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NFORMATON LTERACYTaking the I out of InstructionErin Davis, Joe Eshleman, Suzanne Hinnefeld, Tiffany McGregor, Julie ZamostnyShow of hands, how many of you have attended an ACRL Immersion program?

ACRL Immersion program is an intense, immersive workshop experience. We came to think of it as library boot camp.

We are librarians who met during Immersion last summer in St. Petersburg, FL. We had such a good experience during Immersion, our cohort of 12 continued to collaborate throughout the year via a Google Group and with Skype conference calls. This presentation is the result of our collaboration on how five of us take the I out of library instruction at our institutions. Two of our collaborators are joining us remotely (have skype set up so Joe and Erin can say howdy) and the 3 of us will share with you directly.

During our presentation keep your eye open for a tiny eyeball embedded within our slides. For three of you who can correctly tell us how many eyeballs are present in our presentation we have a small gift bag.

But before we being, what kind of presenters would we be if we didnt share this sessions learning objectives with you?!

1Learning ObjectivesIdentify 4 non-traditional methods of teaching in order to improve your instruction toolboxList 3 characteristics of traditional and non-traditional teaching methods in order to explain their similarities and differences

#loextakethei

After explaining our objectives for this presentation introduce Suzannes portion we begin in northern Indiana2Groovin at a library open house

Suzanne Hinnefeld - Goshen CollegeTransition slide3Students who have had a positive

introduction to libraries report higher

use throughout their four years.

(Kelly, 2002)

Who has hosted a library open house? Sounds like lively, engaging experience. Right track!

Literature - students who have a positive introduction to the library report higher use throughout their tenure at the institution. Other examples in the literature point to the benefits of an engaging library orientation.

Brown from Utah State University Libraries reported in 2004 that anxiety is significantly decreased after library orientation sessions, and

Marcus of City University of New York reported that 70% of students participating in a library adventure said librarians are, enthusiastic, caring, and very helpful vs. 50% of control students.

References

Brown, A.G., Weingart, S., Johnson, J. R. J., & Ance, B. (2004). Librarians dont bite: Assessing library orientation for freshmen. Reference Services Review, 32(4), 394-403.

Kelly, M. C., & Kross, A. (Eds.). (2003). Making the grade: Academic libraries and student success. Chicago: ALA.

Markus, S. (2003). A library adventure: Comparing a treasure hunt with a traditional freshman orentation tour. College & Research Libraries, 64(1), 23-44.4BeforeBefore we hosted the open house library orientation last fall, how did we introduce new students to an academic library?5

Two part guide, TRAILS: Tutorials on Research And Information Literacy Skills.

Part I self guided library tour with worksheet that took students to the reference room, circulation desk, periodicals room, Mennonite Historical Library, etc. Students filled in a worksheet about the library and library policies that librarians graded for course credit.

Part II: online information literacy tutorial.

Confusing to students, annoying to librarians to update each year, and time consuming for librarians to grade.6AfterNeeded a new approach. Turned to students for ideas. During a brainstorming session one library student worker remarked, We need to have more life, action, and energy in the library orientation activity.

Some of the students ideas included holding the open house at midnight, having dorm floors compete as teams, holding the activity in the dark with Good Library flashlights as gifts

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Librarians tamed it down only a little to a 70s-themed event that directed students to stations containing activities that supported learning outcomes based on four ACRL information literacy competency standards.

Goshen College Good Library library director, Lisa Guedea Carreo, and technical services librarian Fritz Hartman.

8Groove-in learning outcomesStudents will identify librarians as helpful and friendly.

Students will be familiar with library building locations and service points.

During the open house activity we wanted students to be able to identify librarians as helpful and friendly in order for them to feel comfortable coming to the library for help.

We wanted students to be familiar with library building locations and service points in order to locate the best department to serve their information needs.

9Learning outcomes, cont.Students will know the purpose and extent of the reference collection.

Students will be able to identify items in the catalog and locate them on the shelf

Students will know the purpose and extent of the reference collection in order to locate background information on their topics.

Students will be able to find items in the catalog and locate them on the shelf in order to retrieve books they require for their college work.

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Goshen College is affiliated with one of the historical peace churches. The college had initiated a new campaign in fall, 2009, Healing the World, Peace by Peace. We tied the librarys open house theme in with the larger mission of the college. It can be helpful with regard to visibility and public relations efforts to keep the mission of you institution in mind in planning your open-house.

Clues to the activities were written as limericks, including the first clue that greeted students outside the front door of the library.

