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Sara Thompson

Embedded Librarianship in the LMS Survey Results - 1 views

Some interesting comments from a listserv message... ---------- Forwarded message ---------- From: Burke, John J. <burkejj@muohio.edu> Date: Thu, Mar 15, 2012 at 9:03 AM Subject: [...

instruction LMS libraries info-literacy

started by Sara Thompson on 19 Mar 12 no follow-up yet
Sara Thompson

The Learning Black Market - 0 views

tallblog.conted.ox.ac.uk/...the-learning-black-market

info-literacy search training education research students

shared by Sara Thompson on 12 Dec 11 - No Cached
  • In simple terms students personal use of the internet is generally very effective for their education but they are nervous that their practices are not valid and don’t reveal them to their tutors.
  • The learning black market exists largely in the Personal area of the map. Our data from the Transitional education-stage (Late stage secondary school + first year undergraduate) is indicating that learning activity in this area has two main elements
  • I suspect that Facebook IM is used extensively for homework as it’s convenient and immediate. It’s also private and a very low risk way of collaborating with a fellow student.
  • ...5 more annotations...
  • The debate should be around how we evolve educational processes to take advantage of or to account for these new forms.  We cannot continue to teach the literacies that have been the mainstay of the educational system in their current form because the web smashes traditional paths to understanding.
  • A search on Google to help complete an assignment commonly returns a Wikipedia article. As we know Wikipedia articles are pitched at an ideal level and length to get a handle on a new subject which is something our Transitional students have to do a lot. The problem is that most of the students in the Transitional education stage we have spoken to in the US and the UK have been told not to use Wikipedia and so keep this practice a secret.
  • This is generating the learning black market in which is it all too easy to simulate understanding for coursework and formal assessments. Worse still, it is a market in which genuine learning can take place but is not being recognised because resources and practices are not seen as valid and therefore do not become visible to the formal education system.
  • I think what you are describing here is more accurately a grey (or parallel) market “the trade of a commodity through distribution channels which, while legal, are unofficial, unauthorized, or unintended by the original manufacturer”.
  • I chose the name ‘Learning Black Market’ because of the way in which I think current approaches are pushing students learning practices ‘underground’ (as Jo’s experience would indicate). It’s the clandestine aspect of the phrase that I’m interested in. The ‘goods and services’ are not in themselves illegal but they are being treated that way by students.
  • Sara Thompson on 12 Dec 11
     
    "The messages or lack of messages from educational institutions on these practices is generating a learning black market which masks the sheer scale of these new modes of engagement."
Sara Thompson

Information Literacy Instruction and Student Achievement | ACRL Value of Academic Libra... - 1 views

www.acrl.ala.org/value

instruction info-literacy students libraries education assessment

shared by Sara Thompson on 08 Feb 12 - No Cached
  • Early last month Megan posted about recent research connecting academic libraries and student achievement. She mentioned that there are multiple projects in the U.S. currently underway to correlate library use and GPA, and I have results from just such a project to share with you all!
  • In a recently completed study at University of Wyoming I discovered a positive correlation between upper-division library instruction and higher GPA at graduation (by upper-division, I mean post-first-year). This is based on an analysis of 4,489 transcripts of graduating seniors at the University of Wyoming, and the transcript analysis was supplemented by focus groups with graduating seniors
  • Look for the article in the March or June 2012 issue of Evidence Based Library and Information Practice. Here’s the citation: Bowles-Terry, M. (2012). Library instruction and academic success: A mixed-methods assessment of a library instruction program. Evidence Based Library and Information Practice.
Deb Robertson

Balancing Act: How College Students Manage Technology While in the Library during Crun... - 0 views

