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S  6tZ& P  & X*   6_&   & Z* H  0޽h ? 3380___PPT10.Qj <(  < < 0 P%   X*  < 0  %  Z*  < 6 P   X*  < 6    Z* H < 0޽h ? 3380___PPT10.TKm8yb-K0 xp  (   r  s <AL Y?DSCN3599"```   0&P` >One size fits all& . or does it?& (2$.  0t& : Anne-Marie Deitering, Instruction Services Coordinator Richenda Wilkinson, Reference and Instruction Librarian The Valley Library, Oregon State University 2  0&P`#  PDeveloping scalable information literacy instruction for high enrollment coursesQ(2Q P  C (Alogo_bwBB  s *޽h ? 33___PPT10i. Nv+D=' = @B +b-K0 0 j(  `   s *"`   0 &P07 : 2   0&pC yENo one can become information-literate in a one-shot library session.F 2F   0&0  fCritical thinking is a skill. It is not enough to learn about it, students need to practice doing it.g 2g P   C (Ah2_iron@P  C (Alogo_bwB  0& f-- Breivik, 2000 2  0 & z g-- van Gelder, 2005 2B  s *̙޽h ? 33___PPT10i.QW+D=' = @B +b-K0 @(    0&  fLarge, multi-section courses 2$8X   0&0  x(Reach many students. Cross disciplinary boundaries. Have their own challenges: TA s and adjuncts. Time and logistics. Variations between classes.4O 2F 2O F P   C (Alogo_bwBP   C (Ah2_iron@B  s *̙޽h ? 33___PPT10i.Q 5+D=' = @B +b-K0 `|(  P  C (Alogo_bwBP  C (Ah2_iron@  0& SOriginal WR 121 collaboration 2$  0&`` yLibrary research assignments focused on introducing the physical library and basic types of resources. Face-to-face sessions rigidly scheduled. Librarians tried to teach every competency in the library sessions.g 20 22) 20 22D 2B  s *̙޽h ? 33___PPT10i.Q/}+D=' = @B +b-K0 p (E(  ( ( 0P&` > 2  ( 0&T = Problems: 2 $P  ( C (Alogo_bwBP  ( C (Ah2_iron@  ( 0< p Timing Busywork Lack of feedback Isolated from the curriculum Too much material Variation between sections&q0 }2q B ( s *̙޽h ? 33___PPT10i.QPd+D=' = @B +b -K0  <t(  < < 6 H 8X < 600G > P < C (Alogo_bwB  < 0[ Embed IL throughout the curriculum & share teaching with the TA sB 2B$b  < C :A"wr121spreadsheet@(NB < s *̙޽h ? 33___PPT10i.QP}+D=' = @B +V b meP(  P  C (Ah2_iron@  0<  C New strategy: 2$P  C (Alogo_bwBp  0p lAssignments focus on students individual topics. Assignments emphasize student thinking & the research process. Face to face instruction provided when students are ready to learn.2 20 22? 20 22D 2 B  s *̙޽h ? 33___PPT10i.U@h$#+D=' = @B +v b ` x#(  x` x s *"` P x C (Ah2_iron@ x 0P*  j4Shared goals are broken down into learning outcomes:5 25$P  x C (Alogo_bwB  x 0h0 0  GStudent-centered Learning-focused Based on visible behaviors Measurable>H 2!$$&$B x s *̙޽h ? 33___PPT10i.U@h$#+D=' = @B + b p <(  `   s *"` r  S 68P   r  S 78 0  P  C (Ah2_iron@P   C (Alogo_bwBH  0޽h ? 33___PPT10i.U`+D=' = @B +bb-K0 aY @(  @ @ 6@ :  @ 0B` e1Outcomes become activities -- WR 121 Research LOG2 22$ @ 0J0` : 6 short assignments. Required by all TA s. Evaluated by librarians. Worth 10% of the course grade."gg  B 0P @ C (Alogo_bwBP  @ C (Ah2_iron@B @ s *̙޽h ? 33___PPT10i.Q+D=' = @B + b  K(  P  C (Ah2_iron@  0\Z`  < 2   0\  KFace-to-face session: 2$   0P`0   j Reinforces earlier outcomes. Introduces four new outcomes. Addresses problems. Timed at point of need.&k0 2k$P   C (Alogo_bwBH  0޽h ? 33___PPT10i.U~k+D=' = @B +hb-K0 g_D(  D D 0f 0 NMeasuring student learning 2$_ D 0dnS Outcomes-based assignment design has built-in assessment. Outcomes defined for the instruction session can be assessed with short exercises, quizzes, etc. 2 B 0%8P D C (Alogo_bwBP D C (Ah2_iron@B D s *̙޽h ? 33___PPT10i.QP"+D=' = @B +b -K0  H(  H H 0` o;Develop and revise content with feedback from all partners:< 2<$ H 0гp N Brown bag sessions Satisfaction surveys Email surveys Analyzed graded work$O02O P H C (Alogo_bwBP  H C (Ah2_iron@B H s *̙޽h ? 33___PPT10i.Q [+D=' = @B +9b -K0 80L(  L L 0 T OInstructing the instructor: 2$/ L 0±   TA orientation session TA teaching seminar One-on-one meetings between librarian instructor and classroom instructor Brown bag discussion sessions 2 P L C (Alogo_bwBP L C (Ah2_iron@B L s *̙޽h ? 33___PPT10i.QQS+D=' = @B + b-K0 P(  P P 0DZpp BWhat happened? 