I am the First Year Outreach Librarian at a medium sized university, with a population of about 15,000 students. My university offers a semester-long 1-credit class on library research, but I do not yet help with that class. Instead, I do the 1-hour one-shot library instruction classes as needed, and I regularly work with freshmen level classes.
Most of the time I'm lucky enough to get an assignment outline from the professor, but sometimes I don't. I have a generic 'overview' outline I follow for the times when I don't get that assignment insight, but when I do have it I'm able to structure my time to better suit the students' needs. I will base the worksheet answers on a situation where I have an assignment outline.
Week 1 Worksheet
Situational Factors to Consider
1. Specific Contest of Situation:
Most of the assignment-driven one-shot classes I teach tend to have between 15-30 students. These students are usually low-level FTIC, or new transfer students. While these classes meet multiple times a week, I usually only have the opportunity to teach them library instruction just once. I may see some faces again in other semesters, but that is unfortunately rare. The classes take place in our 2nd floor classroom which is equipped with 40 computer workstations for students, and a podium with computer workstation and projector/projector screen. I am able to show the website and databases while they follow along at their own computers. I can also show short videos. We do not have a white board so I cannot draw diagrams to better explain a concept.
2. General Context of Learning Situation:
Library instruction was something that was required in early English classes until Fall 2014 when the curriculum was changed. Now library instruction is not a requirement, but we are happy to see that many instructions understand the value of library literacy and schedule instruction with us anyway. As the instructor, I expect to teach the students basic research skills and resource evaluation methods that they will carry on with them post-graduation.
Library instruction was something that was required in early English classes until Fall 2014 when the curriculum was changed. Now library instruction is not a requirement, but we are happy to see that many instructions understand the value of library literacy and schedule instruction with us anyway. As the instructor, I expect to teach the students basic research skills and resource evaluation methods that they will carry on with them post-graduation.
3. Nature of the Subject:
I think that these instruction classes are a mixture of theoretical and practical knowledge. In my sessions I provide them with the practical skills to manipulate searches to their needs such as keywords and limiters, but at the same time the skills are linked with the theoretical knowledge on why the search changes when different limiters are applied (and/or/quotations are my favorites to use as examples). I'm not too familiar with divergent and convergent concepts with relation to instruction, but I can see how one-shot library instruction skills could fall under both. I can see how it's divergent because there is not really a wrong way to reach topical information as long as proper resource evaluation methods are being employed. Sometimes the best resources are found when least expected. However, I can also see it as convergent because a series of utilized skills will yield a specific result.
There are some changes with the information literacy framework, which has given librarians in the profession a new set of ideas for giving instruction. I could see this playing a part in all library instruction for the future.
4. Characteristics of the Learners:
4. Characteristics of the Learners:
Most of the students I see in one-shot classes are young. Most of them live on campus, as it is required for freshmen students. I do not know if they are working while in school, though I would not be surprised if some of them have part-time jobs. When the students enter the classroom, the vast majority have not had any type of library instruction before. I am usually not made aware of their preferred learning styles, but often know what databases, skills, or concepts the course instructor would like me to cover.
5. Characteristics of the Teacher:
I think learning how to properly conduct research is an important skill that lasts for life! I would be overjoyed if these students remembered how to properly use search strategies and apply research concepts after they graduate. It's important! With these skills graduates will be better equipped to make life-changing decisions such as which car to buy, how to buy a house, which hospital to give birth to their child, how to find more information on a particular disease, and more. I know that sometimes a one-shot class can be overwhelming since I pack a lot of information in one hour, but I always make sure to emphasize the idea that: "If you forget everything else I said today, please just remember how to get help- there are 7 ways!" I like to make them repeat the ways at the end of class, too. Even after they graduate, they will know there is a librarian at a public library nearby they can ask for help when needed.
5. Characteristics of the Teacher:
I think learning how to properly conduct research is an important skill that lasts for life! I would be overjoyed if these students remembered how to properly use search strategies and apply research concepts after they graduate. It's important! With these skills graduates will be better equipped to make life-changing decisions such as which car to buy, how to buy a house, which hospital to give birth to their child, how to find more information on a particular disease, and more. I know that sometimes a one-shot class can be overwhelming since I pack a lot of information in one hour, but I always make sure to emphasize the idea that: "If you forget everything else I said today, please just remember how to get help- there are 7 ways!" I like to make them repeat the ways at the end of class, too. Even after they graduate, they will know there is a librarian at a public library nearby they can ask for help when needed.
I am relatively new to teaching library instruction. I have done it for about 2 years, teaching maybe 5-10 classes per semester during this time. This will increase beginning in Fall 2015 as the instruction coordinator gives me more responsibility (now that I have been at the institution for a year). Even though I am new to this, I routinely receive positive feedback on my energy, enthusiasm, and content explanations, so I think I'm on the right track!
