From one-shot instruction to co-teaching
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The document discusses two main instructional approaches in library education: one-shot instruction and co-teaching. One-shot instruction is characterized by isolated, skills-based teaching sessions with minimal impact on learning outcomes, while co-teaching involves collaborative teaching by multiple educators, leading to improved student engagement and learning outcomes. The text further outlines the pros and cons of each model, as well as best practices for collaboration and evaluation methods.
From one-shot instruction to co-teaching
- 1. From one-shot instruction to co-teaching Dr. Olga Koz, Graduate Education Librarian okoz@kennesaw.edu
- 2. Content: 1. Instruction types: definitions, process, and pros/cons • One-shot instruction • Co-teaching a course 2. Where to start 3. Models 4. Evaluation
- 3. Definitions Il instruction Library Instruction = = Bibliographic Instruction Research Instruction = Similar Overlapping Different Use interchangeably
- 4. One shot instruction Common practice of giving a lesson in information literacy or conducting library instruction sessions as a “guest speaker.” Typically the lesson is not associated with the course learning outcomes or assignments. Commonly, it is a single, skills-based class session. Sometimes, the lesson is tied with research-oriented assignments. Learn more in: Online Distance Education and Embedded Librarianship Integration
- 5. Instructor & Librarian (one shot instruction) Goals May share goals but not necessarily Librarian may be aware of the course learning outcomes Mindset May have different mindset, philosophy (teaching vs. service), vocational differences Process Coordination is required but the collaboration or cooperation is not
- 6. Pros & Cons (one shot instruction) Pros • Not a resource-intensive task • May be substituted with an online tutorial or flipped • Could be a part of micro-teaching or nano-teaching • Research studies confirmed effectiveness for teaching of 1-2 skills Cons • Research studies² confirmed minimal impact on the course learning outcomes or the development critical thinking skills • Focus on skills only • Doesn’t address the complexity of concepts • Passive learning
- 7. Co-teaching Two or more educators or other certified staff share instructional responsibility for a group of students in a single classroom, for specific content, with mutual ownership, pooled resources, and joint accountability. Although each individual’s level of participation may vary
- 8. Co-teachers Goal Coordinate their work to achieve common goals, course objectives, or learning outcomes Mindset Share belief system, mindset, and teaching philosophy but may have unique expertise, knowledge and use of different teaching methods Process Use a cooperative process in the course design and delivery
- 9. Pros & Cons Pros • The results (learning outcomes & grades) are better • Students’ engagement rates are higher • Personalized and experiential learning • Inquiry based learning • Active learning Cons • Resource intensive • Requires additional learning/training for a librarian • Requires time to build relationships and align attitudes, values, and teaching strategies
- 10. Where to start Shared values Communication Mutual Benefits Trust Attitudes Shared Goals Assessment or Evaluation Shared Concerns Teaching & instructional design
- 11. • An increase in the share of faculty members who believe that their undergraduate students have poor research skills • Increase in the perceived importance of the role of the library in helping undergraduate students develop research, critical analysis, and information literacy skills. •Ithaka S+R US Faculty Survey 2015 "Librarian-faculty relations have long been a significant component of the profession of librarians. For faculty, however, librarian-faculty relations are of little or no concern.” Christiansen, et al. (2004) Perceptions & Attitudes Studies
- 12. Role, status, and skills Librarians Role • Resources Managers & Providers • Teachers • Scholarly Communication Status • Teaching faculty • Clinical faculty • Research support • Academic support • Staff (IT) Skills & Expertise • Instructional design, instructional technologies (e.s.LMS) • Subject specialist (second master or bachelor degree) • Teaching & Research experience
- 13. Faculty survey “What do you expect from a librarian?” Flexibility Somebody who can quickly grasp what do I want Knowledge of university/program/de partmental requirements Somebody who knows how to design and deliver Lack of time Familarity with concepts and literature in my field
