Assessing collaboration: The effect of pedagogical alignment and shared learning outcomes for information literacy instruction in first year writing classes
Presentation given at LILAC (Librarian's Information Literacy Annual Conference) 2010 in Limerick, Ireland
Presenters: Sara D. Miller, Assistant Library Instruction Coordinator, and Nancy DeJoy, Director of First Year Writing, Michigan State University
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
Assessing collaboration
1. assessing collaboration: The effect of pedagogical alignment and shared learning outcomes for information literacy instruction in first year writing classes
17. the library session: create new knowledge response Seek out new information, analyze, evaluate, and plan
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19. When you think about doing research for an assignment, it’s primarily in what context? Other: “To find facts for a report to back up my ideas and make them stronger.”
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28. questions & contact info Sara D. Miller Assistant Library Instruction Coordinator 100 Library, E-119A Michigan State University East Lansing, Michigan, USA 48824 [email_address] PH: 517.884.0835 Nancy DeJoy Director, First Year Writing 235 Bessey Hall Michigan State University East Lansing, Michigan, USA 48824 [email_address] PH: 517.432.4031
Hinweis der Redaktion
Collaboration specifically from the viewpoint of those stressing inquiry-based learning. A project currently in progress. Collaboration with librarians and instructors of Tier I Writing (freshman comp).
MSU background How many Tier I sections 337, students – 66-6700 per year Developed modules to meet more basic requirements of program, infolit competencies - first two outcomes This study focuses on the next step – the higher level thinking or integration of sources, which encompasses basic concepts like evaluation and selection. Requires a thorough understanding of the material and its appropriate use.
Selected two which this study address The original collaborations met the first two outcomes, This project addresses the next step – the inquiry outcome. The alignment of pedagogy was designed to meet these two outcomes – the first more practical, the second more to do with the nature of research.
In other words, it’s not just about finding stuff. Finding stuff is important, but these assumptions are what the students are actually supposed to be learning according to our outcomes. The practical search skills and higher thinking about research need to go hand in hand.
Established best practices: Much research has already been done about the benefits of librarian/instructor collaboration Inquiry-based pedagogy has been recommended since the Boyer Report in 1998 Learning outcomes have been stressed since then as well, stretching back to assessment movement in higher ed. -Outcomes help us see the big picture, tying in to university wide goals and assessment.
Normal instruction sessions – just collecting more data. This is only possible through more librarian involvement in the class – more than just getting the syllabus/assignment. This is turning out to not really be that intrusive.
Explain SIRS forms – question: “Have your research practices changed as a result of this class, and if so, how?” Student papers are meat of the study
Models the inquiry process. -Begin with top arrow. Response: Begin with an article or video for them to respond to. What’s it about? -Seek out new info: Break into groups, find more information on questions, fill out worksheets about information. -Create new knowledge: Create list of evaluative criteria, show new ways of searching, come up with new inquiry.
Have students practically incorporated the concepts of inquiry into their work? How integrated are the sources into the paper? More than just choosing appropriate sources, are the students interacting with the sources to respond, analyze, and create new knowledge?
-Has the students’ attitude toward research changed any? Has it moved from a “reporting’ to an “inquiry” mindset? Having some trouble with responses – the post-class is a much smaller sample. As of these charts, the number of pre-class responses was 89 and post class was 19. Largest category is still “finding facts for a report,” which does not reflect higher inquiry skills. This category decreased post-class, both in favor of an inquiry related category and a practical one. Post-class, one inquiry category increased: helping you to find a focus. Practical – meeting requirements – could have been due to their having the assignment, or the format of class.?
look on handout for questions First two questions are practical and reflect first shared outcome Third, fourth, and fifth questions attempt to guide students into (or model) an inquiry-based approach to the sources
Diversity of responses is promising? Most students still said background info or side Not sure if there is a “good” answer for this one
Roughly 85-90% of answers were “how to’s” including using the library online resources, finding a book, getting around the library The navigation and how tos were included in the class, but they were a very small part. Most of these represent task orientation. – the quotes listed are more conceptual. This shows me that setting the outcomes conceptually and focusing mainly on inquiry still allowed time for the mechanics, or that using an inquiry perspective did not eliminate practicality.
Roughly 85-90% of answers were “how to’s” including using the library online resources, finding a book, getting around the library These answers mostly indicate a task-oriented way of thinking, with the exception of the quotations. How To’s – mostly more sources that we did not have time for in the class, but indicated that students saw the sources as valuable Inquiry: Students are still talking about the “best way” to do research, but are getting to the concept of what is relevant to your writing, which is key to inquiry. This shows me that students are some students are beginning to think about, and possibly struggle with, the concepts of inquiry.
Can this be accomplished in just one semester? Do we see any improvement?