February 3, 20113rd Annual Conference on Higher

Education Pedagogy

Integrating Inquiry: Student-Centered Approaches for Inspiring Lifelong LearningIntegrating Inquiry: Student-Centered Approaches for Inspiring Lifelong Learning

Carolyn Meier, Rebecca K. Miller, Margaret Merrill, Heather Moorefield-Lang, and Lesley MoyoUniversity Libraries, Virginia Tech

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VT Libraries & the First Year ExperienceVT Libraries & the First Year Experience

Inquiry: to explore and use information appropriately and

effectively

Information Literacy: is a set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information."

Information Literacy & LibrariansInformation Literacy & Librarians

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• ACRL’s Information Literacy Competency Standards for Higher Education, established in 2000

http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm

• Provides librarians with guidelines and an assessment framework to develop interactions that help students become engaged with the research process

• Librarians possess the professional expertise and training to help design courses, assignments, and activities that focus on “inquiry” or “information literacy” skills - a “natural fit” for FYE, and other, curriculums

Recent ResearchRecent Research

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• Addresses problems that our students experience while learning these skills, both for school assignments and in their personal life:

• Starting research (selecting a topic, using vocabulary)• Evaluating resources• Utilizing web 2.0 tools and other electronic resources• Understanding legal and ethical implications of

information use

Integrating InquiryIntegrating Inquiry

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• Can occur with librarian support within a range of subject areas and collaborative options

• Depending on the course and its schedule, librarians at Virginia Tech have developed three loose levels of integration, with Level 1 representing the most shallow level of support and Level 3 representing the most robust level of support

• Examples of inquiry integration that occurred on each of these levels include…

Level 1 IntegrationLevel 1 Integration

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• No face to face interaction• Often technology based• Can commonly lead to face to face instruction • This level of delivery can come in a variety of

forms

Library WebpageLibrary Webpage

7www.lib.vt.edu

Libguides: Online Library GuidesLibguides: Online Library Guides

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www.lib.vt.edu/help/index.html

Screencasts: Online Tutorials and Pre-Recorded WebinarsScreencasts: Online Tutorials and Pre-Recorded Webinars

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http://www.lib.vt.edu/help/screencasts/misc/library-homepage.html

Library Guide: Everything You Need in One Easy BookletLibrary Guide: Everything You Need in One Easy Booklet

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• Great introduction to everything in the library:• Introduction to research process• Online access• Call number system• Library maps• Database introductions• Subject Librarian information• More…

Distributed at various eventshttp://www.lib.vt.edu/help/portal/guidebook.pdf

Handouts: Easy to Deliver, Easy to UseHandouts: Easy to Deliver, Easy to Use

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• Can be tailored for individual classes• Created for electronic or print use• Students can take with them to navigate research on

their own• Can be used in group, one on one, or in class

settings

E-portfolio: Can be Integrated into Online Classroom Performance SystemsE-portfolio: Can be Integrated into Online Classroom Performance Systems

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https://scholar.vt.edu/portal/tool/00277955-cc50-4c34-a45d-909e356b8964/viewPresentation.osp?1=1&id=FBFEC7CE2D893DE0C64622C99F9CD672

Webinars: Online Real-time Instruction Available on RequestWebinars: Online Real-time Instruction Available on Request

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Level 2 IntegrationLevel 2 Integration

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• Supporting your inquiry assignment with research skills

• Meet with your students several times during the semester

• Guided practice – especially valuable as it applies to the student’s topic

::

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Concept TableConcepts

Wildlife Management

Kenya/National Parks

Specific Species Other factors

KeywordsORSynonyms OR Related TermsOr Subject Headings

ConservationEndangered SpeciesEcology

Biodiversity ProgramsBreeding Programs

Genetic Diversity

Disease Control

Wildlife Refuge

Nairobi N. P.

Masai N.R.

Protected areas

Reserves

Game Parks

Zoos

LionsGiraffesElephantsZebrasHyenasGazellePlains zebraMountain ZebraGravy’s zebra

PoachingBlack marketIllegal trade

Big game hunters

Trophy hunter

16http://www.lib.vt.edu/help/portal/guidebook.pdf

Teaching CitationsTeaching Citations

Beaver, P. D. (1984). ‘‘Appalachian cultural adaptations: An overview.’’ In P. D. Beaver and B. P. Purrington (eds.), Cultural Adaptation to Mountain Environments (pp. 73–93). Athens: University of Georgia Press.

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Level 3 IntegrationLevel 3 Integration

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The Embedded Librarian• Active collaboration/partnership with faculty• Integration of inquiry into course syllabus

• Inquiry learning objectives identified and addressed• Specific skills students need to learn

• Inquiry learning objectives support course objectives• Inquiry skills assessment rubrics part of project rubrics• Inquiry skills instruction tailored to specific course needs

• wide variety of Inquiry instruction and support strategies

Level 3 IntegrationLevel 3 Integration

• Subject Librarian in the classroom • As a co-instructor• As a contributing voice to the conversation• Subject librarian recognized as an authoritative voice• Subject librarian becomes part of the student’s academic

support network

• Rapid response to class generated Inquiry needs• Rapid Reconnaissance Research workshop• Predatory Reading workshop• Mini-Inquiry skill-building interventions

• 5 minutes on finding a specific type of information for a student project, e.g. news reports on an event for class discussion

Project Learning Outcomes—Rate your process/product relative to these criteria 1 to 10 scale

1. Responsibility for Process: Timely information collection, action, and reporting Did you participate fully to learn more about information searching/evaluating? If confused, did you seek help from peers/instructors before getting frustrated? Did you read the guidelines thoroughly, recognizing them as a source of support?

