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Pam Sukalski & Lori Baker April 10, 2015

Meeting Students Where They Are: Individualizing Information Literacy Instruction in a Composition Classroom. Pam Sukalski & Lori Baker April 10, 2015. kairos. Greek term - “opportune moment” “Situational kind of time” that creates an advantageous moment in which to act

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Pam Sukalski & Lori Baker April 10, 2015

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  1. Meeting Students Where They Are: Individualizing Information Literacy Instruction in a Composition Classroom Pam Sukalski & Lori BakerApril 10, 2015

  2. kairos • Greek term - “opportune moment” • “Situational kind of time” that creates an advantageous moment in which to act Crowley and Hawhee, 2004, p. 37 • Can be anything from a lengthy time to a brief, fleeting moment

  3. Institutional Context

  4. Kairotic Moments/Exigencies http://www.fireflyimageworks.com/blog/wp-content/uploads/2009/11/kairos-diagram.jpg

  5. Applying a kairotic lens now • Building out from LEP 100 baseline skills; pilot project with first year composition • Opportunities to individualize IL instruction • Trying to capitalize on heightened awareness of IL in majors and capstone classes • New framework on the horizon and effect on IL planning

  6. Identifying kairos at your institution What kairotic moments at your institution could influence information literacy instruction? What moments or openings for action are possible?

  7. kairos and SMSU Composition • SMSU composition curriculum (1 4-cr FYC, 1 3-cr 2nd year) • Previous work with first year composition committee • WPA Outcomes

  8. ACRL & WPA Crossover

  9. Our ENG 151 IL Pilot http://greatideastoshare.com/2011/01/27/new-pilot-programs-support-member-diversity/

  10. Determining IL Outcomes for 151 Research Project • Digging through the layers • Creating IL outcomes for the assignment

  11. Assessment Questionnaire • In the following thesis statements, circle the main keywords and then write down 2 additional terms you can think of to use as alternate key words to what is in the statement. Curbs on cigarette advertising will help prevent teenage smoking. Dressing in uniforms will reduce violence in American high schools. • The quickest way to search for books in the SMSU Library is to: a) Search library’s online catalog b) Search online research database c) Search using Google d) Go to the 4th floor e) I don’t know

  12. Assessment Questionnaire • You are writing a paper on the impact of hog production on Minnesota’s economy. Which resource is least likely to have biased information? a) Minnesota Department of Agriculture b) The website www.MinnesotaHogs.com c) Monthly newsletter written by hog farmers d) I don’t know • Please select where you believe your skills are for each of the following areas. Circle one appropriate column for each question. Evaluating Information

  13. Utility of Questionnaire • Answers helped us identify the main issues to cover • Identifying the main issues helped us decide • Who would cover the material • In what format (embedded into class instruction or covered in IL sessions) • Helped explain concept to individual students when reviewing answers

  14. Time & Topics Day 1 • Searching as Strategic Exploration • Group 1: introduction to concept, examples, limited time to search • Group 2: quick overview of concept, time to search • Research as Inquiry • Example of argument and analysis of key components Day 2 • Searching as Strategic Exploration • search strategy creation; Search Log • Authority is Constructed & Contextual and Information Has Value • CRAAP evaluation of sources and example • Annotated Bibliography

  15. Search Log Your Name_____________________________ Paper Topic_____________________________________ Keep track of when you search, where you search, how you search, and what you find. For ENG 151, you must try at leastthree different databases or search engines, and you must fill out at least nine rows (3 databases/search engines, 3 different keyword or filter attempts for each) by the end of your research project. You will need this form with you in class Mon., March 2 and Wed., March 4. If you change topics, use a new form. ~ ENG 151, Spring 2015, Prof. Baker

  16. “The newest thing to me was having to use CRAAP in the annotated bibliography. Using that helped me narrow my sources down that I would be using in my paper.” Student feedback… “I thought writing all full 12 annotated wasn’t useful because I ended use 7 out of the 12 instead and finding other sources.” • “The search log and the annotated bibliography were useful because they helped me narrowed down all the information that could be useful in the paper. Using these tools, I was thinking about what is relevant to the audience.” “It helped that we went over useful sources and where to find them.…Without those sessions where we met in the library, I feel that the credibility of our sources will be much less and we probably won’t have as many sources either.”

  17. Our Reflection • Minimum 3 days to enable smaller groups and spread out topics, more instruction time • Identify initial assignment to use as an additional assessment with questionnaire • Moving forward with other sections (constraint – faculty ownership & role)

  18. What do you think? Suggestions for us? Ideas you’ve implemented? Kairotic moments?

  19. References Association of College and Research Libraries. (2015, February 2). Framework for information literacy for higher education. Retrieved from http://www.ala.org/acrl/standards/ilframework Association of College and Research Libraries. (2000). Information literacy competency standards for higher education. Retrieved from http://www.ala.org/acrl/standards/informationliteracycompetency Baker, L., & Sukalski, P. (Forthcoming). Moving ahead by looking back: Crafting a framework  for sustainable, institutional information literacy. In Not just for librarians: Issues in information literacy as part of the WAC Clearinghouse Perspectives on Writing book series. Crowley, S., & Hawhee, D. (2004). Ancient rhetorics for contemporary students (3rd ed.). New York, NY: Pearson Longman. Council of Writing Program Administrators. (2014, July 17). WPA outcomes statement for first- year composition. Retrieved from http://wpacouncil.org/positions/outcomes.html

  20. Our contact information: English Professor Dr. Lori Baker – lori.baker@smsu.edu Librarian Pam Sukalski – pam.sukalski@smsu.edu Graphic from https://forums.yoworld.com/viewtopic.php?t=54779&p=1344849

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