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From Standards to Framework

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Erin Valentino

on 20 August 2014

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Transcript of From Standards to Framework

Commitment to Instruction
Scholarship is a conversation
Research as inquiry
Format as process
Authority is constructed and contextual
Searching is strategic
Research Methods & Information Resources: Course Learning Goals
From Standards to Framework: Information Literacy at Trinity College


Comprehend and engage the social contexts and conventions for using and creating knowledge.
Know how to use research and presentation tools to collaborate on and share research.
Learn to develop complex research strategies that traverse a wide range of media formats.
Understand the legal, economic, and social issues that mediate our access to information.
Evaluate potential research resources in terms of audience, purpose, and suitability for research.
Understand the systems that organize information to improve access to information and to support academic research methodologies.
Research Process Interviews
Student interview cohort: juniors & seniors, humanities majors

Domains of focus: Affective, Cognitive, Self-Reflective
Research development
“...I would just read a whole bunch of articles and write and
just pull pieces of them
…. Like just
pulling out information and trying to make it look nice in a paper
, so it’s just more like
a structured practice as opposed to like actual digging
and actual research….Not creative.

So I just think, now, my research approach is much more
reading through all of the information and then crafting some sort of idea
and backing that up, as opposed to having an idea and finding information that [fits] and then writing a bullshit paper.”
Threshold Concepts
“Complex, conceptual understanding cannot be taught in one session but must be integrated into the broader curriculum or taught in the context of a credit-bearing course …
Teaching threshold concepts requires seriously upping our game as instructors.

-Hofer, Brunetti and Townsend, 2013
Project Background
Partners:
Anthropology 301 Professor Beth Notar
Research Coordinator Rachael Barlow
Students
Doris Kammradt (Head Librarian for Collections, Research & Instruction)
Robert Walsh (Social Sciences Librarian)
Kelly Dagan (Outreach and Instruction Librarian)
Erin Valentino (Research Education Librarian)

2014 CT Information Literacy Conference at MCC
Students as field investigators
Phase One: Spaces and Tools
Phase Two: Research Process
Interview Script
What research projects have you done at Trinity?
When you received the research assignment, what did you do first? Next? Why?
Did you track your progress? If so, how?
How did your findings (or non-findings) affect your research question or direction?
Where did you feel most “stuck”?
Were there parts of the research process that you disliked? Why?
Who, if anyone, did you ask for help with your research?
Have you ever talked to a research librarian about your work? If so, what was that like? If not, what do you think it would be like?
When have you felt successful or good in research?
What would the ideal research experience be like?
How has your approach to research changed during your time at Trinity?
Framework Intersections
"The need for 'sense-making' within the evolving information ecosystem means that the whole learner must be engaged, transcending purely cognitive skills....[addressing] attitudes, emotion, and dispositions....in creating the willingness to learn difficult new concepts, and to develop self-efficacy"
[
Framework for Information Literacy for Higher Education
, p.3]

Links with findings/non-findings question
How approach to research has changed over time
Threshold concept "Research as Inquiry"
Potential Applications
Instruction: self-reflective opportunities; awareness of personal dimensions

Campus discussion: students and faculty sharing about their research experiences and strategies
Special thanks to the students of Professor Notar's Spring 2013 and Spring 2014 ANTH 301 courses, & Professor Hager's Spring 2014 ENG 318 course
How does the
Framework
help you interpret something you’re already engaged in on your campus?
What opportunities do you see in this
Framework
for your institution?

We want to hear from you . . .
Thank you from Doris, Erin, Kelly and Rob!
Assessment and the New Framework
Source: Garrett Ziegler on
Flickr
, https://www.flickr.com/photos/garrettziegler/
How does the framework help you interpret something you’re already engaged in on your campus? (What are you already doing on your campus that resonates with this framework?)
First-Year pre- and post-tests
Capstone projects assessment
Satisfaction surveys
Research Education Advisory Group
Departmental learning goals outreach

Assessment as Engagement: Mixed Methods
Departmental Outreach with Faculty

1. What particular research skills contribute to student success in your program?
2. How do you introduce the research process to your students?
3. In what courses are your students most likely to be assigned a research project?
4. When you direct a student research project, what matters most to you?
5. Which research resources should students know about? What level of research do you expect?
Capstone Assessment Project
How does the
Framework
help you interpret something you’re already engaged in on your campus?
What opportunities do you see in this
Framework
for your institution?

What are you already thinking about?
learn
reflect
inquire
connect
Source: Mark Denovich on
Flickr
, https://www.flickr.com/photos/denovich/.
Source: Garrett Ziegler on
Flickr
, https://www.flickr.com/photos/garrettziegler/
First-Year pre- and post-tests
Capstone projects assessment
Satisfaction surveys
Research Education Advisory Group
Departmental learning goals outreach
Assessment as Engagement: Mixed Methods
Research Education Advisory Group
Describe your information landscape
How do you find out what you need to know?
How do you organize what you know?
How do you produce knowledge in your field?
What groups of people are essential to your work?

What has changed about this landscape?
What has become easier?
What might be new challenges?
Scholarship is a Conversation/Research is Inquiry
Find scholarly publications written contemporary to the primary text authored by the historical personage.

Find current scholarly publications on the research theme represented by the personage, published within the past five years.

Find relevant examples of primary sources produced contemporary to your historical personage.

Find articles on your research theme published in popular and social media. For example, current newspaper, magazine or blog articles.

Find contemporary (old) and current (new) book reviews

Authority is Constructed and Contextual/
Format as Process
What are the research strengths of each channel? Challenges or frustrations to using? Who did you find posting/talking here?

How easy or hard was it to find a “conversation” in each? What did it look like? How about an expert? How did you know they were an expert?

What was your reaction to using each channel? What did you actually find, and how? Were you surprised by anything?

Did you expect to find scholarly information on these channels? Why or why not?

Do you think this will change/is changing? Why/why not?

Authority is Constructed and Contextual
Source: http://www.seowix.com/get-more-leads-out-of-social-media/
Searching is Strategic
source: http://www.thedailytouch.com/helenf/library-etiquette-8-unforgivable-faux-pas/
Full transcript