Tag Archives: pedagogy

A Tale of Two Sessions

Not long ago I taught two library sessions for two introductory composition classes with the same professor and the same assignment on the same day. I love it when the schedule serendipitously works out to make that happen, in part because it gives me the chance to informally evaluate my teaching: both what I tend to cover and how I structure those sessions.

Like many librarians, I’ve struggled over the past few years to move away from me standing at the front of the class talking talking talking, so I can increase the amount of time for students to work on their own research during the library session. Students are supposed to come to the session having already selected a topic for their research assignment (though not all of them do, of course). I try to spend no more than 10-15 minutes each discussing and demonstrating internet research, the library catalog, and article databases, interspersed with 10-15 minute chunks of time for students to search on their own while I circulate to answer questions and offer suggestions.

Our class sessions are 75 minutes long — this is a lot to do in 75 minutes. I’ve tried to work around those constraints by seriously abbreviating my demo and looking for ways to interject more information while students search on their own. For example, I won’t mention that spelling counts or talk about the difference between keywords and subject headings in a catalog search, but when a student asks me how to revise a search when she hasn’t retrieved any results, I’ll answer her question so the whole class can hear.

Sometimes, though, the class is quiet and the students don’t ask many questions. In these cases I always feel somewhat strange: I walk around the room a bit, but I don’t want to pace back and forth like an old-fashioned school marm monitoring an exam. I check in with the students who look like they’re lost (or Facebooking), but that can be hard to do with students who don’t seem interested in my help, and some of them are genuinely, quietly doing their work. Sometimes I stand in front of the class fiddling with the computer or looking at my notes. This is what happened in the second class I taught last week, and it feels awkward.

But sometimes the less talk more search strategy works really well, which also happened last week. In the first class students were talkative and interested, volunteering answers to my questions during the demos and spending time on their own searches in between. However, there was a wide range of student preparation for the assignment in this class, with some students still working to narrow down a topic and others ready to go. Additionally, several students came to the session with obvious prior experience searching for sources for academic work. In this case I was able to give each student a small amount of personalized attention, which let me suggest topic narrowing strategies to some and advanced search strategies to others.

I chatted with the course professor after both classes who mentioned that in her experience the afternoon class is just a quieter group of students overall (I’d originally suspected post-lunch digestive sleepiness). But it’s still a challenge — what’s the right balance of talking and search time? Will I ever be able to shake that weird, conspicuous feeling while students search and I just stand there? What are some other ways that I can encourage students to open up and ask the questions that I suspect they have?

A Full Day of Information Literacy

Last week I went to the ACRL New England chapter’s Library Instruction Group (NELIG) annual program Meeting Digital Natives Where They Are: New Standards for the New Student. This was my first conference entirely devoted to library instruction, and it was great to have the opportunity to think and talk about information literacy all day.

The morning started off with keynote speaker John Palfrey, Vice Dean for Library and Information Resources at Harvard Law School and author (with Urs Gasser) of Born Digital. The book reports on the results of their interviews, focus groups and surveys with the oft-discussed millennial generation, exploring the way these kids relate to information, one another and institutions. I won’t recap the book (or transcribe the piles of notes I took), but here are a couple of takeaways I found most relevant for academic libraries:

  • Credibility is a huge issue for us adults: we fear that kids are highly susceptible to misinformation on the internet. But Palfrey’s research found that most kids don’t use information from Wikipedia verbatim or uncritically. Most use it to get an overview of a topic, and then head to the references at the bottom of the page to find more information. I use Wikipedia like this all the time in my teaching so I found this to be quite encouraging.
  • The digital generation has an incomplete understanding of intellectual property. It’s true that many of them do download and share music illegally (and they realize that it’s illegal). But they don’t know that there are legal ways to use copyrighted materials–fair use–so they hesitate to use them to remix or mashup content. This is a great opportunity for librarians to help students learn about ethical use of information.

I haven’t read the book yet, but after seeing Palfrey speak I’ve added it to my summer reading list. There’s some innovative supplemental material too: they asked kids to create podcasts interpreting each chapter of the book. The video he shared with us was fascinating and well worth a watch.

Next there were two breakout sessions, each with multiple presentations. Full disclosure: I was a presenter in the first session, where I discussed a classroom game I’m developing to teach students how to evaluate information. Many thanks to all who attended my session and contributed to our lively discussion. The one down side is that I missed the other presentations, though I caught up with them on the program website and NELIG blog.

During the second session I went to The Big Picture: Visual Storytelling in Library Instruction, presented by Nicole E. Brown and Erica Schattle of Emerson College. They shared an innovative approach for library instruction that uses images to tell a story to introduce students to research. They present information to students in three ways:

1. their slides contain images (only!): first a few slides to introduce a metaphor for research (in this case, learning to swim), and then several that illustrate the process of research
2. their spoken narrative describes the steps taken while doing research
3. their handout provides details on information sources students can use for their research during the library session

By modeling the process of research they were able to inspire students into action, and after this short introduction students spent the remainder of the session actively searching for information on their topics.

The final session featured Clarence Maybee and Charlotte Droll from Colgate University who presented The Crossroads of Learning: Librarians and IT Professionals Banding Together to Embed Information and Technology Literacies into Undergraduate Courses. They described two student projects–a podcast and a poster session–in which librarians and instructional technologists collaborated with course professors. Both the podcasts and the poster session encouraged students to step out of their comfort zone and added a public dimension to their work. Students were more engaged with these projects than with a typical research paper, and seemed to work harder, too.

By the end of the day I was fading fast, since I had to wake up at 5:30am to get the train up from NYC. But I was glad I went: it was a fantastic program (kudos to the organizers!), and I really enjoyed spending the day geeking out on information literacy. I came away with lots of ideas for my own instruction, too, and I can’t wait to try them out.

For the Hacker in You

Last week was the official launch of Prof Hacker, a new website devoted to productivity, technology, and pedagogy in higher education. A link to this group blog first popped up in my Twitterstream a couple of months ago and I immediately became a regular reader. While the main audience for Prof Hacker is college and university faculty teaching semester-length courses, there’s also lots here for academic librarians. (And of course we sometimes teach credit-bearing courses, too.)

Prof Hacker publishes at least one new post every weekday featuring news, advice, and how-tos. Posts are short and accessible, and cover a wide range of topics. Some of my favorites so far include:

  • A couple of posts about using and managing course blogs, including a review of the pros and cons of group vs. individual blogs and thoughtful discussion on evaluating and grading blog posts. Great comments, too.
  • A timely entry on managing stress over the course of semester (timely for me, at least, since it was published on the first day of classes at my college). Great advice that’s worth saving to reread on the first week of every semester.
  • One professor’s report on using iPod Touches in a class he taught over the summer. This one seems especially relevant for librarians as we investigate ebooks and the various ways that they (and other library resources) can be accessed by students.
  • And if you miss something and need to catch up, each week there’s a handy week in review post drawing together all of the previous week’s entries (the week I link to was particularly full of great posts).

Definitely a valuable addition to my feedreader. What blogs/sites are you reading this semester?