Partnering for Student Success:Teaching Information Literacy

through Collaboration

Stephanie Carter & Maura KeatingBryant University

Walker, Courtesy of Missouri State Archives

Partnering for Student Success:Teaching Information Literacy through Collaboration

• The Library Tour

• Writing at Bryant

• Development of WRIT 106

• Promoting Active Learning

• Is it working?

• Lessons LearnedHood

HISTORY OF LIBRARY INSTRUCTION: THE LIBRARY TOUR

Walker, Courtesy of Missouri State Archives

“recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.”

Student Anxiety About Information Literacy

84% feel it’s difficult to get

started on research projects

46% aren’t sure if they have done a

good job with their research

37% aren’t sure when they are done with their

researchElementary classroom at the Talmud Torah

Information and Resource

Technology

Bryant Library Tour Timeline

2008

Gateway: Writing 106

2009

2010

2011

2012

2013

CephalonianTour Option

Foundations for Learning

Active LearningMenu

Fall 2003

Spring 2004

Fall 2004

Spring 2005

Fall 2005

Spring 2006

Fall 2006

Spring 2007

Fall 2007

Spring 2008

Fall 2008

Spring 2009

Fall 2009

Spring 2010

Fall 2010

Spring 2011

Fall 2011

Spring 2012

Fall 2012

Spring 2013

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3500

Outreach Impact

# Students Taught

# Classes Taught

3,315

148

very helpful; my students consistently state that they learned a great deal, and plan to utilize the services they learned about.

One of the most valuable classes over the course of the FFL semester!

Excellent!

helpful... essential

What do you think of the FFL

library tour?

Excellent. Just would suggest some hands on for the students. Give

them an opportunity to do a search for a paper or

something

I think it's adequate. You show the students what they need to see, but it is a little boring.

The tour is informative. However, for students to really understand how to search, I think they need

some kind of interactive activity.

As an instructor I think it is valuable and essential for students, however, I am

frustrated that students often don't seem engaged on the tour.

I haven't done it in a couple of years, last time it seemed that

the class was a chore for the person that presented.

HISTORY OF WRITING AT BRYANTWalker, Courtesy of Missouri State Archives

Writing Instruction at Bryant

Foundations for Learning

(1 credit course)

Literary andCultural Studies

Intro Courses

Writing Center Support

Acme

Writing Center Support

• Average of 2,278 appointments per year

• 60% of Writing Center visits are from first-year students.

DEVELOPMENT OF WRIT 106Walker, Courtesy of Missouri State Archives

Faculty Assumptions

Student Success

Writing Skills

Information Literacy

COURSE CONTENT

Making Faculty Happy

Doug88888 Gas Co ball, Trocadero

Coqui the Chef

Chair of the English &

Cultural Studies

department

Writing Center Assistant Director

Director of the Center for Learning and Teaching

Librarians

Deans

Hood

A Community of Practice

Community of Practice

Librarians

Writing Instructors

Writing Center Staff

Other COP Group

Members

“Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.”

– Etienne Wenger

Librarian-Writing Instructor Partnership

Co-teaching

Sharing Resources

Course Planning

“Yes, and . . .”

Two swimmers pose in costume

PROMOTING ACTIVE LEARNINGWalker, Courtesy of Missouri State Archives

Langendorfer

Flip It!

Khan

FFL WRIT 106• Loosely related to course content• No research/library-related assignments

• Participated in development• Integrated course content• Information Literacy = Learning Outcome

• “One shot” class • Not required in syllabus

• Three research related assignments:

• Informative• Analytic• Persuasive

• Partnership with Faculty

• Members of Community of Practice

• Invited to “In Service” meetings when teaching FFL

Take the tour!http://

mlibrary.bryant.edu/Krupp/story.html

Seamless Grading!

The information literate student accesses needed information effectively and efficiently

The information literate student determines the nature and extent of the information

needed.

