has your role in collaboration changed?Any insights? Can you see yourself doing things differently in the future?
Wrap up...Next Year @ OLA?
Supporting Ontario Librarians collaborations in curriculum renewal and with UUDLES.
Activity #1 Report OutFlipchart Records:Collaboration is: (P= process O=outcome I=inputs)small beginning relationship Poutreach by librarian Pfeed faculty research Pa power dynamic PCo-ordinated so students doesnt see you 5x! Pengineering grad course Oembed content in course Odisappointingno success Oco-teaching knew prof. so easier to arrange Oneed more time & staff Iaccreditation expectations IILhard to fit into the puzzle Istart collab.not?
Activity #2 Report OutHow have/could you been involved in UDLEs. (Processes?)Be aware of undergrad program reviews schedulesproactive at beginning, eg. faculty retreatsSenate committee activities/promotion to SenateWork with CTE/TSS teaching support centre on campusEssential Employability Skills 6 categories of skills graduates of Ontario College must demonstrate http://www.edu.gov.on.ca/eng/general/college/progstan/essential.htmlChange your approach to What do you want students to know/do?
California State University System
CSU campuses Information Competence grad requirement since http://www.calstate.edu/LS/Overview.shtmlIntegrate IC through all courses at all levels of the university. Now ICT TestHistory of Building ConsensusGrants for collaboration with appropriate LL
Two Accrediting Agencies address Information LiteracyCurriculum Integrated since 1994Competency levels from novice to expertAppropriate assessment measuresMapped to ACRL standards (Murphy and Saleh, 20??)
Evidence-based medicine approach : Medicine & Allied HealthMondash University:Centre for Effective Practice Logo. 2008 E B P Patient ViewsResearchEvidence
Mondash University:Centre for Effective Practice Logo. 2008
Evidence Based Medicine5 step processStep 1: The question (Ask)Step 2: The evidence (Acquire)Step 3: The appraisal (Appraise)Step 4: The integration (Apply)Step 5: The evaluation (Self Reflection)Centre for Evidence-Based Medicinehttp://ktclearinghouse.ca/cebm
Our interest in collaboration and IL comes out our experiences with faculty where it is clear that our perceptions of collaboration differed and our awareness of the fragility of what we have worked hard to put in place. Our goal today is to explore librarians current views and concepts of IL collaboration between faculty and librarians and then describe some initiatives or models of integrating IL into the curriculum that focus on program or institutional integration and are driven by other groups as well as librarians.
Collaboration is recursive
Sustainability is the capacity to endure. incl. consistency
Course level vs Program level vs Institution level
OCUL Teach and Learn connection**Librarians have surveyed faculty about their attitudes and practices in the classroom with respect to IL. In the Leckie and Fullerton paper, 69% of faculty said IL was important for 1st and 2nd year students while 84% supported IL for 3rd and 4th year. Cannon had similar results.More than 50% of faculty expected students to use the library for assignments including lab reports and design projects.
Faculty generally felt 1st and 2nd year students had poor skills in finding, retrieving, using and evaluating information but noted that the skills improved somewhat by 3rd and 4th year.
In spite of their positive attitude towards IL and observations of poor student skills, a large proportion of faculty did little or nothing to introduce IL to their classrooms. e.g. 50% or more of the faculty never used assignments to introduce IL or talked about retrieval tools, search strategies or the Internet in class. 25% of faculty never discuss the research process or indexes and reference tools.
Despite the 46percent interest in a collaborative approach to teaching information literacy shown on an earlier question, only about a third of faculty were interested in collaboratively designing assignments and an even smaller proportion were interested in team teaching or gradingRecent Irish survey (McGuinness, 2006) reported similar results suggesting IL is still not a priority for faculty.So this gives us some idea of faculty percepts of collaboration and now we like to do an activity to clarify what your attitudes or ideas about FL collaboration look like.
*Sitting at tables, paper, markersIndividual drawings of lib/fac collaborationDiscussions in small groups.Large Group Discussions
Activity [provide main question and discussion questions on handout on table]-------- 10 minutes
1. your experience with collaboration what collaboration means to you2. give examples of collaborations at your univ.3. arrange drawings in a continuum patterns4. IL early days of career vs now diff?
We ask questions about what they discussed. (instead of groups reporting out) --------10 minutes- Do drawings show different definitions of collaboration?Different views/experiences of collaboration - problems experienced it was collab., now it isntCommon threads/ideas vs unique situations or examples of collaborationsNot collaboration? Where are you on the continuum? Degrees of collaboration? Different
What shall we do with the pictures? Photograph the continuums!!! Keep a few to scan and add to the powerpoint (sits on OLA website)*This will emerge from the discussions and well use it for the rest of the talk.......table-checklist?
