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Indiana University Libraries Information Literacy Colloquium
“What I wish I’d known”:
Upperclassmen coaching first-year Health, Wellness and Sport majors toward the research finish line
University of Dubuque Spartans
Librarians Trading Card
Strengths: Relationships with students, active non-traditional instruction, successfully co-taught instruction previously, sports fan.
Skills required: flexibility, ability to coordinate chaos, knowledge of the assignment/course, fearlessness, and a sense of humor.
- Should the guide be built in real time or will we take suggestions and build the guide later?
- What if we don't get to building their LibGuide?
- Will students play along?
- How much will students remember from HWS100?
- What if they don't remember the resources previously used?
- Sequenced courses
- Same professor
- Same students
- Same librarians
- Same assignment
- Absent professor
- Way to ease into the semester
Dr. Kevin Cattani
Assistant Professor of Sports Marketing & Management
Strengths: Willing to trust librarians with classes, coaching atmosphere created in the classroom
Skills: Strong assignment with clear objectives and requirements, high expectations for students
Students Trading Card
1919 University of Dubuque Football Squad
- many student athletes
- experienced HWS instruction
- willing to play along
- successfully accomplished assignment in HWS100
- students in varying skill levels
- IL skills in Core courses
Courses taken: HWS100, HWS105, COM101, ENG101
Incorporating the Revised IL Standards
HWS280 students will brainstorm IL skills they needed when completing the Journal Article review assignment in HWS100. These skills will become the content of a LibGuide for current HWS100 students attempting to complete the assignment. This activity will evoke several aspects of the new IL standards framework: scholarship is a conversation, searching as exploration, authority is contextual and constructed, and research as inquiry.
- Students are creators and consumers of the content
- Students are interacting with the information through multiple formats
- Critical thinking, self-reflection, and metacognition will be evoked as students consider previously learned IL skills and how they applied them to the assignment as well as their own learning process.
75 minute class
- Brainstorm journal article review assignment
- What you had to know how to do to complete assignment in HWS100
- What will be helpful or what did you actually use for the assignment?
- LibGuide building activity in small groups
- Brainstorm what HWS280 students need now for journal article review and the rest of the assignments for the class
- Introduce Business Insights Global database
Touchdown: Benefits for Students, Instructor, and Librarians
- HWS100 students will gain knowledge deemed necessary for success by their upper-level peers
- Leverage students' prior knowledge through creating the new LibGuide
- Will ask students to think critically about their own learning style
- Students will gain ownership over their own education
- Instruction will review the same skills, while appearing different
- Librarians and instructor will see student strengths as well as areas requiring additional information
- Librarians will get feedback on instruction and previously created LibGuides
- Instructor receives feedback regarding assignment from librarians and students
*LibGuide is not a substitution for instruction*
Locker Room Celebration
Assessment: Week 8 of the semester with the HWS100 students
- What did you use for your Journal Article Review assignment?
- What information was helpful on the guide?
- What would be helpful to add?
Closing the Loop: Giving Feedback to HWS280 Students & Tentative Mentor in HWS100 from HWS280
- Makes connections between the information on the LibGuide and the students that created the content
- Forges relationships between students at various levels of the major
Next week's game plan
The 3 Sport Athlete: Applying this Activity to Other Disciplines
- Scale back activity to a unit: Have students brainstorm needed skills at the beginning of the unit, create the guide, and then reflect on useful tips and new knowledge at the end of the unit
- Keep the LibGuide as a working document, allowing students to add tips or skills for fellow classmates as the unit or semester goes on
- 3 tab approach: faculty, librarian, and student designated resources
- Create a tab for students in already existing instruction/guides
- Broaden to non-technology approaches: student-designed instruction and module-structured stations