New Models for Credit-Bearing Information Literacy Courses

New Models for Credit-Bearing Information Literacy CoursesACRL e-Learning Webcast, March 15, 2011

Presenters Kim Leeder: Librarian/Assistant

Professor, Boise State University

Sara Seely: Librarian/Assistant Professor, Boise State University

Christopher Hollister: Associate Librarian, University at Buffalo

Welcome!

Road map for today’s webinar:

1. Introduction

2. Change & the new IL course

3. Case Studies: Boise State and U Buffalo

4. Discussion

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We want to know about you.

Please answer the following question using Elluminate’s polling choices below the participant list at left.

Are you currently teaching a for-credit information literacy course?

• Yes: click the green checkmark• No: click the red X

We want to know about you.

Please answer the following question using Elluminate’s polling choices below the participant list at left.

How long has your library been teaching a for-credit information literacy course?

A: 1-5 yearsB: 6-10 yearsC: 11-15 yearsD: We don’t teach one (yet)

We want to know about you.

Please answer the following question using Elluminate’s polling choices below the participant list at left.

What has been the major change in your library’s for-credit information literacy course over time?

A: ContentB: Delivery methodC: AudienceD: All of the above

Change & the new IL course

Change & the new IL course

Students •    Learning styles & engagement•    Expectations•    Information literacy/illiteracy•    Emerging literacy

Change & the new IL course (cont.)

Institutions •    Accreditation•    Budgets•    Curricula

•    General education•    Academic programs•    Individual disciplines

Change & the new IL course (cont.)

Libraries/librarians •    Professional role•    Institutional role•    Staffing/budgets

Change & the new IL course (cont.)

Technology •    Distance, online, hybrid•    Courseware•    Multimedia•    Web communication tools•    Social software/networking•    Instructional technology

Change & the new IL course (cont.)

Challenges •    Staffing•    Budgets•    Technology•    Support•    Continuing education & improvement

We want to hear from you.

Please answer the following question using Elluminate’s polling choices below the participant list at left.

Which of these factors do you feel has had the most impact on your teaching?

A: StudentsB: InstitutionsC: Libraries/librariansD: Technology

The Boise State experience

A microcosm of changes in the library instruction world.

University 106: History & Context

University 106: History & Context 1 credit, since 1973,

“Library Skills” Originally a paper,

self-paced course Later migrated online

Image: Lewis & Clark College Visual Resources on Flickr, http://www.flickr.com/photos/15388497@N02/3333084687/

University 106: History & Context “Get it all right”

approach to learning Worksheets must

be completed correctly to pass

Numerous attempts possible

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University 106: History & Context

Student audience

=varied

Image: maistora on Flickr,http://www.flickr.com/photos/rkeohane/104512355/

University 106: History & Context Required by a few

random majors (Marketing, Radiology) New students Seniors needing 1

more credit 150 cap

Curriculum update (2008)

Course retitled, new focus: “Library Research”

Course goals updated, aligned to ACRL standards

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Curriculum update (2008)

New approaches Blackboard In-person sections Discipline- and College-

oriented sections What haven’t we tried?

Curriculum update (2008)

Increasing collaboration with First-Year Writing

Program

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Project Writing and Research

PoWeR = Collaboration

PoWeR Institutes

3 Saturdays in Fall 2009 Developed a research curriculum

Based on Engl102 & Univ106 learning outcomes

Series of 16 modules (topic selection, keywords)

Paired librarians and English faculty Offered 20 PoWeR sections in Spring

2010

PoWeR courses

PoWeR Univ106 taught fully online Librarians developed video tutorial skills Online teaching skills

Student experience Weekly online research assignments In-class workshops Consultations with librarian

Best practices for pairing courses

Build bridges between course content Instructor communication strategies Accommodate in-person learners Use shared assignments (annotated

bib) Individualize instruction Challenges/Benefits

Portfolio assessment

Requested 3 portfolios of student work from all English 102 courses

Collected and reviewed approximately 12% of student portfolios (210 portfolios)

2 independent readings of each portfolio

Rubric criteria

Rubric criteria

Rubric criteria

Cover letter prompts:•Please discuss your research processes. How does your research process affect your writing as you move through a project? How has your research process changed over the semester?•What research strategies have you developed this semester? Please describe them.

