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
Download Presentation The PPT/PDF document "Meeting Students Where They Are: Individ..." is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
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