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Sara Thompson

Adventures in Library Instruction podcast: Episode 36: Reflective Teaching, Effective L... - 0 views

adlibinstruction.blogspot.com/...de-36-reflective-teaching.html

info-literacy instruction libraries interview instruction-design

shared by Sara Thompson on 07 Jun 12 - No Cached
  • Sara Thompson on 07 Jun 12
     
    Join us for a fascinating, lively discussion as we talk with Char Booth about her book, Reflective Teaching, Effective Learning: Instructional Literacy for Library Educators.  Discussion includes becoming a reflective teacher and master of instructional literacy, and how both the book's pedological frameworks and practical worksheets both help inform this process. And we also learn about Char's most embarrassing moment of teaching! Char Booth is the Instruction Services Manager & E-Learning Librarian at Claremont Colleges Library. She blogs at info-mational, http://infomational.wordpress.com/, and tweets at @charbooth.  Char recently won the 2012 ACRL Rockman Publication of the Year Award, and begins as an ACRL Immersion Faculty Member this year.
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 07 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 07 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."
Amy Paulus

The developing role of the university library as a student learning commons: Implicatio... - 1 views

lib.dr.iastate.edu/...13186

student learning library

shared by Amy Paulus on 16 Sep 13 - No Cached
  • Amy Paulus on 16 Sep 13
     
    Having just opened the Learning Commons at the University of Iowa, this has been an interesting read!
Sara Thompson

Overview of Library Instruction Assessment - 0 views

www.slideshare.net/...library-instruction-assessment

assessment instruction libraries info-literacy presentations resources education

shared by Sara Thompson on 07 Jun 12 - No Cached
  • Focus has been on us ◦ Perceptions of teaching ◦ In general, little measure of what students are actually learning / can do
  • National Survey of Student Engagement  “First-year students were asked in NSSE about the frequency with which they „worked on a paper or project that required integrating ideas or information from various sources,‟ a component of information literacy. UNCW first-year students reported a frequency that was statistically significantly below that reported by our selected peers, significantly below that reported by national master‟s universities, and significantly below that reported by all NSSE 2007 institutional participants. This information led to the development of a rubric-based assessment plan for information literacy to be implemented with the comprehensive assessment of Basic Studies beginning Fall 2009.”
  • Assessment tool selected: ◦ The American Association of Colleges and Universities‟ (AAC&U) “Information Literacy Metarubric” http://uncw.edu/assessment/BasicStudiesAssessment.html http://uncw.edu/assessment/Documents/General%20Education/2004-2005NSSE- BasicStudies.pdf
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  • (Part of Assessment Report) http://www.uncw.edu/cas/assessmentplanandreport.html
  • Assessment Checklist 1. What are our research questions? (What are we trying to discover about student skills, knowledge, abilities, etc.; and what evidence do we have already?) 2. What is the expected level of performance? 3. When in the students‟ career do we assess this outcome? (entry, end of sophomore year, senior, etc.) 4. In which course(s) or venue? 5. What student work/artifacts are collected? 6. How is the student work evaluated? (criteria/rubric) 7. Who evaluates the student work? 8. Who analyzes the results? 9. Where do recommendations for action go? 10. Who takes action? (And how do we ensure changes are evidence‐based and data‐driven?) 11. How is the process documented? 12. Where is the documentation kept? 13. What is the timetable/schedule for determining which outcomes are assessed Developed by the General Education Assessment Committee for designing assessment of a learning when? outcome.
  • Sara Thompson on 07 Jun 12
     
    Slideshare presentation from Randall Library, July 2010; assessment as part of university-wide culture change,
Deb Robertson

Instructional Preferences of First-Year College Students with Below-Proficient Informat... - 0 views

crl.acrl.org/...430.full.pdf+html

information literacy first year experience proficient ACRL preferences

shared by Deb Robertson on 17 Sep 13 - No Cached
  • Deb Robertson on 17 Sep 13
     
    The Attaining Information Literacy Project has focused on identifying first-year college students with below-proficient information literacy skills, gaining an understanding of those students' self-views and perceptions of information literacy, gaining an understanding of their instructional experiences and preferences, and developing an intervention that will address their instructional needs. Focus groups were conducted with students with below-proficient skills to determine their instructional preferences. The findings from the focus groups indicate that students place a high value on personal relevance in the knowledge and skills they are learning, and they prefer a combination of demonstration and hands-on activities, interaction with the instructor and other students, and the availability of supplemental instructional materials in the form of handouts. In addition, they feel that incentives to participate in instruction are crucial and that a number of communication strategies are needed to advertise effectively the availability of instructional sessions.
Sara Thompson

Why I'm not a teacher (Thoughts on ACRL Immersion) « Sense & Reference - 0 views

senseandreference.wordpress.com/...why-im-not-a-teacher

libraries professional instruction instruction-design teaching

shared by Sara Thompson on 29 Dec 12 - No Cached
  • A few weeks ago, I found myself just up the road in Nashville for the ACRL Immersion Intentional Teacher program…sort of a professional retreat for instruction librarians.
  • Part way through the Immersion program, I remembered a great piece that Char Booth wrote for In the Library with the Lead Pipe in which she argued that librarians are persistently beset with similar questions of identity. That is, we have a nasty habit of trying to define our roles by appeal to something other than “librarian”; it’s the “librarian as __________” problem.
  • To put the obligatory philosophical spin on it, the “librarian as __________” issue is an issue of bad faith. In attempting to mold ourselves into the roles we think we should embody, we are only deceiving ourselves.
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  • Librarian as ________ analogies are useful in exploring our response to a critically transformative time in the trajectory of our profession, but their function as metaphor should not be overlooked lest we creep too far from our own (rather amazing) archetype.
  • our library instruction curriculum for the massive First-Year composition program where our most important learning outcome is that students understand how their librarians and their library can help them succeed.
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