Questions for Formulating Significant Learning Goals
A year or more after this course is over, I want and hope students will still be able to utilize search strategies and evaluate resources effectively when doing research in future courses and while making major life decisions.
1. Foundational Knowledge
The most important information I'd like students to come away with are the search skills such as choosing keywords and using limiters, and the concepts behind this: i.e. why are there more results when using "or" and why do quotations make a difference? With this knowledge they should have a number of ideas for how to retrieve relevant information in various formats. I want the students to understand when to use certain databases and why Google & Wikipedia aren't always the best options. I'd also like them to understand how to evaluate a resource for credibility and political slant.
2. Application Goals
I think that these one-shot courses will primarily utilize critical and practical thinking. Students will use critical thinking when analyzing and evaluating resources. They will use practical thinking when making decisions about which limiter they should apply to manipulate results. There may be some creative thinking involved when determining keywords to search. Thinking in all of these ways will help students master these research skills to better their research capabilities.
2. Application Goals
I think that these one-shot courses will primarily utilize critical and practical thinking. Students will use critical thinking when analyzing and evaluating resources. They will use practical thinking when making decisions about which limiter they should apply to manipulate results. There may be some creative thinking involved when determining keywords to search. Thinking in all of these ways will help students master these research skills to better their research capabilities.
There are a number of ways students can manage complex projects, and I think that the methods for managing them will vary from student to student. Some may gather all research materials they find relating to their topic, while others may search for materials that specifically answer particular questions they have. I prefer to teach students about RefWorks so they are able to better organize their ideas and have citations that enable them to easily return to resources. I have suggested that students create a new folder for each paper, but in cases where some students have particularly complex topics I've suggested multiple folders-- each one representing a specific idea to support the greater whole of the paper or project. I also want students to know when they can come to a librarian for help if they get overwhelmed.
3. Integration Goals
Students should be able to recognize the connects between how this one-shot library instruction course will help them in their other classes when performing research for papers and projects. Many courses require research papers/projects and mastering these skills will directly influence their paper/project grade and grade for the course. Additionally, students should recognize the connections between various search manipulators and the received search results. With any luck, they will also recognize how research skills connects them to their success after college while making life decisions. I want them to know how to seek credible information when they have questions at any point in their life.
4. Human Dimension Goals
3. Integration Goals
Students should be able to recognize the connects between how this one-shot library instruction course will help them in their other classes when performing research for papers and projects. Many courses require research papers/projects and mastering these skills will directly influence their paper/project grade and grade for the course. Additionally, students should recognize the connections between various search manipulators and the received search results. With any luck, they will also recognize how research skills connects them to their success after college while making life decisions. I want them to know how to seek credible information when they have questions at any point in their life.
4. Human Dimension Goals
From these classes, students should learn that they're able to find relevant search results if they put their mind to it. Research is a process with no single path toward an end; it's a process of trial and error, over and over, until one end or potentially many ends are reached. Students should also understand that no two people will come to a result in the same way. Each person is different and may choose different search strategies to find relevant materials than the next, but no one way is incorrect.
5. Caring Goals
I hope that the students will adopt feelings of curiosity and a deeper interest of their topics while learning how to do research in a one-shot library instruction class. I hope that the combination of these two things will give them new ideas about their topic and additional interests to explore in relation to it, which may give way to new avenues of critical thinking and exploration as they complete their papers/projects.
6. "Learning-how-to-Learn" Goals
Aside from how to get help when they are stuck, I want my students to walk away not only having learned the skills, but also having learned that research is a trial and error process. I think that by knowing this they won't give up as easy while conducting searches, and persistence is a characteristic of a good student in a course like this. Additionally, coming into a one-shot class with a topic already in mind means that the students already know what their own personal objectives are: they want to find materials on their topic. It's even better if they've already tried some searching on their own! Then they will learn additional methods to augment their previous attempts while in class, and they will have ideas about what to try in the future on their own.
5. Caring Goals
I hope that the students will adopt feelings of curiosity and a deeper interest of their topics while learning how to do research in a one-shot library instruction class. I hope that the combination of these two things will give them new ideas about their topic and additional interests to explore in relation to it, which may give way to new avenues of critical thinking and exploration as they complete their papers/projects.
6. "Learning-how-to-Learn" Goals
Aside from how to get help when they are stuck, I want my students to walk away not only having learned the skills, but also having learned that research is a trial and error process. I think that by knowing this they won't give up as easy while conducting searches, and persistence is a characteristic of a good student in a course like this. Additionally, coming into a one-shot class with a topic already in mind means that the students already know what their own personal objectives are: they want to find materials on their topic. It's even better if they've already tried some searching on their own! Then they will learn additional methods to augment their previous attempts while in class, and they will have ideas about what to try in the future on their own.
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