Replacing Old Bridges with New

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

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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/