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Dan Chibnall

The devil you know in first-year instruction | Information Wants To Be Free - 1 views

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    " Behavior vs. belief and changing culture | Home By Meredith Farkas | August 10, 2012 It's pretty clear from the comments on my recent posts that many of us have a sense that the sort of information literacy instruction we're providing is not having the impact we'd like.
Dan Chibnall

The demise of the Impact Factor: The strength of the relationship between citation rate... - 0 views

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    Jobs, grants, prestige and career advancement are all partially based on an admittedly flawed concept: the journal Impact Factor. Impact factors have been becoming increasingly meaningless since 1991, writes George Lozano, who finds that the variance of papers' citation rates around their journals' IF has been rising steadily.
Sara Thompson

Assessment Planning and Reporting :: UNC-Wilmington - 0 views

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    "The information and materials on this page will help program chairs, program coordinators, and assessment coordinators develop their program assessment plans, implement them, and report on them. Assessment Plans and Reports are created at the program level." Includes templates, examples, summaries and more about creating department / program assessment activities.  
Sara Thompson

Invention Mobs by Leeann Hunter on Prezi - 0 views

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    Excellent short Prezi with 3 specific group activity examples that look at creativity, teaching failures, and cross-disciplinary research.  Each activity asks great questions of the group and individuals.  Invention Mobs: recreating creativity and collaboration in the writing classroom -- Leeann Hunter, Georgia Tech -- Roger Whitson, Emory from 2012 Computers and Writing Conference at North Carolina State University ACT 1: Playing with Others Select 2 objects in this room, on your person, or in your bag.  (60 seconds) Form groups and nominate 3 objects that don't belong together (90 seconds) Create a 4-line narrative that presents the objects to a specific audience (120 seconds) Q: How do we define creativity and why is it important?  Q: How do we define mobs and why is collaboration necessary?  ACT 2: Teaching with Others In groups of three, share a failed teaching experiment. (2 minutes) Merge into groups of six, and select three major activities destined for failure.  (3 minutes) Design a large-scale project that revisits and revises these failed teaching experiments. (5 minutes) Q: How do we cultivate creativity in the college writing class?  Q: How do we create effective teamwork structures?  ACT 3: Researching with Others Identify and pair up with your "research opposite." (2 minutes) Share current and recent research projects (3 minutes) Devise a collaborative research project that is also multimodal. (5 minutes) Q: How is interdisciplinary research creative?  Q: What are the possibilities in conducting collaborative and multimodal research?  multimodal:  WOVEN = written, oral, visual, electronic, nonverbal written / visual - document creative process with original art and blog entries oral / nonverbal - analyze and produce professional talks with "ideas worth sharing" a la TED electronic - connect collaborators via social media http://www.leeannhunter.com/invention/
Sara Thompson

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

  • 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.
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  • 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.
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    "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

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

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    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

Overview of Library Instruction Assessment - 0 views

  • 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.
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    Slideshare presentation from Randall Library, July 2010; assessment as part of university-wide culture change,
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