Exploring your options with hybrid and online research skills instruction
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The document discusses enhancing hybrid and online research skills instruction at UCLA, emphasizing the importance of integrating diverse pedagogical interventions into the curriculum to support student success. It highlights the need for collaboration between librarians and faculty, and outlines various resources and instructional materials available for students, including interactive tutorials and research skills videos. The paper also poses questions on improving educational methodologies and solicits feedback for continuous development in teaching approaches.
![“[W]hile a ‘one-shot’ model with minimal
faculty engagement may indeed
encourage IL concept retention, a course-
integrated model with multiple diverse
pedagogical interventions at the syllabus
and classroom level consistently achieved
greater performance gains.
Booth, C., Lowe, M. S., Tagge, N., & Stone, S. M. (2015). Degrees of Impact:
Analyzing the Effects of Progressive Librarian Course Collaborations on Student
Performance. College & Research Libraries, 76(5), 623–651. https://doi.org/
10.5860/crl.76.5.623](https://image.slidesharecdn.com/exploringyouroptionswithonlineandhybridlearningshare-170915223301/85/Exploring-your-options-with-hybrid-and-online-research-skills-instruction-4-320.jpg)
Exploring your options with hybrid and online research skills instruction
- 1. Exploring Your Options with Hybrid and Online Research Skills Instruction Doug Worsham Lead for Teaching & Learning UCLA Library @dmcwo
- 2. This is a research paper, so you must incorporate 3 appropriate sources (i.e., NOT Wikipedia!) into your argument. Does this writing prompt focus on the final product or the process? What might be hidden or not clear to students? What scaffolding or support would be needed to help students succeed?
- 3. readings, and drafts , many assignments describe this: w/o adequately addressing these: • “include 3 scholarly sources in your paper” • “citations in APA format, double- spaced” • “make sure your writing is both ‘clear’ and ‘concise’ • ….. • how do scholars ask and answer questions in this discipline? • what constitutes evidence in this discipline? why? how is evidence presented/ formatted? • what are the characteristics of influential writing in this discipline? • What are the steps and stages of a research and writing process? How are research papers created?
- 4. “[W]hile a ‘one-shot’ model with minimal faculty engagement may indeed encourage IL concept retention, a course- integrated model with multiple diverse pedagogical interventions at the syllabus and classroom level consistently achieved greater performance gains. Booth, C., Lowe, M. S., Tagge, N., & Stone, S. M. (2015). Degrees of Impact: Analyzing the Effects of Progressive Librarian Course Collaborations on Student Performance. College & Research Libraries, 76(5), 623–651. https://doi.org/ 10.5860/crl.76.5.623
- 5. ? How do we work toward “a course-integrated model with multiple diverse pedagogical interventions”?
- 6. In-Class Instruction How can we help students before and after our instruction sessions? multiple diverse pedagogical interventions
- 7. multiple diverse pedagogical interventions Integration of Research & IL Instruction + Library services Directly into Syllabus, Writing Prompts, & CCLE
- 8. Support for Project Planning, Time Management, and Idea Generation multiple diverse pedagogical interventions
- 9. Online Pre-Assignments multiple diverse pedagogical interventions
- 10. In-Class Instruction multiple diverse pedagogical interventions
- 11. Research Assistance as Needed multiple diverse pedagogical interventions
- 12. Post-Assignments Encouraging Reflection and Self-Assessment. multiple diverse pedagogical interventions
- 13. Integration into formative and summative Evaluation… multiple diverse pedagogical interventions
- 14. multiple diverse pedagogical interventions Lots of ways to Mix, Match, and Provide Different Pathways for Learners.
