Classroom Connection: Co-instruction in the Music History Core

1. Classroom Connection:Co-instruction in the Music History Core Lisa A. Lazar Performing Arts Librarian March 6, 2016

2. Outline • Music History I • Context/environment • Evolution of my involvement • Recent collaboration • Content and pedagogy • Connections made • Lessons learned and future

3. Music History I and II 300 level classes taken by sophomores and juniors Last music history classes all music majors must take History of Western Art Music Final Projects Two sections – total about 35 students Face to face supported by LMS

4. Context Building/Collection Performing Arts Librarian Plus™ Support structure Course structure No UG music history major

5. Evolution of my involvement Pre-2011 – Nothing 2011 – 10 min. 2012 –one shot/extra credit assignment 2013– revised one shot/extra credit 2014 – Pre-assignment videos Two class periods Two for credit assignments FoolishIy agreed to grade final project 2015 – ???

6. Collaboration Dr. David Blake – visiting professor - awesome Committed to information literacy We collaborated on: Learning outcomes Modifying final assignment Reassigned coverage Shared instruction and grading

7. Content Learning outcomes Based on standards/framework Finding/evaluating information, developing an appropriate topic, citing sources correctly Info lit responsibilities now shared Instructor does citations, development of topic statements/paper outline I cover search strategies, catalogs and databases, source evaluation

8. Class Environment Face to face in library classroom 3 50-minute sessions (2 classes, 1 lab) Co-instructor in LMS

9. Pedagogy 1st session – evaluating sources 15 min: group brainstorm on expert sources (reframing) 15 min: CRAP power point Small group CRAP analysis/comparison bassoon websites Assignment Any three sources on your topic Bullet point CRAP analysis; acceptable for paper? Don’t have to be acceptable, but analysis/recommendation need to be sound I grade

10. Pedagogy, Con’t. 2nd session: search terms/strategy, searching catalog/databases Group activity – sample keyword, searches Assignment: 1 book, 1 scholarly article *must* be acceptable for use for paper CRAP analysis in paragraph format In proper citation format I grade analysis, he grades citations

11. Pedagogy, Con’t. Again. Final Assignment He grades outline, citation, and half of annotations Norming session Extensive survey Assessment (rubric)

12. Connections? Yes! Students and library/librarian Students and collection/good sources Students and information literacy concepts Supported by analysis/assessment 57% sources ranked 3 or 4 78% of students had at least one source ranked 3 or 4 Information literacy support with faculty, administration of School of Music

13. Lessons Learned Videos/flipped? Not for this class Support of library/School of Music essential! In it for the long game. . . Framework and abstract concepts? Difficult, but enticing!

14. Future? Want to do Framework! Hopefully keep Dr. Blake! – could blow up syllabus! . . . but probably won’t blow it up. Basically good – tweak Ideas include: Tougher on web eval Concept of “good source” vs. disciplinary literature Break out of closed cycle of university provided resources

15. Questions? Lisa Lazar University of Akron llazar@uakron.edu