1 / 15

When Assignment Timing Doesn’t Line Up: Creating Instruction Activities for First-Year Students

When Assignment Timing Doesn’t Line Up: Creating Instruction Activities for First-Year Students. Alex Deeke, Jennifer Saulnier and Teagan Eastman. Introduction. Alex Deeke 2nd year Research and Information Services Graduate Assistant Jen Saulnier

orville
Download Presentation

When Assignment Timing Doesn’t Line Up: Creating Instruction Activities for First-Year Students

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. When Assignment Timing Doesn’t Line Up: Creating Instruction Activities for First-Year Students Alex Deeke, Jennifer Saulnier and Teagan Eastman

  2. Introduction • Alex Deeke • 2nd year Research and Information Services Graduate Assistant • Jen Saulnier • 2nd year Undergraduate Library Graduate Assistant • Teagan Eastman • 2nd year Undergraduate Library Graduate Assistant http://www.jettingaround.com/wp-content/uploads/2012/11/Champaign-UICU.jpg

  3. Background • Part of a course-integrated instruction program at the Undergraduate Library • Composition I classes taught: • RHET 105 - Writing and Research • CMN 101- Public Speaking • CMN 111/112 - Oral and Written Communication • ESL 112/115 - Academic Writing • Overwhelmingly first-year students

  4. Observations • Student engagement depends on timing of the library instruction session in relation to course assignments • Engagement improves when students are already beginning to work on research assignment • Noticeable increase in student engagement from 2014/15 to 2015/16 due to the addition of activity built around using Google • Provides additional relevance to instruction session

  5. First-Year Student Information Seeking Behavior • Lack of formalized information instruction in high school • Difficulty applying high school habits to college research needs • Highly confident in information-seeking habits • “Good enough”

  6. First-Year Student Information Seeking Behavior • Highly dependent on the Internet • Heavily reliant on Google • Unfamiliar with concept of the Deep Web • Select sources based on information need rather than evaluate for credibility • What information seeking habits have you observed? https://c1.staticflickr.com/1/34/100182005_96f4528ace_z.jpg?zz=1

  7. Constructivist Learning Theory • Google/Web/Search Engines are primary starting and ending point for student research • How many of you visit Google first when you’re looking for information? • Use Google to build upon student knowledge and experience to start conversations about academic research and evaluation • Not as an example of a poor source, but as a gateway to discussion • Relevancy • We accept the culture they live in

  8. Timing of Class Assignments • When students do not have a research assignment at time of library instruction session, they are not engaged • Relevance / Practicality • Motivation / Confidence

  9. Timing of Class Assignments • Stage Four: Formulation Kuhlthau, Carol. "Information Search Process."

  10. Connection to Framework • Authority is constructed and contextual • Elements of credibility • Asking critical questions • Research as inquiry • Maintain an open mind and a critical stance • Information Creation as a Process • Knowing how information is created

  11. Google vs. Database Search Activity • Group activity • Students evaluate sources from both Google and databases • Critical thinking skills Link:http://tinyurl.com/InfoLitSummit *Activity adapted from the Undergraduate Library

  12. Discussion • What has your experience been with students’ search strategies? • Does anyone have activities similar to this? How did they work? • Questions? Comments?

  13. Wrap-Up • First-year students have a wealth of information seeking experience • Underdeveloped evaluation skills • Library instruction sessions lack relevancy for students when course assignments are not timed with the session • Flexible library instruction activities that tie into students’ prior knowledge or information seeking behavior increases student learning

  14. References Colon-Aguirre, M. and R.A. Fleming-May. “‘You Just Type In What You Are Looking For’: Undergraduates’ Use of Library Resources vs. Wikipedia.” The Journal of Academic Librarianship 38.6 (2012): 391-399. Connaway, L.S., T. J. Dickey, and M.L. Radford. “‘If It Is Too Inconvenient I’m Not Going After It’: Convenience as a Critical Factor In Information-Seeking Behaviors.” Library and Information Science Research 33.3 (2011): 179-190 Daland, Hilde Terese. "Just in Case, Just in Time, or Just Don't Bother..? Assessment of One-shot Library Instruction with Follow-up Workshops." Liber Quarterly: The Journal Of European Research Libraries 24.3 (2015): 125-139. Detlor, B., A. Serenko, and H. Julien. “Student Perceptions of Information Literacy Instruction: The Importance of Active Learning.” Education for Information 29 (2012): 147-161. Kuhlthau, Carol Collier. Seeking Meaning: A Process Approach to Library and Information Services. Westport, Connecticut: Libraries Unlimited, 2004. McDonough, Beth. “Beyond Tools and Skills.” In Not Just Where to Click: Teaching Students How to Think About Information, edited by Troy A. Swanson and Heather Jagman, 37-51. Chicago: ACRL, 2015.

  15. References Nicholas, D., P. Williams, P. Huntington, M. Fieldhouse, B. Gunter, R. Withey, and C. Tenopir. “The Google Generation: The Information Behavior of the Research of the Future.” ASLIB Proceedings 60.4 (2008): 290-310. Nichols, J., and M. Mellinger. “Portals For Undergraduate Subject Searching: Are They Worth It?” Libraries and the Academy, 7.4 (2007): 481-490. Rempel, Jennifer and Danielle M. Cossarini. "Communicating The Relevance Of The Library In The Age Of Google: Improving Undergraduate Research Skills And Information Literacy Through New Models Of Library Instruction." Nordic Journal of Information Literacy in High Education 5.1 (2013): 49-53.Olson, Whiney M. and Anne R. Diekema. “‘I Just Wikipedia It’: Information-Seeking Behavior of First-Year Writing Students.” Proceedings of the American Society for Information Science and Technology, 49 (2012): 1-11. Varlejs, Jana, Eileen Stec, and Hannah Kwon. "Factors Affecting Students' Information Literacy as They Transition from High School to College." School Library Research 17 (2014): 1-23.

More Related