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The “Perpetual Question”

The “Perpetual Question”. Future-Proofing Library Experience for the First College Year. What is the ‘perpetual question’?.

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The “Perpetual Question”

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  1. The “Perpetual Question” Future-Proofing Library Experience for the First College Year Beth McMahon and Cyndi Boertje ILA/ACRL Spring Conference April 17, 2009

  2. What is the ‘perpetual question’? “What people don’t understand, more and more, are librarians. If I can Google, why do I need you? I’m coming to see this as a perpetual question, one that we can’t stop answering.” —Cindy Chadwick LJ Mover and Shaker, ‘04 Beth McMahon and Cyndi Boertje ILA/ACRL Spring Conference April 17, 2009

  3. “Perpetual Question” or Elephant in the Room? “Why do I need you?” is the unspoken question of the First Year Experience course. And it deserves an answer Beth McMahon and Cyndi Boertje ILA/ACRL Spring Conference April 17, 2009

  4. What do we mean by “future-proofing”? • Correcting false or limited impressions • Emphasizing intentional, sequential learning • Starting a process in the first year that would resonate throughout students’ academic careers Beth McMahon and Cyndi Boertje ILA/ACRL Spring Conference April 17, 2009

  5. Intersections:An Introduction to the Liberal Arts • An exploration of the “intersections” where disciplines, ideas and events converge, connect and collide. • Students are introduced to college-level skills of reading, writing, speaking, listening, critical thinking and information literacy. Beth McMahon and Cyndi Boertje ILA/ACRL Spring Conference April 17, 2009

  6. Intersections:An Introduction to the Liberal Arts The course will specifically focus on these areas of student development: • Joining the academic community • Curiosity and personal responsibility dispositions • Inquiry and study habits • Communication and information literacy skills Beth McMahon and Cyndi Boertje ILA/ACRL Spring Conference April 17, 2009

  7. Information Literacy Outcomes for Intersections • Readily confer with faculty and librarians about information needs • Effectively access information collections and services available on site in Geisler Library facilities as well as on the library’s website • Evaluate information and sources critically • Incorporate new information into their knowledge base • Formulate insightful search questions and devise effective information search strategies • Use information ethically and legally by citing sources correctly and avoiding plagiarism Beth McMahon and Cyndi Boertje ILA/ACRL Spring Conference April 17, 2009

  8. Why Peer Teachers? • Establish closer links between information literacy and writing • Have an embedded advocate and role model for students • Continue successful Writing Tutor model • Opportunity for talented advanced students to expand tutoring and presentation skills Beth McMahon and Cyndi Boertje ILA/ACRL Spring Conference April 17, 2009

  9. The IL Modules for Intersections • Getting to Know Geisler Library • Become a Citation Pro • Online Library Resources • All About Academic Journals • Search Strategies • Evaluating Information Sources • Ethical Use of Information Beth McMahon and Cyndi Boertje ILA/ACRL Spring Conference April 17, 2009

  10. The Modules Two primary teaching/learning strategies: • “Nintendo logic”: • Self-directed trial and error • Competition • Presented as a “reality TV”-style game Beth McMahon and Cyndi Boertje ILA/ACRL Spring Conference April 17, 2009

  11. What we hoped the Peer Teachers would do • Model scholarly inquiry and possibilities for academic achievement • Personalize library experience • Re-assert the importance of information literacy in their own academic success Beth McMahon and Cyndi Boertje ILA/ACRL Spring Conference April 17, 2009

  12. What the Peer Teachers actually did • Became key informants and truth-tellers • Established very positive relationships with faculty • Improved classroom dynamics • Made powerful personal insights about themselves as teachers and leaders Beth McMahon and Cyndi Boertje ILA/ACRL Spring Conference April 17, 2009

  13. Were the Peer Teachers successful? • Citation outcomes • Professor feedback indicates Yes! • Increased attention to citation in tutoring session and reference consultations • Information Ethics • Preliminary post-test data shows slight improvement • Course evaluations • Yes! Beth McMahon and Cyndi Boertje ILA/ACRL Spring Conference April 17, 2009

  14. What did the Peer Teachers say about their experiences? • Communication is essential! • Need to feel supported and desire for autonomy sometimes conflict • Challenges of working with freshmen • Managing the workload • Building a working relationship with your professors Beth McMahon and Cyndi Boertje ILA/ACRL Spring Conference April 17, 2009

  15. What we learned • We need more Peer Teachers! • We need even more extensive collaboration between librarians and Peer Teachers. • Everything takes longer than you think. • Less talking, more listening • “Barometers” for the class Beth McMahon and Cyndi Boertje ILA/ACRL Spring Conference April 17, 2009

  16. What comes next? Beth McMahon and Cyndi Boertje LA/ACRL Spring Conference April 17, 2009

  17. References Miller, R. (2008, August 15). Future-Proof Your Library. Library Journal, 133(13), 30-33. Retrieved from http://www.libraryjournal.com/article/CA6585850.html Beth McMahon and Cyndi Boertje ILA/ACRL Spring Conference April 17, 2009

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