We Won Big!

1. We Won Big! Presented by librarians fromConcordia College - Moorhead, Minnesota Erika Rux, Chair of Library InstructionAmy Soma, Access and Delivery LibrarianMolly Flaspohler, Chair of Reference Services Our FYE Gamble

2. About Us • Current "Cobber" Climate • Private, liberal-arts college affiliated with ELCA • 2800 students • Discourse program (first-year writing and speaking) • Complicated course structure • Irregular participation • One-shot sessions • Curriculum Revision (1991-present) • First-Year Experience Program • Core Curriculum

3. The Plan- Learning Outcomes Librarians developed five foundational information literacy learning outcomes based on the ACRL standards. Upon successful completion of an Inquiry Seminar, students will be able to: • select, locate, and evaluate a reference source (e.g., electronic encyclopedia, specialized print encyclopedia, CQ Researcher, etc.) related to their general topic area. • identify the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical, etc.). • differentiate between the library’s online catalog (MnPALS), the Academic Search Premier database, and the ProQuest Newspapers database, initiating appropriate searches in each.

4. Learning Outcomes continued… • examine and compare information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias. • choose information that meets a particular need; interpret and combine information from a variety of sources to resolve a particular problem or question. • adjust and modify research topics, according to the interplay of newly discovered information with pre-existing knowledge and experience. • apply knowledge and skills from prior library experiences to effectively plan and create a product or performance (e.g., a debate or panel discussion, paper, annotated bibliography, group presentation, etc.).

5. The Plan - coach teaching faculty • Presented Minnesota high school information literacy data. • Tapped into “writing as process” pedagogy. • Suggested potential timeline for implementing stratified research project. • Framed learning outcomes within Bloom's Taxonomy.

7. The Plan - coach teaching faculty • Presented Minnesota high school information literacy data. • Tapped into “writing as process” pedagogy. • Suggested potential timeline for implementing stratified research project. • Framed learning outcomes within Bloom's Taxonomy. • Provided adaptable assignment templates (based on active learning pedagogies) as well as adjustable assessment tools.

8. Discussion • Curriculum reform presented an ideal opportunity for librarians at our institution, but it was a complicated and lengthy process. Can you identify less radical opportunities for restructuring or reviving the information literacy program on your campus? • What strategies have you employed to facilitate successful faculty and librarian collaboration? • What questions do you have about our process?

9. The Program – Peer Led Tour Concordia's library tours for new students coincide with the College's First-Year Student Orientation. Tours: • are led by upper-class student club leaders. • take approximately 15-20 minutes. • highlight key service areas (e.g., reference area, circulation area, computer/learning labs, etc.). • allow students to briefly meet library staff stationed at service areas. • give librarians an opportunity to hand out library information and a small gift.

10. The Program – The "Library Launch"     Concordia’s Inquiry Seminars (INQ) are required of ALL new students. INQ instructors are reminded to schedule a Library Launch session during the first weeks of school. Library Launches: • begin with a welcome and brief introduction, • engage students with The Machine is Us/ing Us by Mike Wesch, Assist. Prof. of Cultural Anthropology, Kansas State University, and • require completion of an active learning exercise centered around themes introduced in the video.

12. Activity

13. Additional Instruction Because the Library Launch is intended only as a general library introduction, instructors are encouraged to request additional library instruction or to utilize the assignment templates. Additional sessions may: • highlight course specific resources, • examine disciplinary tools, • introduce or reinforce research competencies.

14. Assessment • Written Assessment – Fall 2006 • Campus-wide Perceptions Assessment – Fall 2006 and 2007 • Project SAILS (pilot) – Fall 2008

15. What's Next? • Sequenced information literacy instruction in the disciplines (Biology, Psychology, Social Work) • Assessment • A librarian led Inquiry Seminar for transfer and probation students

16. Questions?

17. Thank You!

18. Resources • Inquiry Seminars: Instructor Resourceshttp://library.cord.edu/instruction/inquiry/index.htm • Molly’s example course page (Jonathan Clark) http://www4.cord.edu/library/mflaspoh/INQ/Clark/index.htm • Amy’s example course page (Maureen Jonason)http://www4.cord.edu/library/soma/Inquiry%20Seminar/Jonason/inqvietnam.htm • Erika’s example course page (Lisa Sethre-Hofstad)http://www4.cord.edu/library/rux/inquiry/sethre/index.htm