We will discuss our redesign of the information literacy component of the first-year general agriculture course at the University of Kentucky. More specifically, we will share how we are customizing content to meet individual instructor needs by team teaching, providing more active learning opportunities, and adapting our pedagogical toolkit. Challenges include varying numbers of sessions requested per course section, location disparities, and time constraints

Borie, Melinda

Keinsley, Jason

Reeder, Beth

Robinson, Lauren

English

University of Kentucky

University of KentuckyUKnowledgeLibrary Presentations University of Kentucky Libraries9-19-2014A Collaborative Approach to Teaching InformationLiteracy in First-Year Agriculture CoursesJason KeinsleyUniversity of Kentucky, jkeinsley@uky.eduBeth ReederUniversity of Kentucky, beth.reeder@uky.eduLauren RobinsonUniversity of Kentucky, lerobi03@louisville.eduMelinda BorieUniversity of Kentucky, melinda.borie@uky.eduClick here to let us know how access to this document benefits you.Follow this and additional works at: https://uknowledge.uky.edu/libraries_presentPart of the Information Literacy CommonsThis Presentation is brought to you for free and open access by the University of Kentucky Libraries at UKnowledge. It has been accepted for inclusionin Library Presentations by an authorized administrator of UKnowledge. For more information, please contact UKnowledge@lsv.uky.edu.Repository CitationKeinsley, Jason; Reeder, Beth; Robinson, Lauren; and Borie, Melinda, "A Collaborative Approach to Teaching Information Literacy inFirst-Year Agriculture Courses" (2014). Library Presentations. 92.https://uknowledge.uky.edu/libraries_present/92 A Collaborative Approach to Teaching Information Literacy in First-Year Agriculture Courses Welcome! Jason Keinsley Agriculture Librarian GEN 100 Info Literacy Coordinator Lauren Robinson Graduate Assistant Beth Reeder  Senior Technician  Melinda Borie Graduate Intern Progression of GEN100 Spring 2013 Fall 2013 Spring 2014 Fall 2014 Some Background Background The Course:  An introductory course requiring critical analysis of the major social, economic, political, and scientific issues in agriculture and related disciplines.  Students develop skills in information gathering, critical analysis of issues, and written and oral communication. The Instructors and Students:  There are 10 instructors, 13 sections  Most freshmen and transfer students enrolled in College of Agriculture, Food and Extension (CAFE) must take GEN 100 The Library’s Role:  Through GEN 100 we reach approximately 75% of CAFE freshmen (Fall 2014: 325 students).  We have the students between 1-3 classes sessions per GEN 100 section. Including lectures and one lab. GEN 100: Spring 2013 Fall 2012  Jason Keinsley joined the AIC team  as an Agricultural Librarian in October 2012  Jason was introduced to GEN 100 and attended the Fall 2012 GEN 100 wrap-up meeting Spring 2013  Beth Reeder, Senior Technician, joined the AIC and GEN 100 team.  Jason observed the Head of AIC, Valerie Perry, coordinate and teach numerous GEN 100 section.  Jason began co-teaching with a Graduate Assistant.  At the end of Spring 2013, Jason was promoted to GEN 100 Coordinator, as the Head of the AIC focused on the BIO 155 information literacy initiative.  GEN 100:  Fall 2013 Summer 2013  During the Summer (2013),  the AIC prepared for Fall GEN 100 classes and began to brainstorm new methods of teaching information literacy.  Lauren Robinson joined the AIC team.  Fall 2013  Melinda Borie joined the AIC team.  Jason attended a portion of the Idea Sharing Meeting hosted by the GEN 100 instructors  Revamped the entire GEN 100 Course Guide (LibGuide)  Learned first hand the challenges of scheduling  Began individual consults with GEN 100 instructors to customize content  GEN 100: Spring 2014  The GEN 100 Course Coordinator requested that we reinstate the use of paper packets  Using an old “skeleton” we created an entirely new and refurbished packet   With the exception of the introduction of active learning activities into the lecture portion of the class, the instruction remained unchanged  The packet was the beginning of a series of instruction modifications, which eventually led to an entirely redesigned course implemented in 2014 GEN 100:  Fall 2014  Over the Summer (2014), the AIC team decided to revamp the entire library course offering  Including:  A new and expanded paper packet  A revamped course guide  A more comprehensive review of library services and library resources (this included a discussion on time allocation with the professors)  Introduction of a new and more comprehensive library exercise during the lab portion of