Partnering for Student Success: Teaching Information Literacy through Collaboration

1. Partnering for Student Success:Teaching Information Literacy through Collaboration Stephanie Carter & Maura Keating Bryant University Walker, Courtesy of Missouri State Archives

2. 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 Learned Hood

3. History of Library Instruction: The Library Tour Walker, Courtesy of Missouri State Archives

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

5. Student Anxiety About Information Literacy Elementary classroom at the Talmud Torah

6. Bryant Library Tour Timeline 2013 2010 2008 2009 2011 2012 Information and Resource Technology Foundations for Learning Gateway: Writing 106 Cephalonian Tour Option Active Learning Menu

7. Outreach Impact 3,315 # Students Taught # Classes Taught 148

8. One of the most valuable classes over the course of the FFL semester! What do you think of the FFL library tour? helpful... essential Excellent! very helpful; my students consistently state that they learned a great deal, and plan to utilize the services they learned about.

9. Excellent. Just would suggest some hands on for the students. Give them an opportunity to do a search for a paper or something 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 engagedon the tour. I think it's adequate. You show the students what they need to see, but it is a little boring. 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.

10. History of Writing at Bryant Walker, Courtesy of Missouri State Archives

11. Writing Instruction at Bryant Writing Center Support Literary and Cultural Studies Intro Courses Foundations for Learning (1 credit course) Acme

12. Average of 2,278 appointments per year • 60% of Writing Center visits are from first-year students. Writing Center Support

13. Development of WRIT 106 Walker, Courtesy of Missouri State Archives

14. Faculty Assumptions COURSE CONTENT

15. Making Faculty Happy Doug88888 Gas Co ball, Trocadero

16. Librarians Chair of the English & Cultural Studies department Director of the Center for Learning and Teaching Writing Center Assistant Director Deans Coqui the Chef Hood

17. A Community of Practice “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

18. Librarian-Writing Instructor Partnership Two swimmers pose in costume “Yes, and . . .”

19. Promoting Active Learning Walker, Courtesy of Missouri State Archives

20. Langendorfer

21. Flip It! Khan

22. FFL WRIT 106 • Loosely related to course • content • No research/library-related • assignments • Participated in development • Integrated course content • Information Literacy = • Learning Outcome • Three research related assignments: • Informative • Analytic • Persuasive • Partnership with Faculty • “One shot” class • Not required in syllabus • Invited to “In Service” • meetings when teaching FFL • Members of Community of Practice

23. Take the tour! http://mlibrary.bryant.edu/Krupp/story.html

33. Seamless Grading!

35. The information literate student determines the nature and extent of the information needed. The information literate student accesses needed information effectively and efficiently

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

37. The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. What is an Annotated Bibliography? • Annotations are more than abstracts. • Annotations describe one or more of the following: WHAT? (…and Who?) HOW? WHY?

38. 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. 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. very helpful. . . Also, I never knew I can just go up and ask librarian to find information that I need.

39. 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.”

40. Is it working? Leighton

41. What did you and your class think were the BEST parts of the library tour? WRIT 106

42. 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. What is your assessment of the virtual library tour…? It is wonderful. It's a great alternative to the "live" tour, saving time for students to learn more when the librarians come to the classroom. Clever, engaging; smart to require students to mouse over or to type in information to continue, keeping them from just clicking through

43. 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) 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. Students must turn it in for a participation grade.

44. “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.”

45. Would you and your students prefer to have the option of a physical tour of the library that would take place during class time? 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. No 43% Yes 57%

46. Important or Central Focus of Lesson The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. 0% The information literate student understands many of the economic, legal, and social issues. The information literate student determines the nature and extent of the information needed. 26.32% 84.21% 78.94% The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. 57.89% The information literate student accesses needed information effectively and efficiently.

47. Information Literacy:Assessment of Portfolios 167 Evaluations Completed Average score: 10.87 (out of a possible 20 points) Goal – 2.5 on all criteria

48. Lessons Learned Young girls competing at the Royal Academy of Dancing (London) exams held in Brisbane and Toowoomba

49. To enable assessment of student comprehension and make the virtual library tour more dynamic and engaging, I would be willing to: 25% Don't change a thing. I love the library tour. 62.5% Require my students to complete a pre-tour quiz to determine their information literacy skills 62.5% Require my students to complete a post-tour quiz to rate their comprehension of the tour