2$  P 0ѱp  n We know more about our students (and sometimes wish we didn t). Face-to-face instruction is more targeted and relevant. More consistency in the curriculum. Higher satisfaction." 2P P C (Alogo_bwBP P C (Ah2_iron@B P s *̙޽h ? 33___PPT10i.Q<"+D=' = @B +Tb-K0 SKT(  T` T s *"`  T 0|ֱ FUnexpected results 2$ T 0L۱   M TA/ Librarian relationships Part time instructors Resource/ idea sharing"N 2N P T C (Alogo_bwBP T C (Ah2_iron@B T s *̙޽h ? 33___PPT10i.Q0|+D=' = @B +Wb-K0 VN X(  X`  X s *"`  X 0  FWhat now for us?  2$P X C (Alogo_bwB  X 0P`p  N Add additional partners. Use in additional contexts. Never-ending tweaking.$O02O$P  X C (Ah2_iron@B X s *޽h ? 33___PPT10i.Qp+.+D=' = @B +D b  [Sl(  l l 6ٱ`` < $ P l C (Ah2_iron@P  l C (Alogo_bwB  l 040: 2 Requires an institutional commitment. Is more manageable when focused on learning outcomes. Requires ongoing attention to the details.( 20 28 20 2- 2  l 0h  e/To successfully collaborate with large courses:0 20$B l s *̙޽h ? 33___PPT10i.Tp-]+D=' = @B +a b xp  (  `   s *"` P  C (Ah2_iron@P   C (Alogo_bwB   0&p @ Questions? 2 $   0&P `?  tSlides and additional materials are available at: http://osulibrary.oregonstate.edu/staff/deiteringa/loex_2005.html u 23BH  0޽h ? 33___PPT10i.VG%+D=' = @B + 0  \(  \^ \ S  (K    \ c $  0)   "ME It is very important for the students to be introduced to the exploring piece at the right time Logistics of scheduling rooms and timing of assignments Rigid scheduling = inappropriately timed sections Flexibility in WR syllabi = lots of variation between sections TA s have limited training opportunities in teaching We were trying to cover way too much stuff in these sections Initial assignments didn t address concepts  all left for the sessions Both WR and library wanted lots of time spent on concepts  but tools/skills needs took tons of time = students saying  too much, too little, etc. TA s wanted more of their class time back Students come to WR 121 w/ different skill/understanding levels Preliminary assignments seen as busy work by some students (and TA s) NZZu ZuH \ 0޽h ? 3380___PPT10.NS%  0 ](  X  C  (K   &  S t&  0)  & _Welcome and introductionsH  0޽h ? 33  0 t l  (  X  C  (K   l   S   0)    4 ME Will be focusing specifically about our collaboration with the WR121 program, which we have come to consider as the foundation of our Instruction Program Talk about the opportunities and challenges of working with large multi-section courses like WR 121 How our collaboration and the curriculum have developed over time Specifically the problems that arose and how we overcame them How we worked with our colleagues in the Writing program to: Develop shared goals Draft learning outcomes Decide how and when to teach the concepts so that the student s have the best chance for success Create content and activities Also& Some ways we measure student learning How we train the course instructors to teach about the research process The results of our efforts Next steps for the program And finally, some things to keep in mind when working on big programs like this In order for students to master the information literacy competencies: Collaboration is not optional " we have to at least collaborate with class instructors " If we can, we should try to collaborate with university-wide partners such as the academic success center, center for teaching and learning, etc. Because IL concepts and skills must be integrated into regular class assignments and throughout the curriculum A>=  >= F$ $ % %6$ % %$ n$ H  0޽h ? 33 0 <(  X  C  (K     S HD  0)   >ME Very helpful, because it changes our focus from what do we want to teach to what do we want students to learn Can t say  Students will understand&  I how can you observe or measure understanding? We were lucky because every department and college at OSU is creating learning outcomes (part of accreditation process, need assessment) So, they can relate and understand process, etc.H  0޽h ? 33 0 .(  X  C  (K     S 䇎  0)   0ME 2 library sessions for every section. 