Today our guest is Caroline Reed, Director of Research, Instruction and Outreach Services in the Jane Bancroft Cook Library at New College of Florida in Sarasota. I met Caroline at ACRL 2015 and when she told me about her innovative use of the Project SAILS test, I asked her to tell the story here.
Question: Would you briefly describe the information literacy program at New College of Florida?
Caroline: We are in the early stages of developing our information literacy program. Currently we do the traditional one-shots requested by faculty. We also encourage students to make consultation appointments with librarians. We have recently developed a liaison program with faculty where each of our instruction librarians is responsible to one of our three divisions--Humanities, Natural Sciences, and Social Sciences.
Library instruction is a part of all Seminars in Critical Thinking, which are research and writing intensive classes originally set up as part of our QEP, as well as our WEC (Writing Enhanced Classes).
We have a librarian who is a Wikipedia Ambassador. She has been able to work with faculty and students to edit and create Wikipedia entries as replacements for the traditional research paper assignments.
Librarians work with students on annotated bibliography projects as part of the January Independent Study Project (ISP) that 1st - 3rd years have to complete. This year one of our librarians actually sponsored the ISP so that she was the faculty member of record on those projects.
This past April we had the opportunity to attend ACRL 2013 and speak with librarians who led workshops and sessions. We wanted to learn more about the topics they covered.
One librarian we met, Melanie Sellar, spoke about using creative narratives to teach information literacy. Melanie is the Education Services Librarian at Marymount College in Los Angeles and shared with us an in-depth look at using creative narratives, also called research narratives, within IL instruction programs.
Why Research Narratives?
Research narratives offer a unique set of benefits, including providing “a window into student thinking, giving faculty and librarians insight into the critical thinking skills of students.” This unique perspective is possible when students detail their research process, including their struggles, their reasoning behind decisions, and other important perspectives of their research journey. Though these insights are not available through a standardized information literacy assessment like Project SAILS, we still see much value in using the two in collaboration.
The Power of Two
Research narratives and the SAILS information literacy assessment can be used together in a number of ways, including:
Using the SAILS cohort assessment to test a large number of students, then using research narratives with a small sample to gain a better understanding of trends related to questions answered incorrectly.
Giving students both an individual skills test and an assignment tied to a research narrative to understand where students are getting lost in the research process, even though they know the correct answer or where they need to end up.
Instead of applying a research narrative to a research paper, librarians could utilize research narratives while students are taking a SAILS assessment in order to understand how each student arrived at the answer they selected. This would highlight which experiences students are pulling from and misconceptions they may have related to elements of the research process.
Utilizing the individual skills test to compare scores of graduating seniors that have had a class that used research narratives versus those students that did not have a course that utilized research narratives. This provides direction into the overall value of this instruction practice, allowing librarians to have data to back their suggestion of research narratives to instructors.
Both information literacy tools have been designed to “better understand where the students are on the information literacy skill development continuum” but using both together will provide further insight into the skills and thinking of each student.
A new report from the Pew Internet and American Life Project tells us that digital technologies are encouraging teenage students to write more creatively and to write more often. The study of middle and high school teachers focuses on the teachers’ perceptions of how student writing is affected by the Internet, search engines, social media, cell phones, and texting (what they call “digital technologies”).
The researchers found that teachers see these technologies as:
“generally facilitating teens’ personal expression and creativity, broadening the audience for their written material, and encouraging teens to write more often in more formats than may have been the case in prior generations. At the same time, they describe the unique challenges of teaching writing in the digital age, including the “creep” of informal style into formal writing assignments and the need to better educate students about issues such as plagiarism and fair use.”
This report is the third in a series of three studies on middle and high school teachers:
I find these reports fascinating and informative. They fascinate me because they offer glimpses into a world (secondary education) I know little about but that directly affects my work as an information literacy librarian at a university. The reports are informative about both my future students and, I suspect, my current students, assuming that the ways that high school students and college students use digital technologies are more similar than different. The reports generate a fistful of ideas for follow-up: How would professors at my university answer the questions posed to teachers in the most current study? Are the students at my school similar in key demographics to the study sample? Do the people running the Writing Center on my campus read these reports? Do the findings resonate with them? Should we collaborate to build on the positives and address the concerns from the findings?
I recently attended a great presentation by April Cunningham and Hal Hannon on college reading and library instruction. It was part of the 3rd Annual Summer Retreat for Librarians, held at Chapman University in Orange, CA.