Open house required of all first year students. English faculty who were teaching first year colloquium classes decided also to require their upper class students to attend.

(Limerick 1:Hey there, first year Dude and Dudettes.Come on in, are you groovin yet?Well give you some clues,Youll be library sleuthsGet real now, get ready, get set.) 11

Costumes were an important element. One librarian remarked at the post-event debriefing session, Being in character and costume made it easier to be uninhibited and friendly.12

Limerick directed students into the reference room to find a book in their major or in the career resources section, if they were undecided.

Provided an opportunity for students to meet a reference librarian, chat, browse the reference shelves in a section of interest to see the range of reference books available, to see the hours of reference service.

Addressed ACRL info literacy competency standards for higher education:

1.1.c Students will know the purpose and extent of the reference collection. 2.3.c Students will know whom to go to for help with their library research.

(Limerick 2:For your first far out task, make tracks,To find a book in your mnajor from the reference stacks,With book now in tow, to a librarian go,Get your map stamped and get handed some facts.)13

Another limerick guided students to look up an item in the catalog and to find the item in the stacks.

Student workers and library staff roamed the stacks helping students understand LC classification system. From earlier experiences with students this was one of the points of confusion for new students, shifting from Dewey in their public and high school libraries to Library of Congress classification.

ACRL info lit competency standard:

2.3.1 and 2.3.b Students will be able to find items in the catalog if given the author, title, or keywords and locate the item on the shelf.

(Limerick 3:Youve been given a book title and name,In the online catalog now search for the same.Write the call number here, _____________Take the stairs, have no fear,Pull that book,hand it in, feel no shame.)14

Other student library workers checked that students retrieved the correct book and then stamped their guides.

One positive of the themed open-house identified in the post-event deconstruction the next day was how much student workers enjoyed the event. Their enthusiasm was infectious. They brought energy to the library!

Some participating students went through it more than once. They went through on their own, and then did it again with a group of friends.

(Limerick 4:Get downstairs now, the hunt must resumeWrite on you map things you find in the Royer Reading Room.Next, for another room on this level now search,For where the DVDs and videos are perched.Find sticker there, adhere to map, then up to the circ desk zoom.)15

Another limerick directed students to the circulation desk where they learned about shelf reserves and eReserves, book check-out policies

ACRL info lit competency standards for higher education:

2.3.c Students will be familiar with library building locations and service points.

(Limerick 5:Next ask the desk attendant for the reserves binder bookRead well the procedures, dont just take a look.For the periodicals chase, to the 3rd floor race.Find the clue, make the call, dont get shook.)16

Students were directed to activities on all four floors of the library.

In addition to students learning, another benefit of the open-house was camaraderie and fun experienced by entire library staff.

(Limerick 6:Just keep on turckin, to the end you must fight.Pick up the yellow phone on the wall, it wont bite.A voice will direct you what to do nextThe upcoming stop reveals historic Mennonite life.)17Planning a large scale open house Involve teaching faculty, library faculty and staff in the planning. Start early Define student learning objectives

Gifts, limericks, schedulesDress rehearsal, adjustmentsStarting in April, we brainstormed with students and conducted a literature review. What were some of the successful features of other institutions large scale open houses?

In June and July we established learning objectives and stations that supported learning.

Other summer work included collaborating with colloquium faculty, organizing gifts and prizes, writing limericks, creating workers schedules, contacting PR, lining up music and costumes, promoting the event.

August brought a dress rehearsal and adjustments to the flow, additions of student workers and phtotgraphers, and a final refining of details prior to the Groove-in, held the first week of classes in September.

18Assessment of students learningStudents guides were stamped when they completed a learning objective.

Guides were collected and turned into colloquium professors for a grade. Tools were created to assess student learning and to evaluate the event. For assessment, students guides were stamped when they visited each station and successfully completed the task. These were turned into colloquium faculty for a grade. Having a grade connected to the event helped with participation rates. Evaluation of the Groove-inSurvey Monkey distributed to all first year students

20% return rate

Student evaluation of Groove-in Library Open HouseDistributed to students by their colloquium faculty

~20% response rateI am familiar with the library building locations and service points.Strongly agree or Agree 83%

I know whom to go to for help with my library research.Strongly agree or Agree 88%

I know the purpose and extent of the reference collection.Strongly agree or Agree 70%I am able to find an item in the catalog when given the author or title.Strongly agree or Agree 92%

I am able to locate a book on the shelf after I have looked up its location in the catalog.Strongly agree or Agree 94%

20 I loved the groove in!!! It was quite an adventure!

21 Thank you for making the orientation interesting.

86% of the comments were positive. 14% of students expressed varying degrees of annoyance. Some students thought it took too long. Others remarked that it might have been more helpful to just have a guided tour.

