Download - Community Gardening: Librarian-Faculty Instruction Partnerships to Cultivate Scholars Across A Major
Community Gardening:Librarian-Faculty Instruction Partnerships
to Cultivate Scholars Across A Major
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#ACRL2015EnglishGarden
#ACRL2015EnglishGarden
Julie Arensdorf Reference & Outreach LibrarianUniversity of Wisconsin-Madison
Heidi Pettitt Special Collections & Technical Services LibrarianLoras College
Erin VanLaningham Assoc. Professor of English, Dir. of Honors ProgramLoras College
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Prepping the Landscape• Research on embedded IL instruction
• Institutional support
• Outreach to faculty
(Bowler & Street, 2008; Cooke & Rosenthall, 2011; Wong & Cmor, 2011)
Information Literacy Learning Objectives
• Online tutorial
• First-year seminar
• First-year writing course
• Upper-level courses
Upper-level Learning ObjectivesENG 210 - Introduction to Literary Studies
ENG 275 - Bleak House in Context - January Term
ENG 342 - Victorian Novel
ENG 490 - Capstone Senior Course
Upper-level Learning ObjectivesENG 210 - Introduction to Literary Studies
• Discussion of how research differs by discipline within the context of course subject area • How to find controlled vocabulary for discipline/topic (database thesaurus, Wikipedia,
reference sources) • Revising searches based on results—analyzing and actively responding to results (e.g.
sorting search results, relevancy ranking) • Citation by discipline (briefly), and available citation tools, including related Research
Guides
ENG 275 - Bleak House in Context - January Term
ENG 342 - Victorian Novel
ENG 490 - Capstone Senior Course
Upper-level Learning ObjectivesENG 210 - Introduction to Literary Studies
ENG 275 - Bleak House in Context - January Term • Difference between primary and secondary sources, and how to find primary sources
within discipline • How to evaluate primary sources based on audience, accuracy, bias, credibility, date of
creation in relation to subject addressed, and relevance
ENG 342 - Victorian Novel
ENG 490 - Capstone Senior Course
Upper-level Learning ObjectivesENG 210 - Introduction to Literary Studies
ENG 275 - Bleak House in Context - January Term
ENG 342 - Victorian Novel • Difference between primary and secondary sources, and how to find primary sources
within discipline • How to evaluate primary sources based on audience, accuracy, bias, credibility, date of
creation in relation to subject addressed, and relevance • How to find different kinds of information (e.g. data, statistics, maps, primary
documents, government documents) in a particular discipline
ENG 490 - Capstone Senior Course
Upper-level Learning ObjectivesENG 210 - Introduction to Literary Studies
ENG 275 - Bleak House in Context - January Term
ENG 342 - Victorian Novel
ENG 490 - Capstone Senior Course • How to organize/plan research • Revising research topic based on information/materials found and own developing
understanding, acknowledging the evolving nature of the research process • How to find controlled vocabulary for discipline/topic (database thesaurus, Wikipedia,
reference sources)
English Major Course Sequence
• ENG 210 - Introductory Course
• ENG 275 - Bleak House January Term
• ENG 342 - Victorian Novel
• ENG 490 - Capstone Course
ENG 210
• Foundational course for majors
• Course learning outcomes:
• Learning how to find and use resources, most specifically related to information literacy and research…
• Assignments: 3 analysis papers
ENG 210
Essay #1
• Formatting citations, using evidence
Essay #2:
• Mapping scholarly conversations, citation management
• Database search strategies
Essay #3
• Using a theoretical lens to find articles
• Reading scholarly articles, annotated bibs, finding known sources
Information LiteracyInstruction Activities:
Reading Scholarly Articles
Which parts would you consider when establishing:
• Relevance
• Quality
• Understanding
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ENG 210 – Course Evals“I really liked how we did a lot of
stuff with Julie. It was really helpful
and so was the mapping. That
would have been useful for other
classes last semester! I liked how
everything was in steps.”
