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

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

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

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.

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

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

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.

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

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.

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.

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

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.

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

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

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.

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

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

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

Questions? Slides and additional materials are available at: