At my community college, we’re piloting new information literacy instruction for English 101. The director hopes to move away from powerpoint lectures to give students more hands-on opportunities, and since I’m the liaison for the English department I’ve been spending a lot of my summer on this project, brainstorming, reading, and chewing the ends off all my pens.
We saw that students felt overwhelmed by the content of our traditional English 101 session, both in volume and complexity. So we scaled our learning outcomes for the one-shot way back — students don’t need to leave their first visit to the library as proficient searchers. We’re establishing a foundation of info lit concepts, and even more importantly, initiating a relationship between student and librarian. What this will mean in practice is two class visits: one informal, where we evaluate sources together with space for discussion, and one where we get into the specifics of database demonstrations and work on actual research for their assignment.
Earlier this month, I presented what I came up with to the rest of the teaching librarians. It was well-received, but funnily enough, someone who’s been at the institution awhile said my plan resembles what they used to do way back when.
I’ve only been in the library biz for about 4 years, so hearing that my “bold new ideas” echo the early 2000s gave me pause. Am I on the right track? Or is there some yet-undiscovered and perfect way to introduce students to types of information and help them tune in to their own critical thinking instincts? I came to the conclusion that there really is nothing under the sun, and we might switch up the methods of delivery as the information landscape evolves, but the goals of information literacy instruction remain the same.
In fact, focusing on the foundational concepts of information literacy is appropriate for English 101 students. I am learning that a good teacher doesn’t flood a student with way too much information on new subject. I have to have faith that the students who want to know more will return, or that another teacher in the future (someone I may never meet) will build on the knowledge I’m helping them create now.
And if our new program is really a callback to a few decades ago, that tells me that technology is not always the perfect tool for learning. When a row of computer screens come between me and the students, I’ve noticed that students are more reluctant to take an active role in the class. Sometimes a worksheet or the chairs pushed into a circle is the simplest way to get students talking.
So after all this research and my fantasy about the elaborate games and software I could use to “transform” the way instruction is done, I came back around and landed where we’ve always started. That was humbling, but I’m excited to start this new year with an open mind about what I can learn from past librarians and future students.