During the debriefing session the following day, librarians noted things we wanted to do differently next time: language in limericks directing students to take the stairs, have no fear was not useful to students who use wheel chairs. Other language in the limericks, colloquialisms for example, were not accessible to international students.

A lively, engaging library open house is one way to take the I out of instruction. Students met learning objectives, staff were energized, and the Groove-in rocked.

Now on to North Carolina22Ill take information literacy for 500

Joe EshlemanJohnson & Wales University - CharlotteTransition slide23

Joes recorded audio: 4.5 minutes

What is the thought bubble I see over some students heads when I begin my Information Literacy Classes?

Hello everyone, this is Joe Eshleman, Instruction Librarian at Johnson & Wales University, Charlotte Campus. Johnson & Wales is known primarily as a Culinary School and one of the main focuses here at our campus is on experiential learning. I have been here for three years and in my current position for two. We define our Information Literacy classes this way Module I is taught to all English classes and covers the library catalog and databases and Module II is presented to the science classes and focuses in on evaluating web resources. In addition to trying to vary class content, I also have tried to implement student centered learning and developing a game show was part of that. In the next few slides I will give some examples of the design of the game show that I use and offer some example questions. Additionally, I would like to offer a resource that you can access that points to ways in which you can create a similar type of game, with or without the use of response systems, that is , what we call clickers.

25Continuation of Joes recorded audio:

Here is a screenshot of the game board used in the clicker session with evaluation criteria as categories We use an audience response system and software from eInstruction. As you can see the software that comes with this system allows you to use four categories, therefore in this case, I have left off on of the five criteria we teach for assessing information, that being Relevance. However, I did sprinkle questions within the other four that touch on the one left out. In previous classes of this type, after lecture there was a group activity where we discussed four article excerpts in groups and assessed them in relation to the evaluation criteria. While that fulfilled some active learning goals, there was not as much enthusiasm or engagement as what we have seen during these game show sessions. One very small learning aspect that occurs during the game is that the students need to refer and say out loud the evaluation criteria, for example I will take Currency for 20, this is minor but it does reinforce the categories.

26Continuation of Joes audio:

Here is an example of a question from the game. The students are broken into groups of four or five, one student holds the clicker, the question is read and a timer starts and the groups discuss the question and answer. At the end of each question the current scores are given. I feel as though students respond well to the group discussion dynamic and it is interesting and rewarding to see them get loud and competitive about the material. There have been many cases where students will question an answer or the wording of a question because they really do want to beat the competing teams.

Julie, next two slides: comment on alternative questions Joe uses

Interchangeable option to show as a question for slide 5

Interchangeable option to show as a question for slide 5

Last portion of Joes audio clip:

It seems to help the class flow and keep interest and engagement going by varying the ease and difficulty of the questions. I have found that comments about the questions being too difficult or easy often occur. Of course, it is hard to determine in which order the questions will appear based on the groups choices, however a good mix can help. Using role-playing to engage ESL students

Julie ZamostnyWestern Maryland Regional Library SystemTransition slide30Role-Playing

Original Artistwww.cartoonstock.comASK: How many of you currently teach classes in which there are ESL students?

(If hands are a raised) ASK: Is anyone willing to share what you currently do in your classes to engage ESL students?

ASK: What are some concerns you have about engaging ESL students?

31Ik houd van te lerenj'aime apprendreich liebe zu erlernen amo imparare 32

Step 1: Match learning outcomes with methodsRole-playing isnt the only method that can be used to engage ESL students.

Dont use role-playing for role-playings sake.

Match the learning outcomes to the method. Consider all the elements in the equation: audience, learning styles, environment, time commitment

Helps address students concerns of when am I going to use these skills after college?

For the ENGL100E class @ Hood, the learning outcomes were: a , b , c ,33Step 2: Planning a Role-Play Involve the class in the planMini-embedded librarianAssess group cohesionIncrease familiarityDemonstrate rapportThis is the how-to portion (or, the how I did this portion)

Planning (*mini-embedded librarian ; *group cohesion ; *increase comfort level with me ; *show student rapport the prof and I had with each other)

You can also do this through surveying; facebooking

34Step 3: Choosing the content

Research for applicable topics: whats current? Whats relevant to the students? Whats controversial? (show screenshots of newspaper articles that were used for the ENGL100E class). This also gives you an awareness of the materials that the students should encounter when they use the resources in their research dossier.

