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					  Evidence of Impact: Using Scholarship of Teaching and Learning to
       Understand and Improve Information Literacy Instruction

                                   LOEX-of-the-West
                    Mount Royal University, Calgary AB, June 12, 2010

Intentions
     What is scholarship of teaching and learning?
     How does it work in ILI?
     Why should this matter to you?

Scholarship of Teaching & Learning
    Ubiquity of inquiry and improvement
    Carnegie Foundation for the Advancement of Teaching
          o Surveys and studies on faculty work (pre 1990)
          o Scholarship Reconsidered (1990)
          o Scholarship Assessed (1997)
          o Carnegie Academy for the Scholarship of Teaching and Learning
              (1998-2005)
    Canadian Leadership Forums on Scholarship of Teaching and Learning (2005
       & 2010)

Useful Distinction
    Skillful Teaching … actions demonstrating awareness, excitement,
       preparation, reflection, responsiveness, and more … fosters critical
       engagement and active learning … includes thoughtful assessment
    Scholarly Teaching … instruction informed by the latest ideas in the field …
       using insights/innovations about teaching/learning from the field … striving
       for improvement of teaching/learning for the field
    Scholarship of Teaching and Learning … rigorous evidence-based research
       conducted by teachers in their own classrooms … seeing, gathering,
       interpreting compelling evidence of student learning … peer reviewed and
       publicly disseminated findings and insights about how, where, why students
       learn … influences teaching, learning, scholarship beyond the local … operates
       through an ongoing cycle of inquiry

Describing the Cycle of Inquiry
    Observation – what you see leads to questions about learning
    Investigation – what you need to know leads to inquiry into learning
    Examination – what you find leads to a claim about learning
    Validation – what you offer (question through claims) for peer review
    Dissemination – what you share to prompt greater understanding
    Observation – what else you see as a result of previous research

Scholarship of Teaching & Learning … The view from the classroom
    What techniques do students use to cultivate intentional and integrative
       learning in GenEd
    What process do engineering students go through when visualizing 2-D
       drawings in 3-D?
    What meta-cognitive reading strategies do students demonstrate and value?
    How do computer simulations help physics students learn disciplinary
       thinking?
    How do clinical experiences generate nursing student involvement in patient
       advocacy?
                                                 Page 1

       Becky Willson [bwillson@mtroyal.ca] - Mount Royal University Library [library.mtroyal.ca]
 Richard Gale [rgale@mtroyal.ca] - Institute for Scholarship of Teaching and Learning [mtroyal.ca/isotl]
  Evidence of Impact: Using Scholarship of Teaching and Learning to
       Understand and Improve Information Literacy Instruction

                                   LOEX-of-the-West
                    Mount Royal University, Calgary AB, June 12, 2010

SoTL in ILI
    New teacher at MRU
    Interested in improving ILI
           o Rearranged classes
           o More independent work
    Wanted to know what students do during ILI
    Research component to position
    December 2009
           o Started the Teaching and Learning Scholars Program
    September 2010
           o Data collection will begin
    Project development required
           o Examining my interests and teaching
           o Getting familiar with SoTL research
           o Discussion with other SoTL researchers
           o Collaboration with librarians
    Refining the research question
           o Originally: How do students engage with one-shot ILI sessions?
           o Currently: Is giving students time to work independently on their
             research during a one-shot ILI session, combined with scaffolding, an
             effective way to prepare students to do individual research?
    Finding appropriate research instruments
           o Originally: web surveys and focus groups using other librarians’
             classes
           o Currently: research logs, web surveys, field notes, student interviews
                  in my own classes

How do you know?
    One learning observation
         o A memorable event you’d like to understand
         o A persistent question you’d like to answer
         o A driving frustration you’d like to address
         o ________________________________________________________
             ________________________________________________________
             ________________________________________________________
             ________________________________________________________
             ________________________________________________________
    Reframe as a “what” question
         o What happens when students learn …
         o What works to help students learn …
         o What if students were given chances to learn …
         o ________________________________________________________
             ________________________________________________________
             ________________________________________________________
             ________________________________________________________
             ________________________________________________________
    Pairing and Comparing

                                                 Page 2

       Becky Willson [bwillson@mtroyal.ca] - Mount Royal University Library [library.mtroyal.ca]
 Richard Gale [rgale@mtroyal.ca] - Institute for Scholarship of Teaching and Learning [mtroyal.ca/isotl]
  Evidence of Impact: Using Scholarship of Teaching and Learning to
       Understand and Improve Information Literacy Instruction