- 14. Models of collaboration Course integrated instruction session • Ask for an research assignment/rubric/cour se learning outcomes • Customize your group session Embedded resources/librarian • Ask for the syllabus and the course outline • Discuss what resources are needed • Ask to be a part of the discussion board Co-teaching • Co-design a course or create a learning module or an assignment • Conduct instructions, provide feedback and support to students during the whole course or during “assignment time”
- 15. Evaluation Quazi-experimental study on using all three instructional models • 2 control groups (graduate students from Capstone courses and EdD students from 4 Conceptual Framework courses) • Citation analysis and the rubric based analysis of students’ works (literature reviews)
- 16. References 1.Christiansen, L., Stombler, M., & Thaxton, L. (2004). A Report on Librarian-Faculty Relations from a Sociological Perspective. Journal Of Academic Librarianship, 30(2), 116-121. doi:10.1016/j.acalib.2004.01.003 2. Mery, Y. M., Newby, J. M., & Peng, K. K. (2012). Why One-shot Information Literacy Sessions Are Not the Future of Instruction: A Case for Online Credit Courses. College & Research Libraries, 73(4), 366- 377. 3. Phelps, S. F. & Campbell, N. (2012). Commitment and trust in Librarian-Faculty relationships: A systematic review of the literature. Journal of Academic Librarianship, 38(1), 13-19. doi:10.1016/j.acalib.2011.11.003
Editor's Notes
- #5: Librarian is not aware of the syllabus, assignments, how the lesson fit in
- #7: Mery, Y. m., Newby, J. m., & Peng, K. k. (2012). Why One-shot Information Literacy Sessions Are Not the Future of Instruction: A Case for Online Credit Courses. College & Research Libraries, 73(4), 366-377. Results show that students who participated in the online course demonstrated significant improvement in their test scores compared to the other students. This study shows freshman students' needs for more comprehensive information literacy instruction. 20. Rui Wang, "The Lasting Impact of a Library Credit Course," Portal: Libraries and the Academy 6, no. 1 (Jan. 2006): 79-92. 21. Burkhardt, Kinnie, and Cournoyer, "Information Literacy Successes Compared." 22. Joanna M. Burkhardt, "Assessing Library Skills: A First Step to Information Literacy," portal: Libraries and the Academy 7, no. 1 (2007): 25^9. 23. Mulherrin, Kelley, Fishman, and Orr, "Information Literacy and the Distant Student."
- #11: The literature demonstrates that the librarian–faculty collaboration is very important to the work of librarians. Collaborations are often indexed as librarian–faculty relationships but little research has actually explored the relationship between them. Relationship marketing emphasizes customer retention through the presence of commitment and trust and is well suited to librarians and the academic community. A focus on communication, shared values and benefits of the relationship would build stronger ties and foster commitment and trust with teaching faculty. There is much to be studied about the relationship between librarians and faculty and in the future studies should focus on relationship building on an elemental level.
- #12: For at least 40 years, academic librarians have been writing about faculty perceptions of librarians in academe. In particular, the notion that teaching faculty do not , in general, view librarians as their academic equals, nor as central to the teaching process, Early writings about faculty perceptions of librarians in academe focused on organizational culture and the role of status, gender and ego in perpetuating faculty-librarian conflict. For example, in 1968, Robert Blackburn wrote an article about college libraries in which he attributed faculty-librarian conflict to competing roles, jealousies, and competition for control over students, egos, and status aspirations (pp. 171-77)
- #15: Librarians and teaching faculty have many mutual goals and concerns. Both want students to develop a greater understanding of and respect for books, journals, and other intellectual property. Both want to enhance student literacy, particularly information literacy, and help students become writers, problem solvers, critical thinkers, and self-directed, lifelong learners. Lastly, both want to build the social and learning community on campus.
- #16: The study is in progress so I willnot report the results yet. However similar study indicated higher grades and better quality of students works in courses where librarians was a co-teacher