Cover letter prompts:•Please discuss your research processes. How does your research process affect your writing as you move through a project? How has your research process changed over the semester?•What research strategies have you developed this semester? Please describe them.

Overall assessment

Rubric criteria

Univ106 Course Evaluations

+ / -

Successes Collaboration Impact

Challenges Collaboration Scalability Reaching 60-70

sections

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PoWeR E-Textbook

Next steps at BSU

Continued PoWeR experimentation Variations in pairings PoWeR Institute focused on E-Textbook

integration Discipline-specific

Health Sciences STEM resources Marketing resources

Boise State Q&A

The University at Buffalo experience

ULC 257: Library Research Methods

University at Buffalo

ULC 257: Library Research Methods Two credits Since 2003 General Education Program, elective University Learning Center Two sections per semester

University at Buffalo

Case study teaching (definition) “…chunk of reality” used for instructional

purposes “…derived from preexisting materials…”

University at Buffalo

Case study teaching (requirements) Specific learning outcomes Real world scenarios Meaningful, relevant, and understandable

University at Buffalo

Case study teaching (components) The case itself Case questions Small group work Debriefing

University at Buffalo

Case study teaching (purpose) Active learning Critical thinking Published evidence Refreshed instructors

University at Buffalo

Case study teaching (results) Improved test scores Improved final grades Improved course evaluations

University at Buffalo

ULC 257 Digital Archive Showcase for students’ research projects Ongoing exhibit Wiki platform

University at Buffalo

ULC 257 Digital Archive (results) Student expectations & effective

instruction Ongoing exhibit Undergraduate student research initiative Student portfolios Demonstrated initiative; higher caliber

projects Instructor/student collaboration Effective monitoring

University at Buffalo

ULC 257: Library Research Methods Discipline specific sections Credit IL course for the Department of

Chemistry Moodle

Buffalo Q&A

General Q&A / The end

Thank you!

Find this presentation at:http://slidesha.re/creditbearing

Selected BibliographyALL AREAS OF THE CREDIT IL COURSE

Hollister, Christopher, ed. Best Practices for Credit-Bearing Information Literacy Courses . (Chicago: Association of College & Research Libraries, 2010).

TARGETED STUDENT GROUPS

Bagnole, J., & Miller, J. (2003). An Interactive Information Literacy Course for International Students: A Practical Blueprint for ESL Learners. TESL-EJ, 6(4), Retrieved from ERIC database.

Nims, J. K., Andrew, A., Eastern Michigan University., & National LOEX Library Instruction Conference. (2002). First impressions, lasting impact: Introducing the first year student to the academic library . Library orientation series, no. 32. Ann Arbor, MI: Published for Learning Resources and Technologies, Eastern Michigan University by Pierian Press.

Snavely, L., & Wright, C. (2003). Research Portfolio Use in Undergraduate Honors Education: Assessment Tool and Model for Future Work. The Journal of Academic Librarianship, 29(5), 298-303. doi: 10.1016/S0099-1333(03)00069-7

Sugarman, Tammy S., and Laura G. Burtle. "From 50 Minutes to 15 Weeks: Teaching a Semester-Long Information Literacy Course Within a Freshman Learning Community" Integrating information literacy into the college experience. Pierian Press, 2003. Library Lit & Inf Full Text. Web. 6 July 2010.

 TARGETED ACADEMIC PROGRAMS

Durando, P., & Oakley, P. (2005). Developing information literacy skills in nursing and rehabilitation therapy students. Journal of the Canadian Health Libraries Association (JCHLA), 26(1), 7-11. Retrieved from Library, Information Science & Technology Abstracts database.

Mulherrin, E., Kelley, K., Fishman, D., & Orr, G. (2004). Information Literacy and the Distant Student: One University's Experience Developing, Delivering, and Maintaining an Online, Required Information Literacy Course. Internet Reference Services Quarterly, 9(1/2), 21-36. doi:10.1300/J136v09n01•03.

Scales, J., Matthews, G., & Johnson, C. (2005). Compliance, Cooperation, Collaboration and Information Literacy. Journal of Academic Librarianship, 31(3), 229-235. Retrieved from Library, Information Science & Technology Abstracts database.