projectinfolit.org/...11_TechStudy_FullReport1.2.pdf

Project Information Literacy PIL information literacy College Students

shared by Deb Robertson on 24 Feb 12 - No Cached
  • Deb Robertson on 24 Feb 12
     
    Our major findings are as follows: 1. During one of the busiest times of the academic year, the students we interviewed were mainly using different IT devices to stay in touch with their friends while they were in the campus library. In the hour before we interviewed them, 81% of the students in our sample had checked for new messages (e.g., email, Facebook, IMs, texts). 2. At the same time, many of the same respondents who said they had checked for messages had also prepared assignments for submission (60%), studied and reviewed materials for class (52%), and satisfied personal curiosity with a computer search (e.g., sports score, news, gossip) (45%). 3. Despite the pressing need to complete assignments at crunch time, few respondents reported having used the full range of library resources and/or services during the previous hour. Many more respondents said they had used library equipment (39%) such as computers and printers than anything else, including scholarly research databases (11%), library books (9%), face-to-face reference (5%), and/or online reference (2%). 4. Overall, we found most respondents (85%) could be classified as "light" technology users. These were students who used "only" one or two IT devices primarily in support of coursework and, to a lesser extent, communication. The most frequent combination (40%) of devices being used was a cell phone (including smart phones) with a personally owned laptop computer while they were in the library. In stark contrast, only 8% of the sample could be classified as "heavy" technology users. 5. For over half the sample, a personally owned laptop (58%) was the primary-most essential-device in use at the time of the interview. A smaller percentage of respondents (35%) were using a library desktop computer. 6. More than any other combination of applications, respondents had both a Web browser and a word processing program open at the same time (47%) while they were in the library. 7. Despi
Sara Thompson

Online Tutorials - Computer & Information Literacy - cil.usu.edu - 0 views

cil.usu.edu/tutorials

students info-literacy training instruction technology

shared by Sara Thompson on 01 Oct 11 - No Cached
  • Each of the CIL tests has an online tutorial and a practice test so you can really test your CIL skills before taking the actual tests. Some students prefer to just come take the tests, and if they don't pass, they can see in which areas they did poorly, so they know what they need to study on the tutorials. You can also come in to one of our Tuesday or Thursday night Short Courses and have a CIL Technician review one of the tutorials with you.
    • Sara Thompson
      Sara Thompson on 01 Oct 11
       
      How do they enforce these CIL tests? What motivates students to take them?
Deb Robertson

Analyzing Your Instructional Environment: A Workbook (ACRL) - 1 views

www.ala.org/...aie

information literacy ACRL workbook

shared by Deb Robertson on 29 Oct 12 - No Cached
  • This publication was created to serve as a practical guide for instruction coordinators and managers to use in the environmental analysis of their own unique situations. Information provided here includes nationally-established guidelines, suggestions of possible local resources to consult, questions to ask, and sources for additional reading.
    • Deb Robertson
      Deb Robertson on 29 Oct 12
       
      Instruction Librarians wanting to understand how to effectively engage in their institution's instructional environment would benefit from using this workbook. The workbook guides practitioners through an environmental scan and provides information such as nationally established guidelines, possible local resources to consult, questions to ask, and sources for additional reading.
Sara Thompson

Visualizing the First-Year Research Essay: Transitions « « crossing borderscr... - 0 views

blog.billiehara.org/?p=732

info-literacy instruction training visual photos teaching

shared by Sara Thompson on 21 Apr 12 - No Cached
  • Sara Thompson on 21 Apr 12
     
    Classroom activity using about 200 random photos to help students see transitions across ideas in a different way.  The previous blog post on this activity had the students working individually: http://blog.billiehara.org/?p=729  This post is about a similar activity in small groups. 
Sara Thompson

Library Resources - First Year Seminars at Drake - Research Guides at Drake University - 2 views

researchguides.drake.edu/content.php

info-literacy instruction libguides libraries

shared by Sara Thompson on 22 Apr 12 - No Cached
  • Sara Thompson on 22 Apr 12
     
    Drake LibGuides for first-year classes, as presented at IPAL 2012
Sara Thompson

project curve, part six: collaborative instruction portfolios. « info-mational - 0 views

infomational.wordpress.com/...orative-instruction-portfolios

instruction portfolios info-literacy libraries training professional prof-dev articles

shared by Sara Thompson on 17 Feb 12 - No Cached
  • Faculty (post-instruction and end of term) and student survey instruments are available online.
  • An important deliverable of this project is that it creates an lasting, annualized archive of the cumulative efforts, learning objects, and outcomes related to a given instruction program on both the course and aggregate level
  • Portfolio projects of this nature also streamline group efforts and produce ready programmatic evidence of instructional effectiveness and outcomes, crucial to the processes of accreditation, review, and value demonstration
Sara Thompson