April and Hal link Carol Kuhlthau’s work on information search process with what we know about college students’ struggles to learn from academic texts, including scholarly journal articles. They developed or adapted three informative and thought-provoking models as a result. One illustrates the reading cycle during the reading process. Another is titled “Your Research Pathway,” and is designed to show students how to think about the steps of their project based on where they are in the information search process. The third model is another worksheet for students, this time focusing on unpacking academic texts in the sciences/social sciences and the humanities.
Below is the Q and A portion of our lunch with Melanie:
Project SAILS: Please introduce yourself!
Melanie: I am the Education Services Librarian at Marymount College in Los Angeles. I grew up and attended college in Canada (a BA in linguistics from McMaster University, an MA in linguistics from the University of Ottawa, and an MLIS from the University of Western Ontario.) Before being hired at Marymount College, I was the Community Outreach Librarian and later the e-Learning and Instructional Design Librarian at the University of California, Irvine. I am also very proud to say that I founded Librarians Without Borders and now serve as the Co-Executive Director.
Project SAILS: What did you cover in your session?
Melanie: The main focus of my session was to introduce the theory behind research narratives, which stems from composition scholarship, and to show the research narratives in application at two institutions (University of Louisville and Marymount College).
Project SAILS: What are research narratives?
Melanie: Research narratives, which are also often called information literacy narratives, are an assessment and pedagogical tool that allow insight into student thinking by asking students to tell the story of their research experience. These narratives are heavily focused on a student’s thinking pattern or thought process compared to knowing the right answers – which is different than most tests and citation analysis tools. Another important focus of narratives is reflection. Students are asked to provide a step-by-step account of their research process, including a reflection on the difficulties/challenges they experienced. Students then create a first-person story detailing their research which positions them as expert on that experience.
Project SAILS: What do research narratives accomplish?
Melanie: An important outcome of using research narratives is that they provide a window into student thinking, giving faculty and librarians insight into the critical thinking skills of students. Research narratives also provide the “Why” behind research papers and answer questions like:
Why did the student select and cite this source?
Did the professor tell them to use a certain source or is this something the student chose to do on their own?
Did the student struggle finding sources? Why?
Research narratives also allow students to select what they thought was important to include in the description of their research process, while also showing the things students didn’t think were important enough to include.
Overall, research narratives provide a powerful tool for impacting teacher and librarian practice because we can have a better understanding of a student’s research paper when paired with the research narrative. As a result of seeing into a student’s research process we are able to better understand where the students are on the information literacy skill development continuum, and where further support and instruction is needed. We should use tools like research narratives to impact the way we are teaching, instead of simply deflecting the blame on students.
Project SAILS: What are the downsides to using research narratives?
Melanie: I think it’s important to acknowledge that research narratives do require more time to assess than, for example, grading a quiz.
It’s best to read many narratives at one time in order to better understand the data in light of other students’ responses. It does take time to read through each narrative and make meaning of the data, but the time is well worth it to really understand the information literacy skills of our students.
Research narratives also require collaboration with faculty, in terms of designing a prompt and potentially creating a rubric. Faculty that include the research narrative as part of the assignment need to provide copies of the research narratives to librarians for our own assessment. This “hurdle” is getting much easier with learning management systems, like Blackboard, where faculty can simply grant access for librarians to the student research papers submitted within these programs.
Lastly, students do not expose everything about their research process, but we are learning about what is most important to them, as selected by them.
Project SAILS: How have faculty responded to using research narratives?
Melanie: Research narratives have had a significant impact on our faculty’s classroom practices because they have been able to illuminate the research skills, behaviours, and attitudes of our freshmen. Some results include:
Faculty are putting themselves in the mind of a novice researcher and adjusting their teaching practices and curriculum to their level of knowledge.
Faculty across the disciplines are becoming more aware of the shared responsibility to teach research skills.
Sparked conversations about teaching information literacy skills over the course of a student’s college career, not just in a Freshman English composition course.
More impactful integration of librarians in courses.
For more on how faculty are seeing the value of information literacy narratives, I interviewed a faculty member of one of our Freshman Composition courses.
Project SAILS: Are there other applications of research narratives?
Melanie: Yes, another important application for research narratives is use as a longitudinal assessment across a student’s time in college. Looking longitudinally at a student’s research narratives, year after year, may allow us to see if their thinking has changed over the time and how their information literacy skills are developing.
We really enjoyed meeting Melanie and hearing how she is using research narratives at her institution. We are planning to add resources specific to research narratives to our blog in the coming months, as we see the benefit of using a multiple-choice IL assessment (like Project SAILS) along with a research narrative. Using the two in tandem will allow faculty and librarians to understand information literacy proficiencies of their students, while also understanding the thinking process students are using during research.
Melanie’s Prezi from her session at ACRL can be viewed below: