Leaving the one shot behind . sustainability final

Leaving the one-shot

behindTransitioning from

status quo to

sustainable

integrationhttps://www.flickr.com/photos/pathphotos/5225170834

Elizabeth DolingerFaculty, Information Literacy

LibrarianMason Library

Keene State College, NH

Meredith Farkas

Faculty Librarian at Portland

Community College

Previously: Head of Instructional

Services, Portland State

University, 2011-2014

"It has become clear that the 'one-off,' demonstration-

style information skills classes delivered out of

curriculum context do not necessarily coincide with the

students’ need for information, are sometimes not

valued by the students, and do not necessarily

prepare them for the challenges of research,

problem solving and continuous learning.”

Orr, D., Appleton, M., & Wallin, M. (2001). Information literacy and flexible delivery:

Creating a conceptual framework and model. The Journal of Academic Librarianship,

27(6), 457-463. doi: 10.1016/S0099-1333(01)00263-4

The problem"We continue to do one-shot generic and subject-specific

sessions, as well as offering point-of-need guidance at

the reference desk, recognizing that such

“training” does not even begin to

make a student literate within the

world of information.”

Badke, William B. “Can’t get no respect: helping faculty to understand the educational

power of information literacy.” The Reference Librarian 43.89-90 (2005): 63-80.

Dependent upon

successful

collaboration

https://www.flickr.com/photos/fncll/145149313

Ability to assess students readiness for the

session & engage in best practices in teaching

and learning

Sustainability

https://www.flickr.com/photos/osucommons/322607228

5/in/set-72157648859633469

Bowler, Meagan and Kori Street. "Investigating

the efficacy of embedment: experiments in

information literacy integration."Reference

Services Review 36.4 (2008): 438-449.

"As the level of librarian embedment increased

students' performance on the research

component of the rubric increased as well."

"Although the improvement in IL among students in

WMST 3305 was astounding in some ways,

the resource cost is not sustainable.”

Bowler, Meagan and Kori Street. "Investigating the efficacy of embedment: experiments in information literacy integration."ReferenceServices Review 36.4 (2008): 438-449.

http://www.flickr.com/photos/alancleaver/2661425133/

Phelps, Sue F., Heidi E.K. Senior and Karen R.

Diller. “Learning from each other: a report on

information literacy programs at Orbis

Cascade Alliance libraries.” Collaborative

Librarianship 3.3 (2011): 140-153.

“Lack of adequate staffing is reported to be

a contributing factor to unmet instruction

goals. Respondents complained about

‘demand outgrowing capacity.’”

Phelps, Sue F., Heidi E.K. Senior and Karen R. Diller. “Learning from each other: a report on information literacy programs at Orbis Cascade Alliance libraries.” Collaborative Librarianship 3.3 (2011): 140-153.

How we moved away…

• Student –to-student peer tutor

models

• Train the trainer programs

• Learning object/tutorial development

& DIY toolkits

https://www.flickr.com/photos/lukedetwiler/10702573996/

Context at Portland State (PSU)

• 30,000+ students, 12 instruction librarians

• 10-week quarter system

• Nationally-recognized year-long cohort-based GenEd

program - Freshman Inquiry.

– Weekly peer mentor-led sessions

• 2/3 of students come in as transfers after first year

• Librarians increasingly skeptical of one-shot model

Our mandate for Freshman Inquiry

Our approach to Freshman Inquiry

• Decrease quantity without decreasing quality

• Support peer mentors and instructors in

teaching information literacy

• Library instruction focused on library

awareness and comfort with the library

What we discovered

Student – to – Student

• Peer learning/mentoring is powerful

– Different power dynamic

– Role models

– Less distanced from what it is to be a beginner

– Mentors/TAs spend more time with students

Outreach to Faculty and Mentors

• Brief opportunities to reach all

– Mentor trainings (2 hrs + optional 1 hr. sessions)

– FRINQ Faculty Retreat (20 minutes)

• Librarian assigned to each instructor/mentor pair

– Keep in touch with mentors/instructors

– Custom LibGuides

– Custom lesson plans

What we discovered

• Survey at end of first year: 64% of instructors and

mentors had used materials from the toolkit

– Peer mentors were more comfortable teaching IL skills

• Built custom LibGuides for 1/2 of classes in first year,

2/3 in second year

• Mentors are students too

• Collaboration is more work than just asking for “library

instruction”