The content (the scenario, the roles, the tools/resources, the evaluation criteria)

Micro paraphrasing exercises can be used within the groups to ensure that all participants understand what is expected of them.

Important that the content is as clear as possible because you want the students to really get into character and they cant do that if theyre tripping over details. 35Step 4: Results & Implementation

What an effective role-play looks like in practiceor what it looked like @ Hood

Team cohesion (creating a plan, dividing the work)Team directed / P2P teaching (asking each other for help, sharing their finds with each other)In character (students adopt the roles theyve been given; are enthusiastic and on-task but not so far removed that they do not ask the librarian or professor for help when they need it)Produces results

36Step 5: Evaluation and AssessmentMini-embedded librarianTimely and relevant scenarioStudent worker involvementLength of the classSupport of the professorSupport of the studentsSkills into real-life contextInstruction labMight not work with large classesDifficult to practice beforehandCostuming/atmosphere buildingLends itself well to pretest/posttest across semesters. I was able to work with the professor to review the final papers. Language skills aside, the professor stated there were definite improvements to organization of the paper and an increase in the amount of acceptable resources that were used to write the paper.

In-class assessment is also doable because of the research done beforehand. Are the students citing materials that you gave them in their dossier? Are they citing examples that you found in your own research?

Plus/Delta:

+90 min class works much better than a 50 min+If the prof doesnt buy in then neither will the students

^Instruction lab: loud fan; old computers; static configuration; contains public printer^A large class might not be as successful. With 8 students I had 100% participation. ^Difficult to practice this type of class beforehand because theres so much unknown with student-driven content.^Costuming/atmosphere building: After the fact I always realize how much more I could have done. 37Talk amongst yourselves: Problem-based learning with groupsErin Davis Utah State UniversityTiffany McGregor Neumann UniversityTransition slide38Problem based learning [PBL]

is an educational method that

uses problems as the starting

point for student learning.

(Bligh, 1995) PBL got its start in the sciences where students were grouped together in order to pool their resources in order to solve a common problem39

SUBJECT:First-Year English CompositionNU & USU both found applications for this instructional design method in FY English Comp40USUs Merrill-Cazier Library

Play Erins audio clip: 4 minutes.

At Utah State Universitys (USU) Merrill-Cazier Library, an active-learning activity is integrated into all IL sessions. Improving our curriculum and getting greater buy-in from instructors are two of our primary goals, which is why the library instruction program at USU developed PBL lessons for first-year composition classes.

For many students, the concepts and mechanics associated with research projects often provide the context for IL instruction as well as a set of problems for instructors to use in a lesson. Prior to incorporating a PBL approach to instruction, traditional IL sessions were often based on hypotheticals: hypothetical topics, questions, and keywords. At best, students could follow along with the librarian on their computers or be provided with personal research time at the end of a session. To encourage more student engagement and genuine learning, librarians at USU adopted problem-based learning activities.

A PBL approach to instruction is incorporated when it can be tied directly to in-class assignments.41USU Learning OutcomesCreate research planSupport claims & evidenceLocate sourcesFocus topicShould fast food restaurants be held accountable for contributing to obesity in America?

Continuation of Erins audio:

First-year composition students at USU are brought to the library in the context of working on a persuasive research paper assignment. The librarian creates a PBL lesson with consideration for a variety of research components such as creating a research plan, focusing topics, locating sources, and supporting claims and evidence.

Instead of demonstrating how to use a database, we divide the class into small groups based on students similar majors or interests, such as the social sciences, health/medical field, and business. We then give each group the same research question to explore. In our case, we often use a broad research question, such as Should fast food restaurants be held accountable for contributing to obesity in America?

We tell the students in order to answer this question, they will need to find information from the perspective of a specific discipline or major.

We then direct each group towards a corresponding LibGuide created specifically for the assignment, which contains recommended information sources for each of the designated interest groups. We also distribute handouts with three guiding questions that ask students to interact more fully with their topic. The worksheet is a research plan & asks students the following 3 questions: 1. what do you already know about your topic or issue? 2. what do you need to know in order to better understand your topic or issue? List at 3 research questions that you will need to explore. 3. for each of your research questions, describe what kind of information source might provide the answer to that question & how you would find that type of source.