                                   LOEX-of-the-West
                    Mount Royal University, Calgary AB, June 12, 2010

Considering Context
    MRU recognizes the importance of IL
          o 2 out of 6 university-wide learning outcomes are IL related
    MRU is student focused
          o Much ILI, Institute for Scholarship of Teaching and Learning
    MRU librarians are faculty who can choose to be engaged in scholarship

Challenges
    It is a new field of study for many of us
          o Defining SoTL as research and not assessment or professional
              development
          o Not always understood by institutions, HREBs, chairs and deans, etc.
    SoTL in ILI different than other disciplines
          o Often see students only once in a formal setting
          o Often do not have the kinds of data often used in SoTL research
          o Often the learning occurs within the context of other learning

Opportunities
    Move from assessment to research
          o Shift from attempting to prove ILI is useful to a deeper understanding
              of student learning
          o Acknowledgement of the intellectual work inherent within ILI
    Way to conduct significant research that is already seen as part of faculty
      work
    Collaboration with other librarians, institutions and disciplines
    A natural connection with the wider research community

Resources & Connections
    More available in the “Related Links” area of the Institute for Scholarship of
      Teaching and Learning website … mtroyal.ca/isotl
    Organizations, Wikis and Blogs:
          o CLA's Evidence Based Librarian Interest Group
             (http://www.cla.ca/AM/Template.cfm?Section=Evidence_Based_Librari
             anship)
          o CLA's Evidence Based Librarian Interest Group wiki
             (http://eblibrarianship.pbworks.com/)
          o libraryassessment.info - A blog for and by librarians interested in
             library service assessment, evaluation, and improvement supported by
             the Association of Research Libraries (http://libraryassessment.info/)
          o Evidence Based Toolkit for Public Libraries wiki
             (http://ebltoolkit.pbworks.com/)
    Journals
          o Evidence Based Library and Information Practice
          o Library Hi Tech - publishes articles on evidence-based librarianship
          o Journal of Academic Librarianship and Reference Services Review
          o International Journal for the Scholarship of Teaching and Learning
          o Journal of the Scholarship of Teaching and Learning
          o Mountainrise
                                                 Page 3

       Becky Willson [bwillson@mtroyal.ca] - Mount Royal University Library [library.mtroyal.ca]
 Richard Gale [rgale@mtroyal.ca] - Institute for Scholarship of Teaching and Learning [mtroyal.ca/isotl]
  Evidence of Impact: Using Scholarship of Teaching and Learning to
       Understand and Improve Information Literacy Instruction

                                   LOEX-of-the-West
                    Mount Royal University, Calgary AB, June 12, 2010

      Books and Articles:
          o ACRL Academic Librarianship and the Redefining Scholarship Project
             report
             http://www.ala.org/ala/mgrps/divs/acrl/publications/whitepapers/acad
             emiclibrarianship.cfm
          o Booth, A. (2006). Clear and present questions: Formulating questions
             for evidence based practice. Library Hi Tech Journal, 24(3), 355-368.
             doi: 10.1103/07378830610692127
          o Booth, A., & Brice, A. (Eds.). (2004). Evidence-based practice for
             information professionals. London: Facet Publishing.
          o Books and Articles: (cont.)
          o Eldredge, J. D. (2000). Evidence-based librarianship: An overview.
             Bulletin of the Medical Library Association, 88 (4), 289-302.
          o Eldredge, J. D. (2006). Evidence-based librarianship: The EBL process.
             Library Hi Tech Journal, 24(3), 341-354. doi:
             10.1108/07378830601692118

Take-away
    What scholarship of teaching and learning is and does, why it matters, how it
      works
    Where scholarship of teaching and learning fits into the seeing and changing
      process
    How scholarship of teaching and learning functions in context and within
      caveats
    Improving students’ learning, teachers’ teaching, librarians’ scholarship
    Influencing students, colleagues, programs, institutions, and policies
    Changing instructional practice within the field, region, nation, world

Acknowledgements
    LOEX-of-the-West
    Mount Royal University
         o The Library
         o The Institute for Scholarship of Teaching and Learning

Questions & Comments
 _________________________________________________________________
   _________________________________________________________________
   _________________________________________________________________
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   _________________________________________________________________
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                                                 Page 4

       Becky Willson [bwillson@mtroyal.ca] - Mount Royal University Library [library.mtroyal.ca]
 Richard Gale [rgale@mtroyal.ca] - Institute for Scholarship of Teaching and Learning [mtroyal.ca/isotl]

				
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