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One size fits all…. or does it?

One size fits all…. or does it?. Developing scalable information literacy instruction for high enrollment courses. Anne-Marie Deitering, Instruction Services Coordinator Richenda Wilkinson, Reference and Instruction Librarian The Valley Library, Oregon State University.

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One size fits all…. or does it?

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  1. One size fits all…. or does it? Developing scalable information literacy instruction for high enrollment courses Anne-Marie Deitering, Instruction Services Coordinator Richenda Wilkinson, Reference and Instruction Librarian The Valley Library, Oregon State University

  2. No one can become information-literate in a one-shot library session. -- Breivik, 2000 Critical thinking is a skill. It is not enough to learn about it, students need to practice doing it. -- van Gelder, 2005

  3. Large, multi-section courses • Reach many students. • Cross disciplinary boundaries. • Have their own challenges: • TA’s and adjuncts. • Time and logistics. • Variations between classes.

  4. Original WR 121 collaboration Library research assignments focused on introducing the physical library and basic types of resources. Face-to-face sessions rigidly scheduled. Librarians tried to teach every competency in the library sessions.

  5. Problems: • Timing • Busywork • Lack of feedback • Isolated from the curriculum • Too much material • Variation between sections

  6. Embed IL throughout the curriculum & share teaching with the TA’s

  7. New strategy: Assignments focus on students’ individual topics. Assignments emphasize student thinking & the research process. Face to face instruction provided when students are ready to learn.

  8. Shared goals are broken down into learning outcomes: • Student-centered • Learning-focused • Based on visible behaviors • Measurable

  9. Creating learning outcomes • Follow CBC structure. • Start with Action Verbs. • Limit to one skill or concept. • Specify measurable behaviors. • Reflect different levels of student learning.

  10. Outcomes become activities -- WR 121 Research LOG • 6 short assignments. • Required by all TA’s. • Evaluated by librarians. • Worth 10% of the course grade.

  11. Face-to-face session: • Reinforces earlier outcomes. • Introduces four new outcomes. • Addresses problems. • Timed at point of need.

  12. Measuring student learning Outcomes-based assignment design has built-in assessment. Outcomes defined for the instruction session can be assessed with short exercises, quizzes, etc.

  13. Develop and revise content with feedback from all partners: • Brown bag sessions • Satisfaction surveys • Email surveys • Analyzed graded work

  14. Instructing the instructor: • TA orientation session • TA teaching seminar • One-on-one meetings between librarian instructor and classroom instructor • Brown bag discussion sessions

  15. What happened? • We know more about our students (and sometimes wish we didn’t). • Face-to-face instruction is more targeted and relevant. • More consistency in the curriculum. • Higher satisfaction.

  16. Unexpected results • TA/ Librarian relationships • Part time instructors • Resource/ idea sharing

  17. What now for us? • Add additional partners. • Use in additional contexts. • Never-ending tweaking.

  18. To successfully collaborate with large courses: • Requires an institutional commitment. • Is more manageable when focused on learning outcomes. • Requires ongoing attention to the details.

  19. Questions? Slides and additional materials are available at: http://osulibrary.oregonstate.edu/staff/deiteringa/loex_2005.html

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