1. Classroom Connection: Co-instruction in the Music History Core
Lisa A. Lazar
Performing Arts Librarian
March 6, 2016
Classroom Connection: Co-instruction in the Music History Core

2. Outline Music History I Context/environment
Evolution of my involvement
Recent collaboration
Content and pedagogy
Connections made
Lessons learned and future

3. Music History I and II
300 level classes taken by sophomores and juniors
Last music history classes all music majors must take
History of Western Art Music
Final Projects
Two sections – total about 35 students
Face to face supported by LMS

4. Context Building/Collection Performing Arts Librarian Plus™
Support structure
Course structure
No UG music history major

5. Evolution of my involvement
Pre-2011 – Nothing
2011 – 10 min.
2012 –one shot/extra credit assignment
2013– revised one shot/extra credit
2014 – Pre-assignment videos
Two class periods
Two for credit assignments
FoolishIy agreed to grade final project
2015 – ???
2011 – was told they needed better sources
2013 – worked with faculty to get into syllabus
2015 visiting – everything may change next year
2014 – Awesome on one hand, incredibly painful in the next - citations, grading horrific.

6. Collaboration Dr. David Blake – visiting professor - awesome
Committed to information literacy
We collaborated on:
Learning outcomes
Modifying final assignment
Reassigned coverage
Shared instruction and grading
Faculty and I really worked together -

7. Content Learning outcomes Info lit responsibilities now shared
Based on standards/framework
Finding/evaluating information, developing an appropriate topic, citing sources correctly
Info lit responsibilities now shared
Instructor does citations, development of topic statements/paper outline
I cover search strategies, catalogs and databases, source evaluation
Faculty and I really worked together -

8. Class Environment Face to face in library classroom
3 50-minute sessions (2 classes, 1 lab)
Co-instructor in LMS
Faculty and I really worked together -

9. Pedagogy 1st session – evaluating sources Assignment
15 min: group brainstorm on expert sources (reframing)
15 min: CRAP power point
Small group CRAP analysis/comparison bassoon websites
Assignment
Any three sources on your topic
Bullet point CRAP analysis; acceptable for paper?
Don’t have to be acceptable, but analysis/recommendation need to be sound
I grade
Faculty and I really worked together -

10. Pedagogy, Con’t.
2nd session: search terms/strategy, searching catalog/databases
Group activity – sample keyword, searches
Assignment:
1 book, 1 scholarly article
*must* be acceptable for use for paper
CRAP analysis in paragraph format
In proper citation format
I grade analysis, he grades citations
Faculty and I really worked together -

11. Pedagogy, Con’t. Again. Final Assignment Extensive survey
He grades outline, citation, and half of annotations
Norming session
Extensive survey
Assessment (rubric)
Faculty and I really worked together -

12. Connections? Yes! Students and library/librarian
Students and collection/good sources
Students and information literacy concepts
Supported by analysis/assessment
57% sources ranked 3 or 4
78% of students had at least one source ranked 3 or 4
Information literacy support with faculty, administration of School of Music
Faculty and I really worked together -

13. Lessons Learned Videos/flipped? Not for this class
Support of library/School of Music essential!
In it for the long game. . .
Framework and abstract concepts? Difficult, but enticing!
Faculty and I really worked together -

14. Future? Want to do Framework!
Hopefully keep Dr. Blake! – could blow up syllabus!
. . . but probably won’t blow it up.
Basically good – tweak
Ideas include:
Tougher on web eval
Concept of “good source” vs. disciplinary literature
Break out of closed cycle of university provided resources
Faculty and I really worked together -

15. Questions?
Lisa Lazar
University of Akron