30 March 2010

LILAC2010: Assessing collaboration: the effect of pedagogical alignment and shared learning outcomes for information literacy instruction

Assessing collaboration: the effect of pedagogical alignment and shared learning outcomes for information literacy instruction in first year writing classes.
Sara Miller and Dr. Nancy DeJoy, Michigan State University

Currently in process.
Inquiry based learning in writing classes: if they used inquiry method in instruction, would it be more effective? Do students actually learn to find and use sources more effectively? Are the research outcomes met more with aligned pedagogies?

45,000 students
More than 35 sections.
Conducting assessment for 7 sections.
Don’t see all students-not enough “man” power.
Uses web modules.

Boyer Commission, 1998: setting a collaborative model across the institution. Differing views of understanding collaboration: it doesn’t always mean the same thing.
From Twitter: “not just in instruction but areas like research data citation as well. Collaboration: same word, different languages.” @phepbu

Careful about positioning students as “consumers of knowledge.” Example: I already wrote my paper, I just need three sources to back it up. Anti-inquiry. Rather, positioning students to contribute to knowledge base,not just take from it – that is inquiry-based learning.

Norgaard, 2004: connecting info lit & rhetoric.

Inquiry has not taken root in the US as much as in the UK but it is coming!

Students fill out worksheet during library visit. Asking students to find an opinion or background information in groups. How did you find the article?
How did you decide it was a scholarly article?
What is the article’s purpose?

Together, they develop a list of evaluative criteria and then as a group, evaluate.

Did your research practices change as a result of this session?
The rubric reflects inquiry! Recursivity, Synthesis, Source Evaluation, Relevancy.

Asking students a pre and post class survey: “When you think about doing research for an assignment, it’s primarily in what context?”
How did your search change? How is this information important to the conversation about the issue? A lot of diverse responses.

Question to think about: Do students always understand what we are asking them?
Student perceptions about what is valuable: some if “how to” but also conceptual, higher level.

In inquiry, we will position students as mediaries, particularly at Champlain. THAT HAS MEAT. THINK ABOUT THAT. Professional projects. YES. However, that is predetermining the muse. But, that offers an opportunity for thinking about the muse in professional settings and less personal settings.

Asking students what kind of writing they anticipate having to do in their majors. It’s a great question for research. What research do you anticipate having to do in your profession?

Assessment as a way to be accountable, close the feedback loop.

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