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Using Instructional Scaffolding to teach Popular and Scholarly Sources

Using Instructional Scaffolding to teach Popular and Scholarly Sources

markaaronpolger
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Using Instructional Scaffolding to teach Popular and Scholarly Sources

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  1. Using Instructional Scaffolding to Teach Scholarly and Popular Sources Mark Aaron Polger Coordinator of Outreach & LIB 102 Instructor College of Staten Island, CUNY CUNY LILAC Spring 2019 Training June 7, 2019

  2. Agenda Defining instructional scaffolding Examples of organic scaffolding (things we already do) Case study at the CSI Library Comparing the scaffolded vs. control group Comparing teaching strategies Comparing test scores Observations and conclusions

  3. What is Instructional Scaffolding? • Process where a teacher provides supportive learning activities to promote learning. • Supportive exercises are slowly removed as learners gain a greater understanding of the concepts learned. • Scaffolding helps learners build on what they already know.

  4. Scaffolding Theory (in brief) • Term coined by Jerome Bruner (1915-2016) to describe young children’s process of oral language acquisition • Scaffolding involves learning through guided steps • Inspired by Lev Vygotsky (1896-1934) who discussed how experts help novice learners. • Originally noted as the ZPD (zone of proximal development), a set of support points when a learner is supported by a teacher 

  5. Examples of organic scaffolding Using Citation machine to compose citations Drawing concept maps Connecting concepts to “real world” examples (hashtags = keywords) Using LibGuides to supplement instruction Using old fashioned printed handouts Incorporating instructional videos and interactive tutorials in class Student group work Class discussions with Q&A

  6. Case Study at the CSI Library Used scaffolding in one lessonof an Information Literacy course Compared 4 sections of LIB 102- 2 scaffolded groups and 2 control groups (over 3 semesters) Analysed class discussions and test scores amongst scaffolded and control group

  7. Lesson - Scaffolded Experiment(student-led) Split class into 5 groups of 4 students Distributed copies of newspapers, magazines, and scholarly journals to all groups Distributed worksheet for group leader who will collect notes from group discussion (45 mins) Asked students to evaluate articles and jot down findings (page length, authorship, references, advertisements, pictures, audience) Gave sample chart comparing all publication types (after class Q&A)

  8. Lesson- Scaffolded Experiment (student-led) Discussion themes included: Author credentials (used LinkedIn and Wikipedia) Was it considered research? Advertisements Bias / Objectivity Was the author paid?

  9. Lesson - Scaffolded Experiment(student-led) After 45 mins of discussion, each group leader reports Each group teaches each other Activity promotes interaction, collaboration, and problem solving Teacher facilitated discussion of peer review versus editorial review process

  10. Lesson - Control Group (teacher-led) The class was not split into groups. No publications were distributed. Teacher-led discussion identified characteristics of newspapers, magazines, and scholarly journals. After discussion, a chart was distributed comparing all publication types Quick review with class

  11. Comparing teaching strategies As expected…… Students were more engaged in their discussions than teacher-led discussion More self directed as they evaluated articles from the 3 types of publications Communicated with fellow learners More participation and interaction amongst all learners in the class

  12. Comparing understanding (on the test question of scholarly versus popular) In their quiz and final exam: Scaffolded group performed better Deeper understanding of scholarly and popular sources More detailed responses More correct responses

  13. Observations Scaffolding works best when teacher-initiated and student led Support is given through peer groups and class discussions Using realia, worksheets (journaling), and print/web-based guides help Students are more energized and engaged

  14. Other Uses of Instructional Scaffolding Using Citation Machine to compose citations, then slowly building them on their own Using the “Cite” button on the databases, then asking students to compose their citations on their own. Use concept map tools to brainstorm keywords for their research C.R.A.A.P. test chart to evaluate web sites Boolean activities (using students’ articles of clothing)

  15. Conclusion Instructional scaffolding may lead to deeper understanding Relies on extent of teacher support and guidance More engaged learning Each lesson can be tailored differently We’re probably already doing it!

  16. Contact me! MarkAaron.Polger@csi.cuny.edu http://www.markaaronpolger.com

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