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Meeting Students Where They Are: Individualizing Informatio Meeting Students Where They Are: Individualizing Informatio

Meeting Students Where They Are: Individualizing Informatio - PowerPoint Presentation

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Meeting Students Where They Are: Individualizing Informatio - PPT Presentation

Pam Sukalski amp Lori Baker April 10 2015 kairos Greek term opportune moment Situational kind of time that creates an advantageous moment in which to act Crowley and Hawhee 2004 p 37 ID: 129547

information search sources amp search information amp sources research helped acrl http outcomes time baker authority instruction literacy smsu

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Slide1

Meeting Students Where They Are: Individualizing Information Literacy Instruction in a Composition Classroom

Pam Sukalski & Lori Baker

April 10, 2015Slide2

kairos

Greek term - “opportune moment”

“Situational kind of time” that creates an advantageous moment in which to act

Crowley and

Hawhee

, 2004, p. 37

Can be anything from a lengthy time to a brief, fleeting momentSlide3

Institutional ContextSlide4

Kairotic Moments/Exigencies

http://www.fireflyimageworks.com/blog/wp-content/uploads/2009/11/kairos-diagram.jpg Slide5

Applying a kairotic lens now

Building out from LEP 100 baseline skills; pilot project with first year composition

Opportunities to individualize IL instruction

Trying to capitalize on heightened awareness of IL in majors and capstone classes

New framework on the horizon and effect on IL planningSlide6

Identifying kairos

at your

i

nstitution

What

kairotic

moments at your institution could influence

information literacy instruction?

What moments or openings

for action are possible?Slide7

kairos and

SMSU Composition

SMSU composition curriculum (1 4-cr FYC, 1 3-cr 2

nd

year)

Previous work with first year composition committee

WPA Outcomes Slide8

ACRL & WPA Crossover

WPA Outcomes

ACRL Standards

ACRL Frames

Critical Thinking, Reading, and Composing

Standard One

Standard Two

Standard Three

Research as Inquiry

Authority is Constructed

& Contextual

Searching as Strategic Exploration

Knowledge of Conventions

Standard Five

Scholarship as Conversation

Information Has ValueSlide9

Our ENG 151 IL Pilot

http://greatideastoshare.com/2011/01/27/new-pilot-programs-support-member-diversity/ Slide10

Determining IL Outcomes for 151 Research Project

Digging through the layers

Creating IL outcomes for the assignmentSlide11

Assessment Questionnaire

In

the following thesis statements, circle the main keywords and then write down 2 additional terms you can think of to use as alternate key words to what is in the statement.

Curbs

on cigarette advertising will help prevent teenage smoking.

Dressing

in uniforms will reduce violence in American high schools

.

The

quickest way to search for books in the SMSU Library is to:

a) Search

library’s online catalog

b) Search

online research database

c) Search

using Google

d) Go

to the 4

th

floor

e) I

don’t knowSlide12

Assessment Questionnaire

Y

ou

are writing a paper on the impact of hog production on Minnesota’s economy. Which resource is

least likely

to have

biased

information?

a) Minnesota

Department of Agriculture

b) The

website www.MinnesotaHogs.com

c) Monthly

newsletter written by hog farmers

d) I

don’t

know

Please

select where you believe

your skills

are for each of the following areas. Circle one appropriate column for each question

.

Evaluating Information

I am confident that I can evaluate each of my sources for currency, authority, accuracy, relevance, and purpose.

I am somewhat confident that I can evaluate each of my sources for currency, authority, accuracy, relevance, and purpose.

I am not at all confident that I can evaluate each of my sources for currency, authority, accuracy, relevance, and purpose.Slide13

Utility of Questionnaire

Answers helped us identify the main issues to cover

Identifying the main issues helped us decide

Who would cover the material

In what format (embedded into class instruction or covered in IL sessions)

Helped explain concept to individual students when reviewing answersSlide14

Time & Topics

Day 1

Searching as Strategic Exploration

Group 1: introduction to concept, examples, limited time to search

Group 2: quick overview of concept, time to search

Research as Inquiry

Example of argument and analysis of key components

Day 2

Searching as Strategic Exploration

search strategy creation; Search Log

Authority is Constructed & Contextual

and

Information

H

as Value

CRAAP evaluation of sources and example

Annotated BibliographySlide15

Search Log

 

Date

 

Database or Search Engine Used

 

Keywords &

Phrases

# of Results

Filters Used

(e.g., Date, Topic/Subject, Source type)

# of Results

 

Notes

(e.g., list of possible sources from this search, usefulness of database, effectiveness of search, too narrow/too broad)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

             

Your Name_____________________________ Paper Topic_____________________________________

Keep track of when you search, where you search, how you search, and what you find. For ENG 151, you must try at least

three different databases or search engines, and you must fill out at least nine rows (3 databases/search engines, 3

different keyword or filter attempts for each) by the end of your research project. You will need this form with you in class

Mon., March 2 and Wed., March 4. If you change topics, use a new form. ~ ENG 151, Spring 2015, Prof. BakerSlide16

Student feedback…

“The search log and the annotated bibliography were useful because they helped me narrowed down all the information that could be useful in the paper. Using these tools, I was thinking about what is relevant to the audience.”

“I thought writing all full 12 annotated wasn’t useful because I ended use 7 out of the 12 instead and finding other sources.”

The newest thing

to me

was having to

use CRAAP

in the annotated bibliography. Using that helped me narrow my sources down that I would be using in my paper.”

“It helped that we went over useful sources and where to find them.…Without those sessions where we met in the library, I feel that the credibility of our sources will be much less and we probably won’t have as many sources either.”Slide17

Our Reflection

Minimum 3 days to enable smaller groups and spread out topics, more instruction time

Identify initial assignment to use as an additional assessment with questionnaire

Moving forward with other sections (constraint – faculty ownership & role)Slide18

What do you think?

Suggestions for us?

Ideas you’ve implemented?

Kairotic

moments?Slide19

References

Association of College and Research Libraries. (2015, February 2).

Framework for information

literacy

for

higher

education.

Retrieved from

http

://

www.ala.org/acrl/standards/ilframework

Association

of College and Research Libraries. (2000).

Information literacy competency standards

for higher

education.

Retrieved

from

http

://

www.ala.org/acrl/standards/informationliteracycompetency

Baker

, L., & Sukalski, P. (Forthcoming). Moving

ahead

by

looking back

: Crafting a

framework  for sustainable, institutional

i

nformation

l

iteracy. In

Not just for librarians: Issues in information literacy

as part of the

WAC Clearinghouse Perspectives on Writing book

series.

Crowley, S., & Hawhee, D. (2004). Ancient rhetorics for contemporary students (3rd ed.). New York, NY: Pearson Longman. Council of Writing Program Administrators. (2014, July 17). WPA outcomes statement for first- year composition. Retrieved from http://wpacouncil.org/positions/outcomes.htmlSlide20

Our contact information:

English Professor

Dr. Lori Baker

lori.baker@smsu.edu

Librarian

Pam Sukalski

pam.sukalski@smsu.edu

Graphic from https

://forums.yoworld.com/viewtopic.php?t=54779&p=1344849