The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system

What is an Annotated Bibliography?• Annotations are more than abstracts.

• Annotations describe one or more of the following: WHAT?

(…and Who?)HOW?

WHY?

The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.

The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system

The library class was really good because we learnt how to access resources at the library and externally. There are many websites and ways to access information that I had never seen before. This will help with future assignments because it eliminates the time spent on Google searching for documents. We also now know who to go to in the library for help.

very helpful. . . Also,

I never knew I can just go up and ask librarian to find information that I need.

It was very useful. I was able to meet

with a librarian. She helped me find useful

sources for my writing and was very kind to me.

I learned about a lot of good databases I could use for sources in all my classes.

In completion of all the steps in the CRAAP Test my eyes were opened to all the topics a researcher should take into consideration when searching for information (especially on the web). As a scholar I was introduced to many questions I should be asking myself when reviewing a source I’d like to use for an assignment. ..I have never paid more attention to details and content in a source than I did when reading over the information while using the CRAAP Test as a guide.”

Is it working?

Leighton

Maps of the library

Overview of the library web site

Library databases

HELIN library catalog

The many ways to contact a librarian

Services I didn't know that the library offered

Kindles and iPads!

How to borrow or buy supplies

Maps of the library

Physical tour of the library

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00%

FFL

What did you and your class think were the BEST parts of the library tour?

WRIT 106

It's a great alternative to the "live" tour, saving time for students to learn more when the librarians come to the classroom.

I actually did not require the library tour… I do plan on using it next year, however, as I felt the students (especially in the fall) needed more of a foundation in how the library works before they could effectively do research.Clever, engaging; smart

to require students to mouse over or to type in information to continue, keeping them from just

clicking through

It is wonderful.

What is your assessment of the

virtual library tour…?

Students must turn it in for a participation

grade.

It was great. I love all of the tools you created, like the Blackboard/Portfolio

videos.What would you

CHANGE about the virtual library

tour?

I think it's very helpful, but I think I want to do a live tour next semester.

My assessment is that students need more help with: - understanding what journals are - knowing how to choose and refine keywords - determining whether to skim, read or reject sources - using the CRAAP test - especially in terms of determining the date of publication of a source, country of origin, and type of source -determining whether they can get the source right then and there, have to order it, or it does not exist - using the citation generator - knowing how to look only for peer-reviewed articles -knowing that they can instantly ask a librarian a question WHILE doing all of the things on the library tour (perhaps show a student doing a search and then IMing with a question)

“I suspect meeting you also made it easier for some of these students to actually make contact with a librarian… They did confess to just clicking through the virtual tour of the library but thought it would be time well spent to have next semester’s class do a live tour.”

Although I required the virtual tour and our class second semester even met in the library, it wasn't until I devoted class time to having the students

engage in some manner with a librarian that I actually got them to take the next step and use

the resources of the library. I wonder if a physical tour of the library, after the virtual tour, might be

a good use of class time. I'm thinking of trying that in the fall.

That's what I would like…to drag those bodies into the library and let them see how lovely and amazing it is, just like I used to do when I started teaching, twenty years ago.

Would you and your students prefer to have the option of a physical tour of the library that would take place during class time?

Yes 57%

No43%

0%The information literate student

understands many of the economic, legal, and social

issues. 84.21%

26.32%

57.89%

78.94%

The information literate student, individually or as a

member of a group, uses information effectively to

accomplish a specific purpose. The information literate

student determines the nature and extent of the

information needed.

The information literate

student accesses needed information effectively and

efficiently.

The information literate

student evaluates information and its sources critically and incorporates

selected information into his or her knowledge base and value

system.

