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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.”
“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
