Replacing Old Bridges with New Kristen Motz Helen Woodman Ferris State University

Librarian + Professor = Impact in Student Learning College Critical Reading

WRITING…IN A READING COURSE? Used with permission from Richard Guindon

INQUIRIES /

Inquiries into Teaching and Learning Project How does the collaboration between a FLITE instruction librarian and classroom faculty in the process of designing and implementing an argumentative research paper assignment in College Critical Reading impact student performance on course learning outcomes?

Class Learning Outcomes: As a result of the process of writing and completing an argumentative paper, students will be able to:  Evaluate the relevance and importance of text (reading) material in various content areas;  Recognize the various levels of validity of material found in textbooks and in other varieties of print material;  Develop and practice summarizing skills, including annotating and concept mapping;  Develop the ability to ask appropriate questions of print material leading to better understanding of the author’s message and point of view;  Recognize multiple points of view on a given topic and take positions in support of or in opposition of these viewpoints;  Read diversely and deeply, applying literal and interpretative comprehension skills necessary for continuing college-level work

Outlining the Argumentative Paper INTRODUCTION SUPPORTSUPPORT SUPPORTSUPPORT SUPPORTSUPPORT CONCLUSION

How to Think About Weird Things: Critical Thinking for a New Age THiNK: Think: Critical Thinking and Logic Skills for Everyday Life

What to do with Weird Things Find 8 Reliable Sources Write Individual Paper Plan Group Presentation Create Original Game Keep a Research Log Research Both Sides of Your Topic Take a Position

Professor Tools and Techniques Recycled Puzzle Me sheets Journals/Logs Sweat Pages Textbook-based Assignment Individual Paper Group Presentation Student Created Games

Professor Tools and Techniques Revised for New Assignment Course Concept Map New Rubrics Course Timeline

Assessment Editing Revising Drafting Gathering Information Writing a Short Plan Writing a Formal Outline Finding Sources Writing Summary of Article and Application in AP Article, Summary and Application DUE Generating an Argument Library Mini Sessions Formulating a Topic and Thesis Finding a Subject Writing Help in FLITE or Writing Center/ASC Research Journal of Progress Presentation Plan Presentation Group Assignments Presentation Formal Outline PowerPoint Presentation Video/Visuals Presentation to Class Group Game Plan Group Game Group Assignments Group Questions Game Board Game Board Due for Grade Game Presented to Class Game Presented for Grade Game Played by Class Sessions Exam Week

Librarian Tools and Techniques Class Web Page Point-of-Need Instruction Research Consultations Information Literacy Assessments

Librarian Session 1 Week 1 Introduction to Librarian Course Concept Map Information Literacy Assessments Introduction to Class Help Page

Librarian Session 2: Getting Acquainted Week 4 – Review of Class Help Page (with book locations)Class Help Page – Introduction to Catalog – Introduction to 2 Databases – Second Connection

Librarian Session 3 - Week 5 – Review of web page – Touch base – Hands-on web evaluation exercise Let’s Go Whale Watching Let’s Go Whale Watching – Third Connection

Librarian Session 4 - varies APA Citation Work: Human Citation Game Fourth Connection

New Strategies from Librarian Information Literacy Assessments: Online

New Strategies from Librarian Research Consultations – Paper slips handed out twice in class – Overwhelming response

Firming Up the Foundation – Results! 113 students –> 94 completed papers (83.2%) 78.25% passed paper with C- or better Progressive improvement in student-selected sources Increased student interaction with librarians, Writing Center, and course professor 56 FLITE research consultations

Challenges Overwhelming rush to FLITE librarians: FLITE was prepared Equally overwhelming rush to Writing Center: Writing Center was not prepared

Multiple Bridges: Weird Topic Librarians

Student Input 1 Keep the argumentative paper Make the paper at least 8 pages long Assign 8 sources Begin paper’s annotated outline earlier Cover APA citation earlier/more often

Student Input 2 Keep the Writing Center tutors involved Keep the FLITE librarians involved – students loved that part Require completion of the Argumentative Paper and all of its components to pass the course

Games Back to the Future (reincarnation) – Monopoly Alien Invaders (build a spaceship) – Trivia Pursuit Ghostland – Candyland Grab an Angel - Monopoly

Student Quote “Thank you for your teaching....I think you should keep the length of your research paper the same next semester because it has helped me in Eng 150. I have an A in that class thanks to your teaching in reading sources and writing papers.” (Personal communication, December 2009)

Faculty–Librarian Bridges Old and New Doug Wallick – Filckr 2010

Discussion What portions of this collaborative project would work in your setting? What tools and techniques look most helpful for the classrooms you instruct?