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Rickard, Tim. “Brewster Rockit: Space Guy.” Cartoon. Los Angeles Times 7 Jan. 2009, home ed.: E 19.

Rickard, Tim. “Brewster Rockit: Space Guy.” Cartoon. Los Angeles Times 7 Jan. 2009, home ed.: E 19. How to Succeed in the Classroom… Diane Zwemer Woodbury University April 2009. Anonymous course evaluation:.

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Rickard, Tim. “Brewster Rockit: Space Guy.” Cartoon. Los Angeles Times 7 Jan. 2009, home ed.: E 19.

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  1. Rickard, Tim. “Brewster Rockit: Space Guy.” Cartoon. Los Angeles Times 7 Jan. 2009, home ed.: E 19. How to Succeed in the Classroom… Diane Zwemer Woodbury University April 2009

  2. Anonymous course evaluation: “The instructor was amazing. I loved her. The course … it really sucks that you have to take it. It’s like torture.” How to Succeed in the Classroom… Diane Zwemer Woodbury University April 2009

  3. Once upon a time there was a librarian… Experienced one-shot instructor New to credit course teaching Crammed100 brilliant one-shots into course Students came out dazed and confused

  4. Once upon a time there was a librarian… Gained experience over the years Learned how undergraduates think Cut clutter with backwards course development Better learning outcomes = students learn better!

  5. No Lectures! No Demos! No Tests! Diane Zwemer Woodbury University LOEX Annual Conference 2009

  6. Doing what you thoughtwas How to Succeed in the Classroom Without Teaching! Really

  7. Woodbury University The Setting… • Who are we • Eclectic programs • Information Literacy a graduation requirement!

  8. Woodbury Students • Non-competitive admissions • Underprepared • 1st generation • Many in Studio programs • Priorities elsewhere! • Focused on finishing

  9. The Disconnect… What were my students learning?

  10. Students who passed… Test vs. annotated bibliography Annotated bibliography Selected resources – Grab bag Annotations –simplistic, repetitious Self-analysis reflection on research process… SUCK UP PAPER!

  11. WHY Do They Do That???! What’s up with my students?!? Is it a Net Gen thing? Why don’t they understand what they are doing??

  12. Why? What’s Behind This Behavior? “Differences in cognitive development levels may help to explain many of the situations librarians experience with students, both in classes and at the reference desk.” Jackson, R. (2007). Cognitive development: the missing link in teaching information literacy skills. Reference &User Services Quarterly, 46 (4), p.28

  13. Cognitive Development Categories As defined by William G. Perry 1 Dualism 2 Multiplicity 3 Relativity 4 Commitment (Battaglini and Schenkat, 1987; Gatten 2004,p. 158, and Jackson 2007).

  14. Dualistic Freshmen • Right answer to every question • Information must confirm current position • Don’t feel need to justify

  15. Dualistic Freshmen focus on assignment requirements e.g. find 2 journal articles Rather than appropriateness of sources (Holliday, W. and Fagerheim, B. 2006 p. 171)

  16. Dualistic Freshmen Regarding the web… Can’t find it quick? Too many results? Change Topics! (Fidel et al 1999 p. 28-29) If many web sites say the same thing the info is RELIABLE!!! (Seamans 2002 p. 117)

  17. Time is the Key In order to grow students need “sustained interventions” (Gatten 2004) Introducepracticereceive feedbackpractice againabsorb/internalizefinalizegrow

  18. Time is the Key Create a learning environment:meets dualistic studentschallenges dualistic students encourages GROWTH I can’t teach EVERYTHING!

  19. Legitimize Letting Go Tour Syllabus Demo Exercise Test Even some of the really good stuff

  20. Backwards Course Development Hindsight is 20/20

  21. Backwards Course Development 1.What must studentsbe able to do by the end of the course END

  22. Backwards Course Development 2.What activities will enable them to learn this

  23. Backwards Course Development 3.How will you know that they have learned this -- assessment

  24. What MUST My StudentsBe Able to Do Step 1 Begin with The End

  25. Course Outcome 1 How to use the Woodbury Library • What library services are available • How the library is organized • How to locate library materials • Where to get help

  26. Course Outcome 2 How to Maintain Academic Honesty • Students will better understand what is plagiarism • Learn to avoid even accidental plagiarism • Why academic honesty matters • How to format accurate citations

  27. Course Outcome 3 How to effectively use Internet information -Students will learn when it is appropriate to use Internet information -When it is not-How to evaluate web pages-How to construct effective Internet searches

  28. Course Outcome 4 How to Find and Use Published Periodical Literature. • What is the value • What are the different types • How and why to use • How to search effectively

  29. The Final Four The Library Academic Honesty Periodicals The Internet LC Classification & Subject Headings * Search Strategy * Library Tour * Boolean Logic * Everything else must be swept away!

