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One size fits all…. or does it? Anne-Marie Deitering, Instruction Services Coordinator Richenda Wilkinson, Reference and Instruction Librarian The Valley.

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Presentation on theme: "One size fits all…. or does it? Anne-Marie Deitering, Instruction Services Coordinator Richenda Wilkinson, Reference and Instruction Librarian The Valley."— Presentation transcript:

1 One size fits all…. or does it? Anne-Marie Deitering, Instruction Services Coordinator Richenda Wilkinson, Reference and Instruction Librarian The Valley Library, Oregon State University Developing scalable information literacy instruction for high enrollment courses

2 No one can become information- literate in a one-shot library session. Critical thinking is a skill. It is not enough to learn about it, students need to practice doing it. -- Breivik, van Gelder, 2005

3 Large, multi-section courses Reach many students. Cross disciplinary boundaries. Have their own challenges: TA’s and adjuncts. Time and logistics. Variations between classes.

4 Original WR 121 collaboration Library research assignments focused on introducing the physical library and basic types of resources. Face-to-face sessions rigidly scheduled. Librarians tried to teach every competency in the library sessions.

5 Problems:  Timing  Busywork  Lack of feedback  Isolated from the curriculum  Too much material  Variation between sections

6 Embed IL throughout the curriculum & share teaching with the TA’s

7 New strategy: Assignments focus on students’ individual topics. Assignments emphasize student thinking & the research process. Face to face instruction provided when students are ready to learn.

8 Shared goals are broken down into learning outcomes: Student-centered Learning-focused Based on visible behaviors Measurable

9 Creating learning outcomes Follow CBC structure. Start with Action Verbs. Limit to one skill or concept. Specify measurable behaviors. Reflect different levels of student learning.

10 Outcomes become activities -- WR 121 Research LOG  6 short assignments.6 short assignments  Required by all TA’s.  Evaluated by librarians.  Worth 10% of the course grade.

11 Face-to-face session:  Reinforces earlier outcomes.  Introduces four new outcomes.  Addresses problems.  Timed at point of need.

12 Measuring student learning Outcomes-based assignment design has built-in assessment.built-in assessment Outcomes defined for the instruction session can be assessed with short exercises, quizzes, etc.

13 Develop and revise content with feedback from all partners: Brown bag sessions Satisfaction surveys surveys Analyzed graded work

14 Instructing the instructor: TA orientation session TA teaching seminar One-on-one meetings between librarian instructor and classroom instructor Brown bag discussion sessions

15 What happened? We know more about our students (and sometimes wish we didn’t). Face-to-face instruction is more targeted and relevant. More consistency in the curriculum. Higher satisfaction.

16 Unexpected results TA/ Librarian relationships Part time instructors Resource/ idea sharing

17 What now for us?  Add additional partners.  Use in additional contexts.  Never-ending tweaking.

18 Requires an institutional commitment. Is more manageable when focused on learning outcomes. Requires ongoing attention to the details. To successfully collaborate with large courses:

19 Questions? Slides and additional materials are available at:


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