Outcomes to Assessment - Assessment of Library Instruction - LibGuides at Portland Stat... - 0 views

guides.library.pdx.edu/assessment

libraries assessment info-literacy instruction libguides

shared by Sara Thompson on 21 May 12 - No Cached
  • Sara Thompson on 21 May 12
     
    Outcomes, Types of Assessment, Assessment Activities
Sara Thompson

Reflections on year one at PSU | Information Wants To Be Free - 0 views

meredith.wolfwater.com/...reflections-on-year-one-at-psu

info-literacy instruction assessment people libraries professional management

shared by Sara Thompson on 21 May 12 - No Cached
  • I worked with a task force to develop learning outcomes that describe the breadth of our library instruction program
  • I talk about this, and our model, in the most recent Adventures in Library Instruction podcast.
  • I’m now working with our distance learning librarian and our newly-hired instructional designer to develop a two-tiered model for deploying learning objects (one for students to drill down to just the content that meets their information need and the other for faculty to easily embed learning objects — with suggested assessments and lesson plans — in their courses).
  • ...3 more annotations...
  • I’ve really worked with my direct reports to support them and help them find projects and foci that make them feel effective and give their job coherence
  • creating a guide on assessment techniques.
  • But some of the things I was asked to accomplish in my first year (like building a culture of assessment!) really required someone with significant political capital.
  • Sara Thompson on 21 May 12
     
    Summary of her first year as head of library instruction, creating a new program, assessment, lessons learned. 
fleschnerj

Update: 'Google Search Education' - ProfHacker - The Chronicle of Higher Education - 0 views

chronicle.com/...40023

libraries google information literacy teaching

shared by fleschnerj on 24 May 12 - No Cached
  • fleschnerj on 24 May 12
     
    Google's search engine is a powerful and impressive tool for locating information online. Unfortunately for many students, the simplicity of the default search interface can lead to some pretty poor search habits and results.
Sara Thompson

Can You Put that in the Form of a Question? | Inside Higher Ed - 0 views

www.insidehighered.com/...can-you-put-form-question

libraries info-literacy instruction teaching assignments research education

shared by Sara Thompson on 02 Jun 12 - No Cached
  • One of their assignments is to interview a researcher in their field. This year, since the students had a nice mix of majors from across the curriculum, we used reports from the interviews as an opportunity to analyze on how research traditions vary from one discipline to another and how these experts’ processes differ from those of non-experts.
  • One thing that many students remarked on as they reported on their interviews: the activities that define research are enormously varied from one discipline to another. The process a researcher goes through to examine the historical context in which Shakespeare wrote one of his history plays is a world apart from what a researcher does to develop a new vaccine or what an ethnographer does when studying an isolated culture in Brazil.
  • The scientists all had co-authors; the social scientists were a mix of solo and collaborative projects, and the humanists all performed solo acts. And yet, it became clear that all of them were working within an ongoing conversation. None of them was doing work that didn’t draw on and respond to the work of others.
  • ...6 more annotations...
  • Every interview subject conducted some sort of a literature review as part of any research project
  • Every researcher described some strategies for keeping up with new developments in their area of expertise, all of which involved some scanning of new publications and some personal contact with individuals exploring the same territory.
  • For most, presenting research at conferences was a common part of bringing their research to completion. For all, writing up results for publication was an important final step, and they seemed acutely aware of the pecking order for publication venues in their field.
  • (In contrast, undergraduates mostly encounter articles within databases, called up by key words, not as artifacts within a particular journal which carries clout.)
  • One thing the students all gained through these interviews was an appreciation that research is not a matter of finding answers in other people’s publications. Every scholar interviewed described how they had asked a question that nobody had asked before, a question they couldn’t answer themselves until they had completed the research. It struck me that so much of what undergraduates experience as “research” is very nearly the opposite, a process of uncovering answers others have already arrived at.
  • I’m also thinking about what these interviews said collectively about how real research is conducted. It makes me a little crazy when students abandon a truly interesting question because they can’t find sources to quote that provide the answer, or when they change their topic based on what they can find easily. Or (shudder) when they say they've written their paper, but need help finding five sources to cite. Clearly, they are not learning how to do research; they aren't even learning what research is.  What I would really, really like is to figure out how to give every student the experience of not worrying so much about getting the right answers, but learning how to ask a really good question. The kind they won't find answered in the library.
  • Sara Thompson on 02 Jun 12
     
    "I teach a course in the spring called Information Fluency... It's an upper division undergraduate course pitched to students who are planning to go to graduate school, giving them a chance to learn more about the way the literature of their field works as well as generally how to use library and internet tools for research."
Sara Thompson

UC Berkeley Free Class: Search Engines 141 - 0 views

webcast.berkeley.edu/playlist

lifehacker instruction search info-literacy courses libraries to-watch training

shared by Sara Thompson on 12 Jan 12 - No Cached
  • Sara Thompson on 12 Jan 12
     
    "UC Berkeley - Search, Google, and Life - Guest Lecturers Sergey Brin, Bradley Horowitz, Jason Schultz, and more - This free course from the University of California at Berkeley gives you an opportunity to sit in on some of the greatest minds in modern technology as they discuss how their products, services, and companies play a major role in shaping the way we obtain information, process it, and view the world. They also discuss how they came to be involved in those technologies, and how search and search engines work and have changed the internet as we know it."
Sara Thompson

