5 research outputs found
Flipping the One-Shot Library Workshop: Collaborations between Librarians and Writing Program Faculty
At UC San Diego, instruction librarians and the Muir College Writing Program (MCWP) director collaborated to redesign the one-shot library workshops provided to the collegeās first-year students enrolled in a research class. Following their discussion about student knowledge gaps about conducting research, the library instruction coordinator suggested flipping the workshop so that, prior to coming to the library, students would complete an interactive online tutorial.
The new flipped library workshops now consist of two sequential partsāan online interactive tutorial and an in-person workshop. Librarians created an online tutorial on database searching, made up of multimedia and active learning experiences for students to complete before the library workshop.
After learning online about the research process, database search strategies, and full-text access, students find and annotate three scholarly articles. They then bring their source(s) to the in-person library workshop. During the workshop, librarians guide students through a topic mapping exercise, an open-ended research question exercise, and an introduction to the BEAM method to describe how their chosen source addressed their research question.
Employing the flipped model provides benefits to both sides of this partnership. Librarians can see how well students implement the skills taught in the tutorial, while helping students begin to use their sources for the next phase of their research and writing process. This, in turn, alleviates part the instructorsā workload and fills an unmet need for the writing program. Students have responded positively to the two-pronged approach and are better prepared to succeed in their writing classes
LILAC and Citation Project Workshop
The LILAC Project (Learning Information Literacy across the Curriculum) is a multi-institutional study of student information-seeking behaviors (lilac-group.blogspot.com). This year we join forces with the Citation Project, a study of how students use the information they ļ¬nd (CitationProject.net), to consider what both studies may have to tell us about studentsā information literacy āhabits of mind.ā
Participants will gain hands-on experience with the research-aloud protocol (RAP) video captures used as part of this study and identifying and coding subject behaviors. We will demonstrate coding and analysis of information-seeking behaviors of both native speakers of English and multilingual writers in composition courses, share preliminary ļ¬ndings of a project examining the information literacy of multilingual writers, and discuss its relevance in composition classes, ESL academic writing classes, and content courses in diļ¬erent disciplines. In both large- and small-group discussions, we will consider what we are learning from results of these studies and what we can do with the information, sharing our experience in data analysis and results interpretation, and inviting participants to discuss how to consider the framing of LILAC projects from diļ¬erent disciplinary perspectives. The addition of citation context analysis like that done by the Citation Project allows participants to explore both the research process and the products of that research. The triangulation of data made possible by this combined research provides deeper and more nuanced understanding of information literacy in general and use and misuse of sources in particular
Critical Inquiry via Annotated Bibliographies: Transitioning to University-Level Research
Content:
After a brief introduction of our assignment, the first presenter will take the participants through our newly-revised library tutorial, discussing ways that it is designed to help students take advantage of the university resources. Then the second presenter will model a revision workshop, with audience participation, designed to help students move deeper in their engagement with their sources. Finally, we will share the assignment rubric and the results of our accreditation assessment.
Currency:
In our universityās most recent accreditation review, one of the program objectives we evaluated was student demonstration of āusing writing as a means of critical inquiry.ā Instructors in our program wanted to know how they could better help the students with this criteria since did not seem as straight forward as other criteria. This panel is developed out of that ongoing discussion and we believe that other writing educators would be interested in participating in it.
Purpose:
We envision our panel session as a useful conversation among high school teachers, two-year college faculty, and four-year college faculty about how a pedagogical workhorse like the annotated bibliography assignment can be revised and refreshed to better help students synthesize the sources they find to make meaning.
Support:
For this project we draw on both library studies and principles of assessment outlined by the National Conference on College Composition and Communication. Specifically we use Jean Donham and Mariah Steele, āInstructional Interventions Across the Inquiry Process,ā College and Undergraduate Libraries, vol. 14, no. 4, 2007, pp. 3-18, and Anne Marie Gruber, Mary Anne Knefel, and Paul Waelchi, āModeling Scholarly Inquiry: One Article at a Timeā College and Undergraduate Libraries, vol. 15, no. 1-2, 2008, pp. 99-125. We also use Kathryn E. Joyce, āMeeting Our Standards for Educational Justice: Doing Our Best with the Evidence,ā Theory and Research in Education, vol. 16, no. 1, 2018, pp. 3-22
A Community of Their Own: Developing an Asynchronous Canvas Learning Environment
Recently propelled into the new reality of online teaching and learning, writing program directors realized that establishing a sense of community in classes that emphasized peer workshops required a diferent approach for asynchronous students. In response, they provided parallel community-building Learning Management System (LMS) sites that generated student community and alleviated instructor workload. Employing this model of parallel LMS sites for asynchronous students provides them with a community of their own. Although asynchronous students enroll in diferent classes, conference with their own instructors, and receive grades from their instructors, they also fnd community through consistent engagement on a site of their own. In this session, attendees will consider how to use this model to enhance asynchronous studentsā sense of community
LILAC and Citation Project Workshop
Workshop presented at Georgia International Conference on Information Literacy, Savannah, GA