GEN 100  Using feedback from GEN 100 instructors, the AIC team built  collaborative relationships through redesigning key components of library instruction  We used the allure of new library spaces to generate excitement Padlet  http://padlet.com/uk_aginfo/teach Calendar Craziness Sunday Monday Tuesday Wednesday Thursday Friday Saturday Ag Round Up  Staff Appreciation Day 9 AM—2 PM Ag Round Up  Rotary Luncheon 9 AM— 1 PM  Student/Faculty/Staff Picnic 5 PM— 6:30 PM Ag Round Up Ag Leadership Day 11 AM— 1 PM  Ag Round Up Alumni Day 11 AM— 2 PM  GEN 100  GEN 100 GEN 100-401 BIO 155  BIO 155 BIO 155  BIO 155 BIO 155  BIO 155 FOR 601 BIO 155  BIO 155 BIO 155  BIO 155 BIO 155  BIO 155 BIO 155  BIO 155  GEN 100-008 GEN 100-001 BIO 155  BIO 155 BIO 155  BIO 155 BIO 155  BIO 155 BIO 155  BIO 155  BIO 155 BIO 155  BIO 155 BIO 155  BIO 155  GEN 100-008 GEN 100-001 BIO 155  BIO 155 BIO 155  ASC 771 GEN 100-004  GEN 100-402  GEN 100-004  KLA Presentation and Poster Session GEN 100-003 ASC 771  GEN 100-006 GEN 100-010   GEN 100-003  GEN 100-006 GEN 100-010  GEN 100-003  PLS 103-001 BIO 155  BIO 155 BIO 155  BIO 155 BIO 155  BIO 155 ASC 771 BIO 155  BIO 155 BIO 155  BIO 155 BIO 155  BIO 155 BIO 155  PLS 103-001 BIO 155  BIO 155 BIO 155  BIO 155 BIO 155  BIO 155 BIO 155 BIO 155  BIO 155 BIO 155  BIO 155 BIO 155  BIO 155   PLS 103-001 (3 Labs from 11 AM—2 PM)  BIO 155  BIO 155   1 2 3 4 5  6 7 8 9 10 13 12 11 14 15 16 17 18 19 20 21 25 24 23 22 26 27 28 29 30 2 3 4 1 October Starting with Collaboration  Integrate: to form, coordinate, or blend into a functioning or unified whole - Merriam-Webster Starting with Collaboration General Information Sessions  Individual Consultations about Session Content Redesigning Core Assignments Packets & PowerPoint Time Allocation  General Information Sessions  Invited to Idea Sharing Meeting hosted by GEN 100 instructors to discuss plans for the upcoming semester  Gained better understanding of course goals  Insight into instructor culture  Presented new ideas for Fall semester and distributed sample handouts with new format  Addressed issues from previous semesters  Invited instructors to schedule individual consultations to plan for customized content  SharePoint  Granted access to GEN 100 Instructors SharePoint Consultations  Met with majority of GEN 100 instructors individually in order to discuss assignment variations  Consultations held in AIC with GEN 100 Team members  Consultations varied by instructor  New instructors tend to want a broad overview of the library instruction component  Second year instructors tend to give feedback about previous experiences and have suggestions for customization Starting from Scratch Packets GEN 100’s Introduction to PowerPoint Redesigning Assignments  Took in to consideration professor feedback from the previous academic year  Redesigned Library Exercise, which is completed during the lab portion of the class  Time Allocation   One of the largest collaboration efforts between the GEN 100 professors and the Agricultural Information Center  One of the most influential on teaching outcomes  Number of Students Reached Average Time Spent in Class Fall 2013 304 86 Spring 2014 190 115 Fall 2014 325 129 New Spaces.  New Places.  Support from College  Details of new room  Technology Issues  Setbacks  Upcoming Renovations Renovation We would like to thank Deans Smith and Cox of the College of Agriculture, Food and Environment, as well as Dean Birdwhistell of UK Libraries for their continued support. A-7, Typical Classroom in the Agricultural Science Building Library Instruction Room, newly renovated space in the AIC Comparison Drawbacks of Old Setup Benefits of New Room  No control of classroom configuration Acquaints students with AIC No control over technology (i.e., equipment, software) We control scheduling, technology  Traveling time and transportation of materials No travel (less time lost between sessions)  Lack of prep time Pre-prep the room   Unfamiliar and varied environments Modular furniture    Implications (and hopes for the future) Implications   We have taught __ classes and __ labs.  Need to incorporate the library webpage into lecture portion of the class  GEN 100’s Teaching Assistants Reviews    We will be implementing our assessment using Qualtrics instead of Google Docs  Distributing a Qualtrics survey to the professors in order to obtain feedback before the next semester  Questions? 

A Collaborative Approach to Teaching Information Literacy in First-Year Agriculture Courses

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A Collaborative Approach to Teaching Information Literacy in First-Year Agriculture Courses

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