Should We Really ABOLISH the Term Paper? A Response to the NY Times | HASTAC - 1 views

hastac.org/...h-term-paper-response-ny-times

learning teaching education innovation bcushare blogs

shared by Sara Thompson on 25 Jan 12 - No Cached
  • And for my own account of the decision not to use term papers when I taught at Michigan State, you can check out a piece I published in Academe in Sept-Oct 2011.   In some ways, it is more assertive on this issue than Richtel's piece, and is highly critical of the establishment English Department that too-often forgets its own importance as society’s “keeper” of two of the three R’s of traditional literacy, namely “reading” and “‘writing.’”   I won’t rehearse my critique; here's the link:  http://www.aaup.org/AAUP/pubsres/academe/2011/SO/Feat/davi.htm).
  • She is also working with composition teachers around the country who are documenting similar findings that, in fact, this generation comes in reading and writing more and better–and, yes, differently–than earlier ones, not worse.  Lunsford uses the same metrics to assess these students as were used to evaluate past ones.  Her website is:  http://www.stanford.edu/~lunsfor1/
  • We have a Word Press class website.  Students blog every week about the reading and project-based assignments they create.   The two students charged with leading the class that week have to respond to every blog.  The students respond to one another.  
  • ...8 more annotations...
  • When I put their semester's work into a data hopper, even I was shocked to find out that they were averaging around 1000 words per week,
  • I argue that the open architecture of the Web is built on the principle of diversity and maximum participation--feedback and editing
  • Students learn to evaluate one another's thinking and challenge one another--and, far more important, they learn from one another and correct themselves.  I cannot think of a better skill to take out into the world.
  • I respond more too.  Like my students, I feel like I'm not spending as many hours reading and grading term papers, but, I know, from the end-of-term data crunching again, that, in fact, I have spent more time responding to their writing than I used to. 
  • the tipping point in these classes is when someone the student doesn't know, an anonymous stranger, responds to their work.  When it is substantive, the student is elated and surprised that their words were taken seriously.   When it is rude or trollish, the student is offended.  Both responses are good.  The Internet needs more people committed to its improvement, to serious discourse.
  • As I often do with classes, I did a diagnostic, found that many of my students were woefully lacking in basic writing skills.  I asked them what they most wanted from a writing class, and quickly transformed the class into a "writing as if your life depended upon it" workshop.
  • The "final" in the class was for each student--with lots of readings by me and the rest of the class--to apply for three or four summer jobs and internships.  That year, every student landed a position. 
  • More recently, I asked graduate students why they often left their term papers until the end and, with sadness, they confessed it was often because the whole exercise of writing a research paper is so debilitating and terrifying they often developed writer's block or writer's anxiety and needed the deadline to motivate them to write.
Deb Robertson

Framing Transliterate Learning Through Inquiry and Participatory Culture « Li... - 1 views

librariesandtransliteracy.wordpress.com/...uiry-and-participatory-culture

transliteracy literacy 21st-century_learner

shared by Deb Robertson on 08 Nov 11 - No Cached
  • Deb Robertson on 08 Nov 11
     
    This posting includes a very good PPT file that I think we could use to bring others into the fold.
Deb Robertson

ACRLog » Convenience and its Discontents: Teaching Web-Scale Discovery in the... - 1 views

acrlog.org/...overy-in-the-context-of-google

information literacy instruction ACRLog Grand Vallet State University

shared by Deb Robertson on 30 Jan 12 - No Cached
  • Deb Robertson on 30 Jan 12
     
    Providing a unified interface through which patrons can access nearly all of your library's collection has an obvious appeal on all sides. Users get the googley familiarity and convenience of a singular, wide-ranging search box and, according to a recent case study done at Grand Valley State University, the reduced friction patrons face when using library resources correlates to an increase - potentially dramatic - in the frequency with which they access them. If the new tool is like Google, then why does it require instruction?
Sara Thompson

M Ryan Hess | DePaul University | Web Services Coordinator - 1 views

works.bepress.com/mryanhess

libguides webdesign info-literacy libraries presentations

shared by Sara Thompson on 25 Jul 12 - No Cached
  • Sara Thompson on 25 Jul 12
     
    Presentations on LibGuides, library applications, web analytics
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