2 preliminary written assignments.: was an attempt to have them explore the topic, but All sections in weeks 5/6 of the term. All sections include a research paper, details are left to individual TA s. Research Log and Annotated Bibliography following the session. Tight curriculum  only a 10 week course Up to 60 WR 121 library sessions taught per term There was not a good way for students to get librarian feedback on their work` 2/0 }2Z 2O.[OH  0޽h ? 33 0 me(  X  C  (K   e  S   0)   AMD Consistency is important because we are treating WR 121 as the basis for our program- so we can expect that the students all learned the same basics- and we can build on those basics (H  0޽h ? 33"  0   r (  X  C  (K      S 졎  0)   t ME We are focusing on large courses that are taught in multiple sections, usually taught by TA s (have an instructor of record)- As opposed to large classes taught by one professor and have hundreds students in one classroom TA s Have less teaching experience High turnover Variation on what is taught from section to section Measuring actual student learning is very difficult to do with numbers this large & w/ aforementioned variation WR 121 at OSU: 2,500 students per year. 25-35 sections per term, taught by 10-20 TA s and adjunct instructors. Is required for all incoming freshmen o2000 ID d disciplines and departments with most instructions and programs where the most students could be reached o Spring 2001- IWG approached the coordinator of the Freshman Composition classes (aggressively pursued) " We have used the ACRL Information Literacy Competency Standards to guide us throughout our process of defining and planning our instruction program ap 2 2 2 2 2ao$$  # #n###g#' '#  $$$$$Z{H  0޽h ? 33  0 (  X  C  (K     S Ȏ  0)   ME Exercise? Write them collaboratively  What do you want students to be able to do? How will they show that they can do it? Advantages Assessment pieces can be built in All partners (including students) = on the same page What  should your students be able to do? When  should they be able to do it? Where  will they learn and practice? Who  will help them learn? How  will they show what they can do? What  should your students be able to do? When  should they be able to do it? Where  will they learn and practice? Who  will help them learn? How  will they show what they can do? : 2~ ~H  0޽h ? 33 0 } (  X  C  (K   }  S 8Վ  0)   ME H  0޽h ? 33 0 04(  X  C  (K     S    0)   6ME Why? TA s aren t all familiar with research process and especially not with the resources at our particular library They are going to teach some pieces that they may not feel comfortable teaching Some are doing the assignments in class e.g. Brainstorming keywords We hope to familiarize them with our articulation of the research process- esp. Conversation metaphor Our new flexible scheduling changed focus from available times to a training focus How? Many opportunities The Orientation is two weeks before the start of Fall term The seminar is once a week during the Fall term- just to talk about teaching R]:L$H  0޽h ? 33 0 x@(  X  C  (K   x  S   0)   ME Most likely to succeed on an institution/program level collaboration Don t forget the details4EbH  0޽h ? 336  0  F(  X  C  (K     S ,  0)   HEverything came to a head in Summer 2004  new projects. Decided to reduce demands on librarian time & address these issues together. Together, we needed to answer the question: what is absolutely essential  what must be introduced in WR 121? ACRL Standards = starting point. We needed a model or filtering device that we could use to make sense of them. Conversational model is an important thing to US :  research is a process of eavesdropping on an existing conversation about a topic, then taking a few steps into that conversation, and then really staking your place in it. You can read about it if you like, but there are two things that are especially important: It focuses a lot of attention on the idea that students should not be encourages to narrow their thinking too quickly  it emphasizes the idea that students should learn from information, not use it to bolster opinions they already have. It provides a non discipline-specific, non librarian-jargon way to talk about some pretty sophisticated information literacy ideas to multiple audiences. So