- 15. ? What’s WI+RE? WI+RE (Writing Instruction + Research Education) is a UCLA community focused on helping all learners succeed in their writing and research projects. More information: https://uclalibrary.github.io/research-tips/
- 16. 21 Research Skills Videos & counting! 📽 Research Tutorials (16 videos): http://bit.ly/ucla-research Engineering Research Skills (5 videos): http://bit.ly/engineering-research
- 17. Interactive animations and web tutorials. https://uclalibrary.github.io/research-tips/
- 18. CCLE Modules & Online Workshops https://ccle.ucla.edu/course/view/wire
- 19. CCLE Modules & Online Workshops https://ccle.ucla.edu/course/view/wire You Can use the Library’s CCLE site. Copy the modules into Course Sites. OR
- 20. CCLE Modules & Online Workshops https://ccle.ucla.edu/course/view/wire When Students Complete the Modules through the Library’s CCLE site. They Receive A Digital Badge VIA email and on their CCLE profile certifying Completion.
- 22. Research Guide Boxes Visit the “*Master Boxes” Research Guide. Under “Library Boxes” click on “Online Modules”
- 23. Research Guide Boxes Process-focused research notebooks.📓 CCLE Modules & Online Workshops Interactive animations and web tutorials. 21 Research Skills Videos & counting! 📽
- 24. “Librarians at many institutions are now focusing on: • collaborating with faculty to develop thoughtful assignments; • designing online instructional materials integrated into the curriculum; • scaffolding research and writing assignments. Adapted from: Jaguszewski, J., & Williams, K. (2013). New Roles for New Times: Transforming Liaison Roles in Research Libraries (Report). Association of Research Libraries. Retrieved from http://conservancy.umn.edu/handle/11299/169867
- 25. “Showing the seams, being open about how educational experiences and scholarly content are produced. Academia is a made thing, we can show students the seams, and allow them to find their way in. Lanclos. (2016). Teaching, Learning, and Vulnerability in Digital Places: Library Instruction West 2016 keynote. http://www.donnalanclos.com/teaching-learning-and- vulnerability-in-digital-places-library-instruction-west-2016-keynote/
- 26. ty! Amy Liu | Annie Pho | Annelie Rugg | Caitlin Meyer | Courtney Hoffner | David Shorter | Ding Yi | Elizabeth Cheney | Emily Appleton | Janet Goins | Joanna Chen Cham | Judy Consales | Julia Glassman | Kelly Kistner | Kelly Miller | Kumiko Haas | Leigh Harris | Marc Levis-Fitzgerald | Margarita Nafpaktitis | Mary Tran | Mike Franks | Miriam Posner | Nisha Mody | Renee Romero | Shannon Roux | Shushanik Stepanyan | Simon Lee | Taylor Harper | Tom Hitchner | Tony Aponte | Usability testers | Victor Fong | Whitney Arnold | Yalda Uhls CCLE | CDH | OID | Social Science Computing | UCLA Library | URC - Sciences | URC - HASS | Writing Programs
- 27. ? What’s next? What would help you foster “multiple diverse pedagogical interventions”? How can we help? Would you like to see WI+RE’s work continue? Evolve? How would you like to contribute or get involved?
- 28. i Focus on instructor Development: Graduate TA training 495 classes!!!!! CUTF!!!!! Writing Programs Orientation Try out integration during-instruction (good for students and also works for instructor outreach) Incorporate reflective post-assignment (See Annette Marines work at UCSC) Outreach to high school students Use for filling in the gaps for transitioning students (freshmen, transfers, graduate students) Add link(s) to your Email signature! (could use bit.ly to track stats) Follow WI+RE accounts on social media, likes, shares, RTs Help each other feel confident collaborating with instructors Explore cognitive learning theories (internally and w/ instructors) Frame scaffolding in terms of supporting the research life cycle Explore “decoding the disciplines” Host viewing parties + Q&A Movie festivals Solicit feedback - what would you like to see? Host a design party around a new ideas (e.g., primary/secondary + scholarly & popular) Create for new audiences, e.g., TAs/instructor Gather more feedback from instructors on how they use the modules Create a Web presence for TA/s and for instructors Ideas and Feedback Collected During the session