Stephenson, E., & Caravello, P. (2007). Incorporating data literacy into undergraduate information literacy programs in the social sciences. Reference Services Review, 35(4), 525-540. Retrieved from Library, Information Science & Technology Abstracts database.

Stylianopoulos, L. (2003). It’s All in the Company You Keep: Library Skills Credit Courses in the Art Library. Art Documentation, 22(1), 29-32. Retrieved from Library Lit & Inf Full Text database.

Selected BibliographyDEPARTMENTAL COLLABORATIONSGoebel, N., & Neff, P. (2007). INFORMATION LITERACY AT AUGUSTANA. Communications in Information Literacy, 1(1),

6-15. Retrieved from Library, Information Science & Technology Abstracts database.IMPROVED / INNOVATIVE TEACHINGAllen, M. (2008). Promoting Critical Thinking Skills in Online Information Literacy Instruction Using a Constructivist

Approach. College & Undergraduate Libraries, 15(1/2), 21-38. doi:10.1080/10691310802176780.Frantz, P. (2002). A scenario-based approach to credit course instruction. Reference Services Review, 30(1), 37-42.

doi: 10.1108/00907320210416528.Hegarty, N., Carbery, A., & Hurley, T. (2009). Learning by Doing: Re-designing the First Year Information Literacy

Programme at Waterford Institute of Technology (WIT) Libraries. Journal of Information Literacy, 3(2), 73-87. Retrieved from Library, Information Science & Technology Abstracts database.

Hollister, C. Making the Case for Enhanced Learning: Using Case Studies in a Credit-Bearing Library Course. In E. Connor (Ed.), An Introduction to Instructional Services in Academic Libraries (pp. 95-105). New York: Haworth.

Johnson, W. (2007). The Application of Learning Theory to Information Literacy. College & Undergraduate Libraries, 14(4), 103-120. doi:10.1080/10691310802128435.

Sharma, S. (2007). From Chaos to Clarity: Using the Research Portfolio to Teach and Assess Information Literacy Skills. Journal of Academic Librarianship, 33(1), 127-35. Retrieved from Library Lit & Inf Full Text database.

Williams, J., & Chinn, S. (2009). Using Web 2.0 to Support the Active Learning Experience. Journal of Information Systems Education, 20(2), 165-174. Retrieved from Library, Information Science & Technology Abstracts database.

ASSESSMENTBurkhardt, J.M. (2007). Assessing Library Skills: A First Step to Information Literacy. Portal : Libraries and the

Academy, 7(1), 25-34,36,44-49. Retrieved July 6, 2010, from ProQuest Central. (Document ID: 1205768831).Oakleaf, M. (2009). The information literacy instruction assessment cycle: A guide for increasing student learning and

improving librarian instructional skills. Journal of Documentation, 65(4), 539-560. Retrieved from Library, Information Science & Technology Abstracts database.

Selected BibliographyPORTFOLIO STRUCTUREWalsh, T. & Hollister, C. (2009). Creating a Digital Archive for Students' Research in a Credit Library Course. Reference

& User Services Quarterly 48 (4), 391-400.

TECHNOLOGYBurkhardt, J., Kinnie, J., & Cournoyer, C. (2008). Information Literacy Successes Compared: Online vs. Face to Face.

Journal of Library Administration, 48(3/4), 379-389.Chen, H., & Williams, J. (2009). Pedagogical Design for an Online Information Literacy Course: College Students'

Learning Experience with Multi-Modal Objects. Canadian Journal of Information and Library Science, 33(1/2), 1-37. Retrieved from Library Lit & Inf Full Text database.

Chen, H., & Williams, J. (2009). Use of multi-modal media and tools in an online information literacy course: College students' attitudes and perceptions. The Journal of Academic Librarianship, 35(1), 14-24.

Jacobs, W. (2007). Online Discussion in a Hybrid Information Literacy Credit Course. Education Libraries, 30(2), 18-26.

Switch to Chat Discussion

We’ll now begin a presenter-moderated chat discussion of for-credit instruction models. Please switch your screen to Elluminate’s

“Wide Layout” to expand your chat box.