Kathy Shields presented on her experiment integrating online information literacy modules into first-year composition courses at High Point University. She collaborated with writing faculty to develop online Blackboard modules covering topics like searching databases, evaluating sources, and citing works. The modules were assigned to experimental student groups but not control groups. Assessment found no significant difference in student writing abilities between groups. However, students in experimental groups demonstrated greater awareness of library resources in post-tests. Shields concluded the modules were most effective when faculty fully adopted them, and she plans to improve module design and assessment in future iterations.

1. Online info lit modules
and English composition:
An experiment in
hybrid pedagogy
Kathy Shields, High Point University
The Innovative Library Classroom Conference
5.13.2014

2. introductions

3. What about you?
How many of you teach ILI for first year
composition?

4. What about you?
How many of you teach ILI for first year
composition?
How many of you have created some
form of online guide/tutorial/module to
supplement your instruction for FYC?

5. What about you?
How many of you teach ILI for first year
composition?
How many of you have created some
form of online guide/tutorial/module to
supplement your instruction for FYC?
How many of you have had success
with that model?

6. background

7. collaboration

8. conversation

9. curriculum

10. development

11. content
WPA + ACRL Standards

12. content
WPA + ACRL Standards
Original + Borrowed

13. content
WPA + ACRL Standards
Original + Borrowed
Blackboard Learning
Modules

14. why Blackboard?
Embed modules where
students are working

15. why Blackboard?
Embed modules where
students are working
Create one version to
disseminate to sections

16. why Blackboard?
Embed modules where
students are working
Create one version to
disseminate to sections
Link to faculty gradebooks

17. why Blackboard?
Embed modules where
students are working
Create one version to
disseminate to sections
Link to faculty gradebooks
Did not have time/resources to
build from scratch

18. sample

19. sample

20. sample

21. implementation

22. research
Released the modules
to faculty in Fall 2012

23. research
Control + experiment
groups
Released the modules
to faculty in Fall 2012

24. research
Control + experiment
groups
Released the modules
to faculty in Fall 2012
Pre and post “test”
using prompt

25. research
Prompt
Imagine that you have been
assigned a 1500-word essay for
this course. The essay must
develop an argument about a
current social issue and must use
at least three outside sources.
Explain how you would go about
completing this assignment. Be
as specific and detailed as
possible.

26. evaluation

27. data collection + analysis
Random sample of 60
students’ responses
(control + experiment)

28. data collection + analysis
Coded pre and post responses
from 51 students with FYC
faculty
Random sample of 60
students’ responses
(control + experiment)

29. data collection + analysis
Coded pre and post responses
from 51 students with FYC
faculty
Random sample of 60
students’ responses
(control + experiment)
Data from Blackboard on
modules

30. data collection + analysis
Bottom line:
No statistically
significant
difference

31. problems with data
Too many variables

32. problems with data
Too many variables
Professors didn’t use or
grade consistently

33. problems with data
Too many variables
Professors didn’t use or
grade consistently
Instruction + modules

34. problems with data
Too many variables
Professors didn’t use or
grade consistently
Instruction + modules
Non-multiple choice
questions

35. problems with data
Too many variables
Professors didn’t use or
grade consistently
Instruction + modules
Non-multiple choice
questions
Blackboard issues

36. data collection + analysis
Bottom line:
No statistically significant difference
But:
Evidence of increase in awareness of
library and library resources

37. takeaways
Changes between pre and post:
1
3
4
12
4
25
2
4
7
17
12
6
16
2
7
10
0
5
10
15
20
25
30
keyword database scholarly internet HPU
Library
book journal works
cited
Pre Post

38. takeaways
Integration = quotes

39. takeaways
Integration = quotes
Lack of discussion of
relevance

40. takeaways
Integration = quotes
Lack of discussion of
relevance
Library mentioned as
place to go to start
research, find reliable
sources

41. application

42. changes to ILI
More emphasis
on integration
and relevance
Incorporated BEAM
(Joseph Bizup)

43. changes to ILI
Redesigned ENG 1103
LibGuide

44. changes to ILI
Redesigned ENG 1103
LibGuide
Used language from
coding process

45. changes to ILI
Redesigned ENG 1103
LibGuide
Used language from
coding process
Created new
evaluation acronym -
PARTS

46. FYC relationship
Shared vocabulary with FYC

47. FYC relationship
Shared vocabulary with FYC
Increased communication +
collaboration

48. FYC relationship
Shared vocabulary with FYC
Increased communication +
collaboration
Librarians perceived as co-educators +
researchers

49. FYC relationship
Shared vocabulary with FYC
Increased communication +
collaboration
Librarians perceived as co-educators +
researchers
Librarians taught for-credit
writing studio

50. next steps

51. modules
Create in new platform
(Google sites?)

52. modules
Create in new platform
(Google sites?)
Design using threshold
concepts?

53. modules
Create in new platform
(Google sites?)
Determine how to
implement and assess for
Fall 2014
Design using threshold
concepts?

54. from blended to hybrid
“[H]ybrid pedagogy does not just describe an
easy mixing of on-ground and online learning,
but is about bringing the sorts of learning that
happen in a physical place and the sorts of
learning that happen in a virtual place into a
more engaged and dynamic conversation.”
- Jesse Stommel
http://www.hybridpedagogy.com/Journal/hybridity-pt-2-what-is-hybrid-pedagogy/

55. questions + contact

56. contact me!
Email:
kshields@highpoint.edu
Tweet:
@dottielibrarian

57. photo credits
1. the other side by Barbara Krawcowicz [CC BY-NC-ND 2.0]
2. Australia, Melbourne: Team work by kool_skatkat [CC BY-NC-ND 2.0]
3. Elephant talk by Gina [CC BY-NC 2.0]
4. The future of books by Johan Larsson [CC BY 2.0]
5. open 19 by Rupert Ganzer [CC BY-NC 2.0]
6. PhotoBookGirl Chalkboard Freebie #2 More Chalk by PhotoBookGirl [CC BY-NC 2.0]
7. My Work by Wendell [CC BY-NC-ND 2.0]
8. Met Office Climate Data - Month by Month (January) by Jer Thorp [CC BY 2.0]
9. Exhausted by Adrian Sampson [CC BY 2.0]
10. Complicated by Rohit Mattoo [CC BY-NC-ND 2.0]
11. 869 – Paris-Marais by nebojsa mladjenovic [CC BY-NC-ND 2.0]
12. Letter Toy Blocks by MyEyeSees [CC BY-NC-ND 2.0]
13. path path path by hockadilly [CC BY-NC 2.0]
14. 11/365: “?” by Andres Nieto Porras [CC BY-SA 2.0]

58. selected references
• Bizup, J. (2008). BEAM: A rhetorical vocabulary for teaching research-based
writing. Rhetoric Review, 27(1), 72-86. doi:10.1080/073501907017238858
• McClure, R., Cooke, R., & Carlin, A. (2011). The search for the skunk ape:
Studying the impact of an online information literacy tutorial on student
writing. Journal of Information Literacy, 5(2), 26-45. doi:10.11645/5.2.1638
• Norgaard, R. (2003). Writing information literacy: Contributions to a concept.
Reference & User Services Quarterly, 43(2), 124-129.
• Sult, L., & Mills, V. (2006). A blended method for integrating information
literacy instruction into English composition classes. Reference Services
Review, 34(3), 368-388.