Good for What? Teaching Sources for Sustainable Lifelong Information Literacy
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Transcript of Good for What? Teaching Sources for Sustainable Lifelong Information Literacy
Good for What?
Teaching Sources for Sustainable
Lifelong Information Literacy
Meredith Farkas, Portland Community College
Sara Seely, Portland Community College
Anne-Marie Deitering, Oregon State University
26 March 2015ACRL 2015 Portland, Oregon
Freshman Inquiry Assessment
Project
FRINQ = a year long GenEd class focused on writing,
critical thinking, quantitative literacy, diversity, and ethics
and social responsibility
The library has a close relationship with the program
Students create ePortfolios
Assessed for critical thinking and writing already
Our questions: How clearly do students define their research question or
thesis?
How well do students integrate outside information into
their paper and attribute it?
Do students use relevant sources?
Do students use authoritative sources?
Big takeaways Students didn’t seem to understand the purpose of
sources in research
Poorly integrated
Many summarized sources and didn’t use to bolster
argument or illustrate point
Sources often not relevant to the topic
Seemed forced in to meet a requirement
We felt that “sources” wasn’t meaningful to students
Do students really know what
to do with the sources they’ve
found?
Do they know what they’re
looking for in the first place?
“Students… think of research as
going to the library or the Web to
find articles to support a pre-
determined thesis.”
Bean, John. “Backward Design: Towards and Effective
Model of Staff Development in Writing in the
Disciplines.” In Writing in the Disciplines. New York:
Palgrave Macmillan, 2011.
Choose a topic
Ask a
research
question
Search for Sources
Think about
What Evidence
is Needed
Search for
Sources
What we see
What we’d like to see
BEAM Model
Bizup, Joseph. "BEAM: A rhetorical vocabulary for teaching
research-based writing." Rhetoric Review 27.1 (2008): 72-
86.
BEAM Model
“If we want students to adopt a rhetorical perspective towards research-based writing then we should use language that focuses their attention not on what their sources and other material are… but on what they as writers might do with them.”
-Joseph Bizup, “BEAM: A rhetorical vocabulary…”
BEAM Model B = Background
E = Exhibit
A = Argument
M = Method
“Writers rely on background sources, interpret or analyze
exhibits, engage arguments, and follow methods.”
E = Exhibit
Used to explain,
illustrate, analyze or
interpret
Usually are primary
sources, primary data,
etc.
A = Argument
Used to strengthen, refine,
or complicate an argument
Written by experts (books
or articles)
M = Method
An idea, framework, or
lens that informs your
analysis
Can be an
experimental
approach, a theoretical
perspective, etc.
Activities for the Classroom
Have students list the sorts of evidence they think would be useful for their research using at least 2 or 3 of the categories in BEAM
Students who already have found sources: consider how they plan to use each one using the rhetorical vocabulary of BEAM
Reading an article to see how the author uses sources based on BEAM
Have students evaluate sources for authority based on how their intended use in the BEAM model
Your ideas?
Know Your Sources
using infographics to inspire complex thinking
Sara Robertson Seely
Portland Community College
ACRL 2015
WR 121 & WR 122
course outcomes“Locate, evaluate and use
information effectively and
ethically...”
“Evaluate source materials for
authority, currency, reliability,
sound reasoning and validity
of evidence.”
curiosity
What considerations do
students make when
describing why they
select one source over
another?
What do students value
in a source?
source selection assessment
winter 2013
over 200 student responses
at least 38 WR121 & WR 122 courses
~20% response rate
key finding
Students who made 2 or more different types of considerations
were significantly more likely to select the best source.
Ashley Downs, MSGraduate Student Intern
Syracuse University’s
School of Information
Assistant Librarian
Mann Library
Cornell University
Andrew GrewellStudent Intern
Portland Community
College’s Graphic Design
Program
Front-End Developer
Provata Health
Portland, OR
tweets
blogs
online videos
newspapers
magazines
prof. journals
scholarly
journals
academic
books
encyclopedias
Engaging students
close reading
explain to peers
-what makes this worth considering?
-what does it make you think about?
-what’s problematic or not
represented?
Engaging students
timeline activity
search activity
-places sources in conversation
-visualizes iteration of information
-emphasis on access
Links
to Know Your Sources
pcc.edu/library/know-your-sources
to activity
http://bit.ly/knowyoursourcesactivity
to slides
http://bit.ly/knowyoursourcesslides
Images
Alby, James. “Pop shuv-tail.” Flickr.com 20 Feb 2009.
https://flic.kr/p/62g7YD
dwstucke. “Blueberry Bucket.” Flickr.com 1 Sept. 2006
https://flic.kr/p/nw49W
Estelle, Travis. “Deschutes Brewery and Public House.” Flickr.com 26
Mar 2013
https://flic.kr/p/e92ULq
Images, cont.
Farr, Nick. “Bucket.” Flickr.com 4 Jan. 2008
https://flic.kr/p/4iqGvK
zabisco. “Watch this space: Infographics are IN.” July 2011
http://ceblog.s3.amazonaws.com/wp-
content/uploads/2013/04/Infographic-of-infographics.jpg