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Continuation of Erins audio:

Group members are given minimal instructions and are encouraged to become responsible for their own learning by engaging with each other and information resources. Each group is asked to identify specific issues related to the general question and to use the LibGuide resources to conduct preliminary research, asking for the librarians assistance if needed.

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Continuation of Erins audio:

Each group shares its experiences and teaches search strategies to the class as a whole. Some professors grade the groups bibliography or have the class free-write about their research experience.

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Last slide of Erins audio:

Here at USU weve found that our students enjoy the problem-based learning activities because it puts the focus back on them (student-centered learning) and because of the real world themes. This current generation of students, often called the Millennials, grew up with computers, video games and a great deal of technology. They tend to be kinesthetic learners who are highly visual and prefer to learn in group situations. The milennials learn best by doing, so designing your instruction around active learning activities such as pbl is a great way to engage your audience.45NU Results of 2008 RevisionTiffany McGregor, Neumann University:

NU Revised its IL Instruction plan for English Comp at the beginning of the 2008-09 Ac. Year. At the center of revisions:

Students would attend 2 sessions instead of oneSpecial attention to clear language in presentationSpecial attention to establishing rapport in classroom and encouraging individual follow-up for extra help with ANYTHING ( PR for friendliness)More time = More content to teach

Students seemed to get that we were here to help, but the increased follow-ups demonstrated that the increased content helped to further overwhelm students. Learning was not happening at a level we were happy with.462009-10 Ac Year revision based changes on using PBL methods & focused on:

A good learning environment seemed to be happening, but we took it up a notch & integrated clickers as a new means of adding to ice breaking & also for assessing what students already knew, and how they were learning along the way

Took the content way down (cut by half) and established a few distinct learning outcomes to focus on. (Removed content was supplemented with on-line tutorials and/ or shift of coverage to developmental & Freshmen experience classes- this is actually a work in progress). Also, delivery of this content would take place with less lecture and more practical, hands-on & group activites.

These factors combine to equip students with the tools to solve their research problems: how to get strted, what resources to use, where to find sources, evaluate sources, cite sources, stay organized, etc.

Each session was approached with common outcomes- regarding creating a strategy: brainstorming, keyword generation, boolean operators, & database access. Other problems were viewed as situational- Instructional plans were more loose & reactional to what each group of students needed47One of the major reasons we decided on a modified PBL model was because data collected w/ clickers in the past & through direct student feedback we had found that research in itself was a new concept for manyStudents were totally unfamiliar with Library resources (what they were & how to begin using them)

PBL model modified to include some modeling and examples (mostly just explaining WHAT something is ie. Databases are collections of info- like an iPod or Facebook, or journal and magazine articles: search by subject/ content)STUDENT-GENERATED EXAMPLES!

48Activity Revisions1.02.0

Concept of Boolean operators used to be taught by posting a Venn Diagram slide as part of the powerpoint lecture.

New Instruction method is active: Students each receive candy- usually a mixture of lollis & jolly ranchers. Librarian uses a whiteboard to generate queries:

CANDY- entire class would stand b/c they qualify for resultsNext CANDY and STICK- only the lolli students would stand.ETC.51Additional ElementsA few other features that we tried to incorporate into our instructionHands-on: practical application, safe environment for trial, error & correction

Paired brainstorming: adds perspective, fosters camaraderie & aids novice researchers

Multi-layer: RP will be reviewed with course instructor (immediate); paper success is a delayed context layer

Authentic: Hello!!52

The most helpful information I was given this semester was the database informationit really helped me with a few papers. Not just with my English papers.(A)ctually doing them, hands-on was great.The hands-on experience!

Comments taken from a survey used to aid assessment.

Survey is specific to content that is spread over two sessions. Survey is taken at the beginning of session one and towards the middle-end of session two (When survey issued at very end of class, the results seemed rushed)54ReferencesBligh, J. (1995). Problem based, small group learning. BMJ, 311, 342-343.Kelly, M. (2002). Making the grade. Chicago: ALA.

Julie Zamostny Email her: jzamostny@washcolibrary.org @jzamostnyTiffany McGregorEmail her: mcgregot@neumann.edu @ TiffanyMcGregorSuzanne Hinnefeld Email her: @ Erin DavisEmail her: erin.davis@usu.edu @erin_dini Joe Eshleman Email him: joe.eshelman@jwu.edu @joeeshlemanContact Us

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Suzanne HinnefeldEmail her: shinnefeld@goshen.edu @shinnefeld

How many ? A.12B.10C. 8D. 6