How we teach is what we teach, integrating effective fye instruction 072418 final
- 1. How We Teach Is What We Teach: Integrating Effective FYE Instruction
- 2. Question 1: Where are you located? Map of the world: https://commons.wikimedia.org/wiki/Maps_of_the_world#/media/File:Eckert4.jpg
- 3. Introductions Mary Hricko Library Director mhricko@kent.edu Ray Pun Doctoral Student raypun@mail.fresnostate.edu
- 4. Observations Faculty assignments requiring library research did not provide correct information regarding library resources. Peer review of teaching revealed lack of information literacy skills regarding subject specific resources in discipline. Peer review for internal reviews of online courses presented a limited understanding or misinformation regarding library resources. Faculty’s lack of understanding regarding University plagiarism policies or other library policies (reserves, interlibrary loan, circulation).
- 5. Why does this happen? Some faculty members believe that they “already know” how to use the campus library and do not need to be updated. Some faculty members build assignments based on how “they” use the library rather than on what the average “first-year” student comprehends. Lack of time. Many faculty are unaware of useful resources that are already available in the library catalog: Open education resources Materials for supplemental instruction/tutoring support
- 6. Discussions on information literacy in non-library academic literature are limited Books about faculty development seldom include information about the importance of library literacy and use of the campus library. In 825 books on teaching and faculty development, I found a total of three paragraphs on the library. Books about first-year student experience, teacher training, adjunct faculty, and also academic student success prove equally disappointing. How do your academic units promote subject-specific library resources in their unit newsletter or faculty information? Who initiates the discussions?
- 8. What the studies reveal . . . 39% of first-year students at four-year colleges achieved the minimum score for proficiency on the ETS assessments for basic information literacy (Tannenbaum and Katz 2008). Students who lack basic research skills may not come forward to ask for help. The most frequent source of structured interaction between incoming students and their college library is a first-year course that includes information literacy among its learning objectives. First-year experience faculty who lack information literacy skills often teach their students ill-advised research habits.
- 9. “How we teach is what we teach”
- 10. Supports academic success and student retention The first year experience sets the stage. Library instruction builds students’ confidence with the research process. Library instruction contributes to retention and persistence, particularly for students in first-year experience courses and programs. Students who receive library instruction as part of their courses achieve higher grades and demonstrate better information literacy competencies than students who do not receive course-related library instruction. A library’s research and study space fosters social and academic community among students.
- 11. Quality assurance in online education HLC Review and Academic Program Accreditation Is online instruction or conventional classroom training more effective in delivering information literacy instruction to on-ground courses and online courses? Standard 7.3 (Learner Support) Quality Matters – Course instructions articulate or link to an explanation of how the institution’s academic support services and resources can help learners succeed in the course and how learners can obtain them. A link to the library, including information on how to gain access to library materials and databases, and how to contact a librarian. A link to tutorials or guides on conducting research, writing papers, and citing sources
- 12. Question 2: How do you teach information literacy to first year students? A. In-person B. Online C. Both D. N/A
- 13. Information literacy plan for undergraduate education
- 14. Level 1: Orientation Instruction aids students in their transition from high school to college, supporting student success and retention. Instruction at this level seeks to: Reduce anxiety toward academic libraries and college research Create awareness of key services and resources available through the library Use information ethically (avoiding plagiarism, using style manuals)
- 15. Level 2: Basic skills Library instruction focuses on basic information skills and resources. Instruction at this level teaches students to: Identify information needs and retrieve relevant information Analyze topic statements and formulate search strategies Search for and retrieve books and scholarly articles Evaluate information found on the public web Use information ethically (avoiding plagiarism, citing more complex resources) Students are also introduced to discipline specific resources
- 16. Level 3: Discipline-specific skills Level 3 instruction builds on foundation shills by applying them within the context of the students’ major field of study. Library instruction at this level focuses on: Increasing student awareness and use of resources within their discipline. Advanced searching skills in discipline-specific databases Using bibliographic management tools Developing annotated bibliographies for research Emphasizing critical evaluation of sources for literature reviews
- 17. Developing an information literacy plan for faculty
- 18. Data gathering for information literacy It is important to get an understanding of the first-year cohort. It may be helpful to work with students who are undecided in their majors because they may not have a clear focus for library research. Identify the primary first-year courses that have the highest DFW rates. Identify the first year instructors. Examine the course mater
- 19. Level 1: What can we do with faculty? Instruction aids students in their transition from high school to college, supporting student success and retention. Instruction at this level seeks to: Reduce anxiety toward academic libraries and college research How is the library represented in these first-year classes? Create awareness of key services and resources available through the library When are faculty informed about services and resources in the library? Use information ethically (avoiding plagiarism, using style manuals) Do faculty really understand the policy and process? What discussions can the library offer to help faculty develop strategies to deter academic misconduct?
- 20. Level 2: Basic skills Library instruction focuses on basic information skills and resources. Instruction at this level teaches students to understand how to use these resources. Create an information literacy rubric that helps faculty evaluate their own assignments to determine how they are integrating the use of the library into the completion of the assignment. LMU Assignment checklist http://libguides.lmu.edu/ld.php?content_id=13108753 Ask faculty to do their assignment? Will students understand how to use the library for this assignment? Ask faculty to write down the library resources they use to complete their research? Ask them to show you where they included this information for their students.