from there, we almost immediately started breaking down these larger concepts into shorter topics. We also talked, as a group, about who should be teaching these different topics. Some  like choosing an appropriate topic for the assignment were best taught by the instructor responsible for the assignment. We could provide good feedback to the instructor on how to design a good assignment, but we could not provide the same kind of feedback or instruction to the student as their classroom instructor. Some  like the exploration piece could NOT be taught effectively in a library session. Why? Either too early  before they ve started research, or too late. At the same time, it involved the use of library tools that the TA s were not capable of teaching either. So maybe some guided individual work here. Others, like how to connect keywords or find more good sources once you ve found one were best taught in a hands on face to face environment.FPPP o  H  0޽h ? 3380___PPT10.VPZ@p( 0  8(  X  C  (K     S TC  0)   :So, from that we came up with a general strategy  we would: Develop new assignments focused on the students individual topics and projects We would develop assignments that focused on student thinking and the research project  not learning collections or the place. We would do one face to face session when the students were ready to learn what we could teach them best. To develop the specific assignments and session content, though, we first collaboratively articulated learning outcomes  and this turned out to be one of the most important things that we did. To create a system that was flexible enough to meet the needs of different teachers and learners, yet consistent enough that WR 121 could serve as the foundation of our program, we needed outcomes.<H  0޽h ? 3380___PPT10.V   0    (  X  C  (K      S 0U  0)   2 One of the great things about good outcomes, is that once you have good outcomes you are way more than halfway to your activities. We chose 6-8 outcomes that absolutely had to be addressed before the students came for the research session and created the WR 121 research log. What it is Assignment 1A  What do you know about your topic Assignment IB  Explore a little in some research tools about your topic. Assignment 1C  Apply the themes you ID d in 1B and develop some research questions. Assignment 1D  Think about your research questions in terms of manageability and availability of information. Assignment 1E  Go out and find information using some important research tools Assignment 1F  Reflect where you are right now in a working thesis. All students do this Evaluated by librarians Worth 10% of the course grade. The research log structures the research process, while allowing students to do the work on any topic they like. By collaborating with WR 121 instructors to assign and explain these assignments, students are encouraged to be broad, browse, explore and learn from information before they begin to write8P  q  H  0޽h ? 3380___PPT10.V0+3V! 0  f(  X  C  (K     S y  0)   hTOutcomes + research log = important changes to the library session Outcomes of its own -- only four  yay! We could also reinforce outcomes addressed earlier  2 more assignments are designed for that pre-session thing. Library sessions are timed at the point of need  all throughout the term.H  0޽h ? 3380___PPT10.V>  0 *" (  X  C  (K   "  S   0)   bThe other great thing about using outcomes is that your activites have built-in assessment. We developed a rubric to allow librarians to evaluate more quickly, while still giving good feedback. Since we had already agreed on the things we wanted students to be able to do, it was relatively simple to create a rubric where that information would be captured and recorded. Session outcomes can be quickly assessed using short quizzes, tools or other materials. And if outcomes are reused or reinforced in other contexts, the assessments can be used as well. Ideally, rubrics and assessments will be generated from what you see students actually doing  we weren t able to do that. 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