  30. What Activities will Lead to these Outcomes? Step 2 in 10 just 75 minute sessions

  31. Periodicals: 3 out of 10 Sessions Help students move beyonddualism Let students experience the benefitsof library proprietary databases Provide Opportunities for timely feedback

  32. Periodicals: Week 1 Discover Different Types More than GLOSSYvs. TEXTUAL

  33. 1. Au hf jge oeroe hg uwew urwy je yijtrier jj[w roiy ietp ioigj u t5 ww8r iu 2. Utso je NEWSPAPER irp4kb ow i4u984 pq8 ioi5 o ut qpqw utoi oyt 84et oyjlk 3. U rugire oiet ghtp MAGAZINE 4. Ufhug h;opp9 ut hjour jggj q4iub oey itwei jt l7p] jy5[p e yt8469ui ‘e55- 5. SCHOLARLY[ jyo, i[ q[wh9-p wq 44 06ou p5 0q]0 w65o s’50 u7 q]0im dpu Periodicals: Week 2 Search for Different Types How can youdistinguish among database results? One minute paper!

  34. Periodicals: Week 3 A. Feedback and More… Respond to “One Minute Paper” Focus Topic: Pair & Share

  35. 1. Au hf jge oeroe hg uwew urwy je yijtrier jj[w roiy ietp ioigj u t5 ww8r iu Periodicals: Week 3 B. Search, Evaluate, Select the Best Articles

  36. Other 3 Learning Outcomes Discovery out-of-class assignment Questions, help, etc. Woodbury Library Internet Resources Academic Honesty Explore fake & biased sites Search for useful sites Class philosophy Readings Scenarios & situations

  37. How Do I Assess? How will I know that they have learned this No Test! Evidence by doing, thinking, reacting

  38. Course Readings 15% Attitude outcomes 1. Name 2 ways the readingrelates to this course. 2. What is the one most important thing that you feel is worthremembering.

  39. Course Readings “Judging Authority” “Wanted: Skeptical…” Student Responses Now think critically Learning how to be selective Skepticism helps us search more deeply Dualistic information must confirm current position Look for info that supports what students already think or know

  40. Course Readings Amend, Bill. “Foxtrot.” Cartoon. Los Angeles Times 7 Sept. 2006, Home ed.: E41.

  41. Assessment 35% Annotated Bibliography Provide evidence of the student’s ability to find, evaluate and use information • Rubric includes: • Topic Focus • Introduction • Sources • Annotations • Citations

  42. Assessment 15% Group Oral Presentations on the 4 Course Objectives The Library Academic Honesty Periodicals The Internet

  43. Assessment 15% Student Group Presentation • Restate what was learned • Inform other Woodbury students • How is it relevant to the “real world”

  44. Assessment 15% Students evaluate the other presentations • Positive Comments: • Pat your colleagues on the back! Say something nice • Beware false websites! • 2. Friendly Criticism: • What tips or advice would you give this group to help them improve • Watch out for filler words.

  45. Assessment Evaluates the other presentations 3. What Else Could You Add: Tell me something about the topic that was not included What you need to cite a source properly 4. Inaccuracies / Mistakes: Please note here any misinformation, errors or mistakes Citation did not have brackets

  46. Pros & Cons Clearer outcomes easier to make accurate assessments Feedback timely & useful; not punitive Bibliographies show better choices In-class work time helps students succeed

  47. Pros & Cons Feedback requires much instructor time The “non-compliant” student still unaffected Too narrow, too focused – what about other IL goals & outcomes?

  48. Looking Ahead…What Will I Change Next??????? Principles! Feedback! Improve! Turn in rubrics with every assignment Earlier feedback on “bibliography” : break it into parts In-person assessments / meetings / dialogs

  49. The End …Or is it? More handouts & slides on conference website Contact Me! Diane.Zwemer@woodbury.edu

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