2. Responsibility for Product: Motivated to actively improve the product Are you actively improving your product? Have you fixed all mechanical errors such as spelling or grammar or sought help? Is the format and language you used consistent with the guidelines? Does your filename follow the guidelines EXACTLY?

3. Project Focus: Engaged with project goals/objectives to find information Can you differentiate between thesis and hypothesis statements? Can you construct a search statement using Boolean search operators? Can you locate/access scholarly articles using Academic Search Complete? Can you locate/access popular articles using Academic Search Complete? Can you locate reliable websites using Clusty.com? Can you evaluate information resource reliability using a few basic tests? Can you differentiate between various types of Internet-available information? Can you extract and describe relevant information pertinent to your thesis? Can you organize information into an annotated bibliography? Can you state how this project supports your professional skill development?

1 to 20 scale

4. Unity: Paper reports sources using conventions for information searching Does your title accurately describe content and purpose of the paper? Is your paper organized using conventions for an annotated bibliography? Is your research statement clearly stated and appropriately located? Does each section contain the appropriate content for that section’s sub-heading?

Part of an Assessment RubricPart of an Assessment Rubric

Faculty Resources for Integrating InquiryFaculty Resources for Integrating Inquiry

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• Using Virginia Tech ePortfolio technology, we have developed a resource for faculty members that provides support for teaching inquiry skills within the research process

• The site includes suggestions for learning objectives, assignments, activities, and librarian-faculty collaboration to help students gain confidence and succeed in the research process

• This presentation is embedded in this site, serving as a sort of e-handout

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Publicly available: http://doiop.com/integrating_inquiry

DiscussionDiscussion

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Your thoughts…

• What do students seem to have the most difficulty with regarding inquiry?

• What research skills do your students need to be successful in your programs/classes?

• What can the library do to support your students in becoming effective researchers?

• What are your thoughts about teaching the research process? • Other…

ReferencesReferences

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ACRL. (2000). Information literacy competency standards for higher education. Retrieved from http://www.ala.mgrps/divs/acrl/standards/informationliteracycompetency.cfm

Baker, L. (2006). Library instruction in the rearview mirror: A reflective look at the evolution of a first-year library program using evidence-based practice. [Feature]. College & Undergraduate Libraries, 13(2), 1-20.

Beutter Manus, S. J. (2009). Librarian in the classroom: An embedded approach to music information literacy for first-year undergraduates. [Autobiography; Individual biographies]. Notes, 66(2), 249-261.

Boff, C., & Johnson, K. (2002). The library and first-year experience courses: A nationwide study. Reference Services Review, 30(4), 277-287.

Bullard, K., Bolorizadeh, A., Bright, K., & Gray, L. (2007). Options for integration: Creating a flexible library research module for the first year experience curriculum. [Feature]. Tennessee Libraries, 57(1), 1-4.

Frazier, N. E. (2006). In the loop: One librarian's experiences teaching within first-year learning communities. [Feature]. College & Undergraduate Libraries, 13(1), 21-31.

References…contReferences…cont

Head, A. J. & Eisenberg, M. B. (2010). Truth be told: How college students evaluate and use information in the digital age. Project Information Literacy Progress Report. Seattle, WA: University of Washington. Retrieved from http://projectinfolit.org/pdfs/PIL_Fall2010_Survey_FullReport1.pdf

Jacobson, T., & Mark, B. L. (2000). Separating wheat from chaff: Helping first-year students become information savvy. The Journal of General Education, 49(4), 256-278. doi: 10.1353/jge.2000.0029

Kelleher, M., & Laidlaw, S. (2009). A natural fit: The academic librarian advising in the first year experience. [Feature]. College & Undergraduate Libraries, 16(2/3), 153-163.

Samson, S., & Granath, K. (2004). Reading, writing, and research: Added value to university first-year experience programs. [Feature]. Reference Services Review, 32(2), 149-156.

Virginia Tech. (2010, October 6). Quality enhancement plan: Pathways to success. Retrieved from http://www.fye.vt.edu/QEP/index.html

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Thank YouThank You

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Questions? Comments? Contact Us:

Carolyn MeierInstruction Librariancmeier@vt.edu

Rebecca MillerCollege Librarian for Science, Life Sciences, and Engineeringmillerrk@vt.edu

Margaret MerrillCollege Librarian for Agriculturemmerrill@vt.edu

Heather Moorefield-Lang,College Librarian for Education & Applied Social Scienceshmlang@vt.edu

Lesley MoyoDirector of Research & Instructional Servicesmoyo@vt.edu