Important or Central Focus of Lesson

Information Literacy:Assessment of Portfolios• 167 Evaluations

Completed• Average score:

10.87 (out of a possible 20 points)

• Goal – 2.5 on all criteria Dete

rmine

exten

t of i

nfo needed

Access

the nee

ded in

formati

on

Evaluate

info an

d source

s criti

cally

Use info eff

ectivel

y for p

urpose

Access/

use info et

hically

and leg

ally

1.8

1.9

2

2.1

2.2

2.3

2.4

2.5

Lessons LearnedYoung girls competing at the Royal Academy of Dancing (London) exams held in Brisbane and Toowoomba

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%

To enable assessment of student comprehension and make the virtual library tour more dynamic and engaging, I would be willing to:

62.5% Require my students to complete a post-tour quiz to rate their comprehension of the tour

62.5% Require my students to complete a pre-tour quiz to determine their information

literacy skills

25% Don't change a thing. I love the library tour.

Determ

ine ext

ent o

f info nee

ded

Access

the nee

ded in

formati

on

Evaluate

info an

d source

s criti

cally

Use info eff

ective

ly for p

urpose

Access/

use info et

hically

and leg

ally

1.8

1.9

2

2.1

2.2

2.3

2.4

2.5Improving Instruction

• Greater focus on critical evaluation of sources

• Time management

• Continued focus on plagiarism concerns and citation of sources

• Improving faculty assignments

• Integrating feedback

Stephanie CarterAssistant Director of the Academic Center for Excellence and Writing Center

scarter@bryant.edu (401) 232-6568

Maura KeatingReference Librarian

mkeating@bryant.edu (401) 232-6299

Works CitedArtman, Margaret, Erica Frisicaro-Pawlowski, and Robert Monge. "Not Just One Shot: Extending The Dialogue

About Information Literacy In Composition Classes." Composition Studies 38.2 (2010): 93-110. Academic Search Premier. Web. 26 Mar. 2013.

Head, Alison J., Michael B. Eisenberg, and Literacy Project Information. "Truth Be Told: How College Students Evaluate And Use

Information In The Digital Age. Project Information Literacy Progress Report." Project Information Literacy (2010): ERIC. Web. 26 Mar. 2013.

"Information Literacy Competency Standards for Higher Education." American Library Association. Association of College and Research Libraries, 2000. Web. 29 Mar. 2013.

Khan, Salman. “Let’s Use Video to Reinvent Education .” TED, 2011. Web. 5 Nov 2013.

Images CitedAcme. Birnam Bros.: Juggler. 1965. The John and Mable Ringling Museum of Art, Sarasota. ARTSTOR. Web. 5

Nov. 2013.Elementary classroom at the Talmud Torah in Minneapolis. 1913. Jewish Historical Society of the Upper

Midwest, Minneapolis. Flickr. Web. 5 Nov. 2013.Hood, Sam. Gas Co ball, Trocadero. 1941. Mitchell Library, State Library of New South Wales, Sydney. Flickr.

Web. 5 Nov. 2013.Hood, Sam. Turner Twins, acrobats. 1937. Mitchell Library, State Library of New South Wales, Sydney. Flickr.

Web. 5 Nov. 2013.Hood, Sam . Child performers, Sydney Showground. 1920-30. Mitchell Library, State Library of New South

Wales, Sydney. Flickr. Web. 5 Nov. 2013.Langendorfer, Andrew. Saturation. 2013. Flickr. Web. 5 Nov. 2013.Leighton, Ray. Synchronised surfing,Manly beach, New South Wales. 1938-46. National Library of Australia,

Canberra. Flickr. Web. 5 Nov. 2013.Two swimmers pose in costume. 1953. Michigan State University Archives & Historical Collections, East Lansing.

Flickr. Web. 5 Nov. 2013.Walker, Ralph. Lake of the Ozarks Water Ski Pageant. 1960. Missouri State Archives. Flickr. Web. 5 Nov. 2013.Young girls competing at the Royal Academy of Dancing (London) exams held in Brisbane and Toowoomba.

1938. State Library of Queensland, South Brisbane. Flickr. Web. 5 Nov. 2013.