ENG 210 – Course Evals
felt that “Learning how to find and use
resources for answering questions or solving
problems” was “essential” to the course
88%
ENG 210 – Course Evals
thought that the class “encouraged students
to use multiple resources (e.g. data banks, library
holdings, outside experts) to improve understanding,”
and was a “strength to retain” in the course
94%
ENG 210 - Special Collections Session
• Exploring how format affects the way a text
is read/received
• Research prompt
• Feedback
ENG 210 - Responses
Instead of citing a website about books in the 1500s, you could cite an actual book from the 1500s instead. They could be great primary sources and they offer a new and credible source of research”
“ I think these books offer unique avenues because they offer a different type of source than we are used to.
ENG 210 - Responses“I loved just holding the books and imagining myself in the time period of the original owner,and picturing whatmy experiencewith that bookwould havebeen like.”
ENG 210 - Responses“Being able to see them up close was not only an educational experience (seeing the different publishing, grammatical and syntax styles) but it was also simply fun!“
ENG 275 – Bleak House in Context
Best Teaching Practices Conference, April 2013:
“Adventures in the Rare Books Room: Charles Dickens’ Bleak House In Serial”
• Using primary and secondary sources
• Response paper
• Research paper using primary
& secondary sources
ENG 342 Victorian Novels
ENG 342 – Victorian Novels
Research project topics:
• Harper’s: Fashion and Elizabeth Gaskell’s Cranford
• Household Words: Opium Use and
Wilkie Collins’ The Moonstone
• Newgate Calendar: Crime within Families
and Emily Bronte’s Wuthering Heights
Your TurnCome up with a research topic
based on your handout and
tweet it along with the tag:
#ACRL2015EnglishGarden
Course Objective: • Revise & expand previously written essay
Library Instruction: • Mapping the scholarly conversation
• Annotated bibliographies
• After graduation
• Future: Literary influences, special collections
ENG 490 Senior Capstone
Lessons Learned
• Prep the landscape
• Keep the big picture in mind
• Scaffold skills
• Build on success
• Pick the usual suspects
32Jane Loudon (1807-1858). http://www.vam.ac.uk/users/node/7448 Wikimedia Commons.
Ehret magnolia. National Museum Wales on Flickr: https://www.flickr.com/photos/museumwales/2217992183/
Arum maculatum (Lords and Ladies) from Flora Londinensis (1777-1787) published by William Curtis. Hand-coloured engraving: 46cm x 31.5cm. National Museum Wales on Flickr: https://www.flickr.com/photos/museumwales/2218785488/
Tulipa gesneriana from Temple of Flora 1799 by Robert Thornton. Hand-coloured engraving: 57cm x 46cm. National Museum Wales on Flickr: https://www.flickr.com/photos/museumwales/2218785408/
"Syzygium aromaticum - Köhler–s Medizinal-Pflanzen-030" by Franz Eugen Köhler, Köhler's Medizinal-Pflanzen. http://commons.wikimedia.org/wiki/File:Syzygium_aromaticum_-_K%C3%B6hler%E2%80%93s_Medizinal-Pflanzen-030.jpg Wikimedia Commons.
Acknowledgements
The aesthetics of this presentation were borrowed heavily from the American Players Theatre Book of Summer 2015,
created by Planet Propaganda in Madison, WI. http://planetpropaganda.com/
Recommended ReadingBowler, M. & Street, K. (2008). Investigating the efficacy of embedment:
Experiments in information literacy integration. Reference Services Review, 36(4), 438-449.
Brooman-Jones, S. Cunningham, G. & Hanna, L. (2011). Journal of Academic Language & Learning, 5(2), A1-A13.
Cooke, R. & Rosenthal, D. (2011). Students use more books after library instruction: An analysis of undergraduate paper citations. College & Research Libraries, 72(4), 332-343.
Kesselman, M. A. & Watstein, S. B. (2009). Creating opportunities: Embedded librarians. Journal of Library Administration, 49(3), 383-400.
Wong, S. H. R. & Cmor, D. (2011). Measuring association between library instruction and graduation GPA. College & Research Libraries, 72(5), 464-473.