- 21. Level 3: Discipline-specific skills Level 3 instruction builds on foundation shills by applying them within the context of the students’ major field of study. Increasing student awareness and use of resources within their discipline. Discipline Writing Intensive classes – Advanced searching skills in discipline-specific databases Library Guides for courses - http://libguides.geauga.kent.edu/mced40006 Using bibliographic management tools Developing annotated bibliographies for research Emphasizing critical evaluation of sources for literature reviews
- 22. General library guide for writing intensive - Psychology
- 23. Example of a course library guide that includes assignment
- 24. Other strategies to consider
- 25. Communicating to faculty Traditional practices that most librarians consider Include handouts in faculty convocation materials, faculty meetings, and other faculty professional development events. General updates in subject-specific content should include ideas regarding application of library tools. Regular media announcements through various social media, email, and other traditional forms. Create subject-specific content for academic units and individual faculty.
- 26. Showcase the library with faculty involvement Consider creating a library guide just for updates on new information regarding library resources Faculty Development Series – Library Specific Topics Building a Library Assignment Research Databases for First-Year Research Activities Helping Students Avoid Plagiarism READ campaign – involve faculty in describing their research and reading experiences in the campus library. Discipline related Open Houses to welcome new faculty and new students . An open house can encourage faculty to examine new items in the collection or make suggestions.
- 27. Library guide for faculty
- 28. Another example of a faculty libguide
- 29. Enlist support Establish a first year program faculty learning community on campus. Supports first-generation students – highest dropout rate in 2nd year Helps other students “at-risk” If the library plays an important role in student retention and academic success, it is important to include its participation in events related to those activities that involve faculty. Align first-year programming with the intellectual rationale of the university. Undergraduate research and future scholars requires information fluency skills. Align first-year program with university strategic plan.
- 30. Question 3: How many of you have done the following: A. Establish an FYE learning community B. Align FYE library activities with university strategic goals C. Create open house events for new faculty/new students D. Others
- 31. Collaborating across disciplines to promote information literacy in the FYE Image Source: http://www.open.edu/openlearn/sites/www.open.edu.openlearn/files/ole_images/interdiscipline_inline.jpg
- 32. Introducing FYE information literacy Image Source: https://cms.coronadousd.net/static/media/uploads/Coronado%20Middle%20School/CMS%20Events/.thumbnails/group_discussions-550x0.png
- 33. Integrating first year IL to campus partners • Invited key stakeholders to participate and learn more about library’s information literacy program • Stakeholders include teaching faculty for first year programs, student affairs professionals supporting first year students, the writing center, and students • Establish monthly meetings to share updates and progress / introducing ACRL Framework for Information Literacy to new online tutorials to open workshops
- 35. Building IL skills in first year STEM • Collaborated with STEM faculty to teach first year STEM program • Attended meetings, events, and classes to develop and promote library presence and visibility • Discussed ways to introduce information literacy in first year STEM classes. Focused on campus and water sustainability • Enhanced library support by providing space for poster presentations
- 36. Introducing vocabulary in water systems
- 37. Fostering IL in outreach programs • Designing outreach events and programs that emphasize on information literacy skills: • Gamification programs – ”Murder in the Stacks” research game where attendees conduct research of different databases during International Game Day in November • Wikipedia-Edit-A-Thons – Collaborate with Women’s Studies department and Cross-Cultural and Gender Center for Women’s History in March to create events where students utilize library resources to enhance Wikipedia entries
- 38. Engaging Research / Information Literacy Skills in Outreach Programs
- 39. Further recommendations • Attend department meetings to share services, workshops and resources • Collaborate closely with Student Affairs departments, offer newsletters, posters and marketing resources to these departments to promote library presence and services; designing library guides can helpful as well • Hold open meetings with faculty and students; engage with them and learn from their experiences
- 40. Additional Research and Literature Shannon, E., & Inglis, L. (2018). Teaching FYI: A learning experience. College & Research Libraries News, 79(4), 190. doi: https://doi.org/10.5860/crln.79.4.190 Heller, M. L., & Cassady, J. C. (2017). The impact of perceived barriers, academic anxiety, and resource management strategies on achievement in first-year community college students. Journal of The First-Year Experience & Students in Transition, 29(1), 9-32. Angell, Katelyn (2018) "An Exploration of Academic Librarian Positions Dedicated to Serving First Year College Students," Collaborative Librarianship: Vol. 10 : Iss. 1 , Article 5. Available at: https://digitalcommons.du.edu/collaborativelibrarianship/vol10/iss1/5
- 41. Thank You! Mary Hricko mhricko@kent.edu Ray Pun raypun@mail.fresnostate.edu
- 42. Stay tuned for our upcoming webinar! September 13 @ 2 PM ET with ProCon’s CEO, Kamy Akhavan About ProCon Founded on July 12, 2004, ProCon’s innovative educational website has become the country’s leading source for nonpartisan information and civic education. They more than 25 million people each year, including students and teachers in more than 9,000 schools in all 50 states and 90 foreign countries. Journalists have ProCon.org in over 2,500 articles. Additionally, 34 US state governments, 17 US state departments of education, 23 foreign governments, and 22 US federal agencies cited ProCon.org materials.