I N T E G R AT I N G I N F O R M AT I O N L I T E R A C YD I A N E Z W E M E RK A R L A S P E N C E B L U E S T O N ED R . E L I Z A B E T H T R E B O W ( A B S E N T T O D AY )

• College of Liberal Arts

• School of Architecture

• School of Business

• School of Media Culture & Design

3 0 0 0 D O L L A R S

8 P A R T I C I P A N T S

2 W O R K S H O P S

2 L I B R A R I A N S

MAKE 1 CHANGE

Workshop2Makingthechange

ElizabethT GraduateInstructor,Leadership

SymptomPlagiarism.Troubledistinguishingscholarlyjournalsversuspopularpress.Providesummaryversussynthesisofothers’work.Eschewthevalueofinformation.

CureTurnedanannotatedbibliographyassignmentintoastepbysteplitreviewassignment.

ElizabethT’s results

• “Students(workingadults)wereresistanttolearningILconceptsandpractices.”

• “StudentshadtroubleunderstandingtheconnectionbetweenILandcompletingtheirdegree.”

• “Somestudentsdidexceptionallywell.”

ReadingSummaryAssignment

WhatshouldaReadingSummarycontain?

1. Synopisis.1paragraphoverviewofthearticle’smainideas.

2.DifficultConcepts.Identify1-2conceptsthatweredifficultandtakeaguessatwhatyouthinktheymean,orwhyyouthinktheyarehardtograsp.

3.AuthorCredibility.1paragraph.Thisiswhereyouarticulatetheauthor’sauthorityandcredibilityonthesubject.

4.Quotes.1or2quotesfromthearticlethatyouthinkencapsulatetheessenceofwhattheauthoristryingtosay.Thinkaboutwhatargumenttheauthorismakingthatthisquote(s)wouldsupport.

5.Citation.PleaseprovidetheAPAcitationforyourarticle.

Note:intotalyoursummaryshouldbe½to¾ofapagelong.

Nick AWritingProfessor

Symptomstudentshavedifficultyestablishingaguidingthesisfortheirresearch

Cure• Introducedscaffolding.

• Gavemorespecificinstructionsregardingsourcesforpapers.

• Modifiedanexistingannotatedbibliographyassignmenttoincludemorelowstakesscaffolding.

• Librarianclassroomvisit.

Nick’s Results

• “Exposingstudentstothelibraryearly(week3/4)raisedtheirawarenessandgavethemtheir‘person’inthelibrary.”

• “Directingstudentstoscholarlyandpeerreviewedsourcesgavethemfocusandtheyfoundbettersources.”

• “Annotatedbibnotsogood– assignedtoolateinthetermwhenstudentsarefocusedontheirmajorcourses.Wasnot“meaningful.”Plantorevisitassignmentandgiveitearlierintheterm.”

ElisabethS. ALiteratureProfessor

SymptomThinkingishard.

Lackoftime;studentswanttodevotetheirtimetomajorcourses.Mycoursesseemirrelevantandtime-consuming.

Studentswanttohearthevoiceofauthoritygivethemtheanswers.

CureNewlibrary-centeredassignments.

Scaffolding&feedbackthatallowforuncertainty.

Turnclassintostudioforresearch.

Librarianvisitclass.

Included“consultalibrarian”blurbonassignment.

Elisabeth’s Results

• “Studentsfoundbettersources.”

• “Studentscommentedonhowmuchtheylearnedaboutresearchandthelibrary.”

• “Studentsseemgenuinelyappreciativeofthisnewknowledge.”

Vivian AnInter-DisciplinaryProfessor

Symptomlower- andupper- divisionstudentsstruggletofindrelevant,reliableinformationsources.Difficultyincorporatingothers’ideasandbuilduponthemviareflectionandanalysis.Prioreducationmayhaveemphasizedthe“rightanswer.”

CureDirectedstudentstofindmaterialsintheirmajorsfrombothlibraryandnon-librarysources.

Scaffoldedstepstocriticalanalysis.

Included“consultalibrarian”blurbonassignment.

Vivian’sResults

• “Troubleatfirst– evenwithscaffoldingstudentshadtroublewiththebasics– comprehensionandsummarizing.”

(LibrarianNote:thiswasa100levelfreshmancourse)

(LibrarianNote:Viviancontinuestosimplifyherscaffoldedstepsandmaytryagraphicorganizertohelpstudentsvisualizetheirthinking.)

Armen AFilmStudiesProfessor

SymptomStudentsmostlywriteplotsummariesorreviews.

Theydon’tbringinanyrealanalysisintotheirpapers.

Studentsdon’tdigverydeep.

Cureapproachthepaperafewtimesbyscaffoldingthestepsofcriticalanalysis

Incorporatelowstakesassignments

Armen’s Results“Byhavingthemapproachthepaperafewtimes,buildingonmynotes,andrewritingiteachtime,Isawagreatdealofimprovement.”

“Ireallyfeellikethisminoradjustmentiswhatthisclasswasmissingandthisopportunityreallyhelpedmeseeourclassassignmentsinanewlight.”