The toolkit was great, but

http://www.donotattemptinheels.com/wp-content/uploads/brown-paper-packages.jpg

http://galleryhip.com/opportunity-knocks.html

Lots of short videos for the Freshman Inquiry toolkit

Repurposed for reTHINK PSU tutorials

Keene State College

• 8 full time library faculty

• 250-330 session per year

until spring semester 2014

Questioning the status quo…

Integrative Learning

Promoted by the intentional design of programs to facilitate students making connections between knowledge from multiple disparate experiences, concepts, or subjects and adapting skills learned in one situation to problems encountered in another

See report: Integrative Learning: Mapping the Terrain

& the Carnegie Integrative Learning Project

http://gallery.carnegiefoundation.org/ilp/

High Impact Practices

• First year seminars and experiences• Common Intellectual Experiences• Living & Learning Communities• Writing Intensive Courses• Undergraduate Research experiences• Service / Community based learning • Internships• Capstone Courses

http://www.aacu.org/leap/hips

Research & Technology

Fellows

“It's given me experience

with being on my toes and

learning to help students

with just the little

information they give me

and manage to create a

whole drafts of papers. It's

also open many doors for

me in my department and

is something I'm proud to

put on my resume.”

https://www.youtube.com/watch?v=Vm6ad5EprL0

“Students implicitly trust the voices of

students… No matter how good the

working relationship is that I cultivate with

students, or that library faculty may

model, student teachers are able to

reach students effectively provided that

they are comfortable in their role as

workshop leader or facilitator.”

- Professor Mark Long

Information Studies minor

“However, the rapidly changing higher education environment, along with the dynamic and often uncertain information ecosystem in which all of us work and live, require new attention to be focused on foundational ideas about that ecosystem. Students have a greater role and responsibility in creating new knowledge, in understanding the contours and the changing dynamics of the world of information, and in using information, data, and scholarship ethically.” ACRL Framework, 2015

• Engages students in the study of the information ecosystem as content

• Develop critical thinking and information literacy

Train the Trainer&

DIY materials

From Librarian’s repository to DIY for Faculty …

… to Canvas modules

Train the Trainer workshops

“After the workshop I feel more capable of supporting students with research and teaching

information literacy – and I can integrate it more, integrate it better, because I can do bits and pieces throughout the course as challenges come up.” - ITW Instructor

LET’S START AT THE

VERY BEGINNING

Advanced Design Process

• Led by Center for Online Learning

instructional designers

• Focused on backwards design

• Library gets four hours

– 2 hrs. integrating library resources in classes

– 2 hrs. research assignment design

What skills do your students need to have to successfully complete your current assignment?

Which of those do you explicitly teach?

https://www.flickr.com/photos/the_justified

_sinner/6702742311/

After the Advanced Design Workshops

• Positive feedback from participants

• Lots of collaboration with faculty who

participated in the workshops

• Quarterly library workshops on assignment

design for faculty

– Hampered by low attendance

Point-of-Need Support for Students

Our assumptions

• Many students do not like to ask for help from

a reference librarian

• Students are usually not looking to learn how

to do research, but to do something specific

• Students want quick answers to their

questions, not a tutorial

Library DIY

• Small pieces of instructional content

– Based on questions we get at the reference desk

– Each one answers just one question

– For in-depth help, link out

• Task-focused information architecture

• A reference librarian in a box

Results so far• Lots of enthusiasm from students and faculty

• Usability testing =

• Reference librarians love to have something

to point students to in virtual reference

• Replicated at many other institutions

– 2014 ACRL IS Innovation Award winner

Tips and lessons learned

Focus on instructors/mentors/TAs for long-lasting benefit

We are not the only ones who can (or should) provide information

literacy instruction

It’s all about relationships

It’s not just about the library’s goals

http://galleryhip.com/opportunity-knocks.html

http://pixabay.com/en/man-face-head-eye-nose-mouth-300548/

Save the time of the reader

instructor/mentor

Elizabeth Dolingeredolinger@keene.edu

QUESTIONS ?

Meredith Farkasmeredith.farkas@pcc.edu

Twitter: @librarianmer