Transforming a library-based program into a cross-campus enterprise with wider ownership, seeking not just buy-in but leadership and engagement beyond the walls of the library.
- committed to the enterprise, the relationship, and the process. Ward and Raspa, 2000 Collaborative Imperative
Collaboration is contingent upon outreachFaculty must be involved for the success of IL. Librarians must understand faculty culture, be sensitive to faculty concerns, and develop creative strategies for overcoming resistance. The burden of forging connections with faculty remains on librarians. *Evan Farber and Tom Kirk built on Patricia Knapps Monteith College program and developed a strong model at Earlham College, 1960s. Librarians and Faculty across US trained at Earlham workshops. Studied in Library Schools.
Earlham Library BI highlighted in College promo materials central place in College.
New Student Week library test - First contact with students; demonstrates central role of library and imp. info research techniques weak students get remedial catalogue and index instruction. OK for 30 years.
Attentive to External forces: Online tools too many to test for; few students show up for remedial help; librarian and faculty retirements need new ones to own the program; courses restructured as college moves from quarters to semesters; general education courses changed; show effectiveness of programs.
Now - test is on search skills and decoding citations; Active liaison with assigned faculty and faculty proactively consult librarians re assignments etc. 1998 assessment mechanisms NSSE, LibQual; focus groups, surveys -
1993 - 24% courses had BI integrated; students had 6 or more BI sessions during time at Earlham.
Classroom faculty being those that help students attain a better understanding of the courses subject matter and librarians being those that enhance the students ability to find and evaluate information.
*Goal: Develop information-based research skills within the curriculum (lib research skills and ability to analyze, evaluate and use information ethically). Revise undergrad courses and assignments. Engage students in scholarly research using Library's extensive print and digital collections.Started with campus wide discussion Campus Academic Partners long term sustainable campus collaboration share skills and leverage resources. (librarians, educational technologists, and other campus pedagogical experts.)Mellon Faculty Institute up to 14 selected Fellows discuss a range of topics related to developing effective undergraduate research-based activities and assignments. During 2 weeks (6 days) developed a research assignment that challenged undergraduates to use the Library's print and digital resources while engaging in the process of scholarly discovery.I-team - librarians, educational technologists, and other campus pedagogical experts feedback to faculty and refine syllibi and assignments; integrate technology and assessment where appropriate. Library staff selected for the Mellon Library Fellowship for Teaching and Learning partnered with up to five Mellon Faculty Fellows from a range of academic departments along with campus Academic Partners to design instructional materials and techniques for use in large-enrolment and high-impact courses. These materials were drawn on to model good practices for other library staff who teach.Through this collaborative process, Library staff enhanced their knowledge of instructional design, assignment design, instructional technologies, and pedagogical issues for a variety of disciplines and audiences e.g. Faculty learning.Library Fellows received a $2000 stipend and were invited to all events related to the Mellon Library/Faculty Fellowship for Undergraduate Research.
Preference 1. large-enrolment, lower-division, gateway, and core courses 2. courses designed to meet UC Berkeley's American Cultures requirement. 3. Courses rotated among two or more instructors committed to sharing or coordinating syllabi 4. proposals that promoted the sequential development of undergraduate research competencies, articulated sustainable changes to departmental or interdepartmental curricula, or demonstrated strong support of the sponsoring academic department(s).
Learned a lot about faculty preferences for instruction; University Library now assumes more active roles in other campus-wide initiatives.
*- Give us more ideas on how to get the sustainability part should stay in put whether librarians or faculty retire etc problems at Earlham- Can these approaches also be collaborative? Not written as collaborative. Focus is outcomes no process who, how, what left up to faculty
Program level ideal graduate, program goals etc. - Other Bodies interested at a program level accreditation; professional; accountability
Opportunities for us to further integrate IL into the curriculum via these imposed structures/programs - any repercussions? Faculty hate being evaluated....
*Draw from what weve learned via the examples of collaboration and IL presented
Gap between what faculty members think they teach, and what students report they have learned in higher education.
Research says align teaching practices and the goals of undergraduate education, and clarify the goals for our students.
*Each have sub expectations for both Bachelors (3 year) and Bachelors - Honours degree (4 year)
*Activity 2 [provide main question and discussion questions on handout on table]
1. Given the nature of UUDLES expectations, not explicit, no process how can librarians collaborate with Faculty the ensure IL expections are met? Think about what weve discussed re other approaches.
2. What support/help might you need to move forward with the UUDLES collaborations?
Survey for OCUL comm.Exposure to UUDLES? Are you part of the process?How can you use them?Who can you get involved with - collaborate how?How did you get involved with UUDLES?
What is the Information Literate University (ILU)? This concept was developed by Sheila Webber and Bill Johnston (real life names). It is expressed graphically in the above diagram. To quote from Webber and Johnston (2006), this diagram identifies as link...