Replacing Old Bridges with New
Kristen MotzHelen Woodman
Ferris State University http://www.flickr.com/photos/bibbit/2123959232/
Librarian + Professor =
Impact in Student Learning
College Critical Readinghttp://www.flickr.com/photos/paulwatson/20539223/
WRITING…IN A READING COURSE?
Used with permission from Richard Guindon
INQUIRIES
http://www.flickr.com/photos/crystaljingsr/3914729343/
Inquiries into Teaching and Learning Project
How does the collaboration between a FLITE instruction
librarian and classroom faculty in the process of designing
and implementing an argumentative research paper assignment in College Critical
Reading impact student performance on course
learning outcomes?
Class Learning Outcomes:As a result of the process of writing and completing an argumentative
paper, students will be able to: Evaluate the relevance and importance of text (reading) material in
various content areas; Recognize the various levels of validity of material found in
textbooks and in other varieties of print material; Develop and practice summarizing skills, including annotating and
concept mapping; Develop the ability to ask appropriate questions of print material
leading to better understanding of the author’s message and point of view;
Recognize multiple points of view on a given topic and take positions in support of or in opposition of these viewpoints;
Read diversely and deeply, applying literal and interpretative comprehension skills necessary for continuing college-level work
Outlining the Argumentative Paper
INTRODUCTION
SUPPORT
SUPPORT
SUPPORT
CONCLUSION
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How to Think About Weird Things:
Critical Thinking for a New Age
THiNK: Think: Critical Thinking and Logic Skills
for Everyday Life
What to do with Weird Things
Find 8 Reliable Sources
Write Individual Paper
Plan Group Presentation
Create Original Game
http://www.flickr.com/photos/iheartspam/34837902/
Keep a Research Log
Research Both Sides of Your Topic Take a Position
Professor Tools and TechniquesRecycled
• Puzzle Me sheets• Journals/Logs• Sweat Pages• Textbook-based
Assignment• Individual Paper • Group Presentation • Student Created Games
http://www.flickr.com/photos/geishaboy500/100043823/
Professor Tools and TechniquesRevised for New Assignment
Course Concept Map New RubricsCourse Timeline
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Assessment
Editing
Revising
Drafting
Gathering Information
Writing a Short Plan
Writing a Formal Outline
Finding Sources
Writing Summary of Article and Application in AP
Article, Summary and Application DUE
Generating an Argument
Library Mini Sessions
Formulating a Topic and Thesis
Finding a Subject
Writing Help in FLITE or Writing Center/ASC
Research Journal of Progress
Presentation Plan
Presentation Group Assignments
Presentation Formal Outline
PowerPoint Presentation
Video/Visuals
Presentation to Class
Group Game Plan
Group Game Group Assignments
Group Questions
Game Board
Game Board Due for Grade
Game Presented to Class
Game Presented for Grade
Game Played by Class
Sessions 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Exam Week
Librarian Tools and Techniques
• Class Web Page• Point-of-Need Instruction• Research Consultations• Information Literacy Assessments
Librarian Session 1
• Week 1• Introduction to Librarian• Course Concept Map• Information Literacy Assessments• Introduction to Class Help Page
http://www.flickr.com/photos/velkr0/3472576304/
Librarian Session 2: Getting Acquainted
• Week 4– Review of
Class Help Page (with book locations)
– Introduction to Catalog
– Introduction to 2 Databases
– Second Connectionhttp://www.flickr.com/photos/rooty/3661350095/
Librarian Session 3 - Week 5
– Review of web page
– Touch base– Hands-on web
evaluation exercise• Let’s Go Whale W
atching
– Third Connection
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Librarian Session 4 - varies
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APA Citation Work: Human Citation GameFourth Connection
New Strategies from Librarian
Information Literacy Assessments: Online
New Strategies from Librarian
• Research Consultations– Paper slips handed out twice in class– Overwhelming response
Firming Up the Foundation – Results!
• 113 students –> 94 completed papers (83.2%)• 78.25% passed paper with C- or better• Progressive improvement in student-selected
sources• Increased student interaction with librarians,
Writing Center, and course professor• 56 FLITE research consultations
http://www.flickr.com/photos/ogcodes/257409323/
ChallengesOverwhelming rush to FLITE librarians:
FLITE was prepared
Equally overwhelming rush to Writing Center:Writing Center was not prepared
Multiple Bridges: Weird Topic Librarians
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Student Input 1
• Keep the argumentative paper • Make the paper at least 8 pages long • Assign 8 sources• Begin paper’s annotated outline earlier• Cover APA citation earlier/more often
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Student Input 2
• Keep the Writing Center tutors involved
• Keep the FLITE librarians involved – students loved that part
• Require completion of the Argumentative Paper and all of its components to pass the course
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Games• Back to the Future
(reincarnation) – Monopoly
• Alien Invaders (build a spaceship) – Trivia Pursuit
• Ghostland – Candyland
• Grab an Angel - Monopolyhttp://www.flickr.com/photos/colemama/3941644833/
Student Quote
• “Thank you for your teaching. . . .I think you should keep the length of your research paper the same next semester because it has helped me in Eng 150. I have an A in that class thanks to your teaching in reading sources and writing papers.”
(Personal communication, December 2009)
Faculty–Librarian Bridges Old and New
http://www.flickr.com/photos/dwallick/3078130103/in/set-72157606087976205/Doug Wallick – Filckr 2010
Discussion
• What portions of this collaborative project would work in your setting?
• What tools and techniques look most helpful for the classrooms you instruct?
http://www.flickr.com/photos/bibbit/2123959232/