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Git Along Li’l Dogies Jim Kinnie University of Rhode Island Libraries Kerry Caparco Cross Mills Public Library A Collaborative Approach to Library Instruction.

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Presentation on theme: "Git Along Li’l Dogies Jim Kinnie University of Rhode Island Libraries Kerry Caparco Cross Mills Public Library A Collaborative Approach to Library Instruction."— Presentation transcript:

1 Git Along Li’l Dogies Jim Kinnie University of Rhode Island Libraries Kerry Caparco Cross Mills Public Library A Collaborative Approach to Library Instruction for First-Year Writing Students LOEX Annual Conference, May 2, 2009

2 Git Along Li’l Dogies URI Libraries and Writing Blazing our Trail Pre-activity Pilot Pre-activity Surveys

3 Programmatic WRT instruction since 1977-1978 URI101 – Library tour and catalog WRT100s – Database instruction Writing & the Library

4 104 Writing to Inform and Explain Writing emphasizing the sharing of information. Varieties and strategies of expository writing for differing audiences and situations. Genres may include reports, proposals, letters, reviews, Web sites, academic essays.

5 Writing & the Library 105 Forms of College Writing Practice in writing papers frequently assigned in introductory and general education courses across the curriculum. May include summaries, syntheses, annotations, reaction papers, text analysis, documented thesis-support papers. Emphasizes disciplinary conventions.

6 Writing & the Library 106 Introduction to Research Writing Introduction to working with sources and the research process. Guided help in conducting interviews, observations, and database searches. All assignments contribute to a major research report.

7 All sections come to the library ~ 60 sections per semester Guided demonstrations & student practice Writing & the Library

8 Goals: Students will learn how to retrieve citations to credible articles published in journals and magazines. Students will learn how to access those articles through URI Libraries. Writing & the Library

9 Blazing our Trail 2006 – Head of Instruction Services Fulfilling goals of URI Libraries Plan for Information Literacy Plan under revision Understand periodical types Understand subject & other access points Use aggregator database

10 College Writing Program Standardized Syllabi for WRT100s WRT instructors – TAs to full Professors Identified ‘research’ assignment(s) Affected session scheduling Blazing our Trail

11 Library Standardized Library WRT instruction ID Concepts to be covered Timing of session elements Library instructors - GSLIS students to Full Professors Blazing our Trail

12 WRT / Library regular meetings Purposeful instead of generic DB instruction Tie library instruction to assignments Fit too much into 50 minute session Blazing our Trail

13 Students come to the library with an assignment in mind Create a research question Begin discussion of pre/post activities 2007 – Department of Writing and Rhetoric Blazing our Trail

14 Library instructors introduced concept mapping in sessions (Outcomes) LIB120 Concept Mapping lesson Adapt it for WRT pre-activity Students come to library prepared Save time in session Blazing our Trail

15 Pre-activity Pilot Pilot program – aim for Spring 2008 PRISM Scholar GSLIS students IMLS grant Scholarly project Brainstorm meeting Summer ‘07

16 Pre-activity Pilot Concept Mapping project Tutorial Worksheet Assessment Survey

17 Pre-activity Pilot Pre-pilot in Fall 2007 Director chose six + 6 instructors for gut reaction Subject - marijuana

18 Pre-activity Pilot Pilot pre-activity Spring 2008pre-activity Some changes Smoking not marijuana Suggested lesson planlesson plan 2008 Update of WRT session goals and outcomes

19 Pre-activity Pilot Spring 2008 – All sections divided by WRT Chair Half complete pre-activity & come to the library with a research question Half create a research question during the session

20 Pre-activity Pilot We predicted that students doing the pre-activity would have well-thought out Research Questions and retrieve better resources than those who didn’t

21 Pre-activity Survey All students evaluated effectiveness of their Research Questions 2-sided worksheet & surveyworksheet & survey Worksheet – same as RQ pre-activity Survey – successful?

22 Pre-activity Survey I was able to identify key concepts and keywords from my Research Question 93.1% 92.5% SA or A

23 Pre-activity Survey I was able to broaden or narrow my search for information by using synonyms and other related terms 88.4% 88.6% SA or A

24 Pre-activity Survey Using my search terms and synonyms, I was able to find sources I think will help answer my Research Question 90.6% 87.6% SA or A

25 Pre-activity Survey Organizational Tool for Research Question Self Evaluation – almost all felt confident leaving session (~90%) Able to find key concepts and appropriate sources

26 Pre-activity Survey of WRT Instructors My students successfully used the concept mapping pre-activity to focus on a manageable aspect of their topic for their assignment.

27 Pre-activity Survey of WRT Instructors My students wrote research questions that met the requirements of the assignment(s)

28 Pre-activity Survey of WRT Instructors Student assignments reflected the influence of the concept mapping pre-activity

29 Pre-activity Evaluation Fall 2008 Mandated but spotty Spring 2009 Plenary session – promoted pre-activity Mandatory – approximately 80% participation

30 Conclusion Collaboration between the Library and Writing Department an evolutionary process Both have stake in student learning Post-activity / return trips to library

31 Git Along Li’l Dogies Jim Kinnie University of Rhode Island Libraries Kerry Caparco Cross Mills Public Library A Collaborative Approach to Library Instruction for First-Year Writing Students LOEX Annual Conference, May 2, 2009 www.rdmenzies.com/images/blogs/roundup.jpg


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