New England Faculty Development Consortium

June 1, 2007

DRAFT CONFERENCE PROGRAM

“Teaching and Information Literacy: Collaborative Efforts to Improve Teaching, Learning, and Research”

Session I: 10:30 – 11:15  

(Room 304A)

That's not Plagiarism! Student Understanding of Academic Misconduct

Margaret R. Letterman

Professor of Psychology, Eastern Connecticut State University

Susan Herzog
Information Literacy Librarian, Eastern Connecticut State University

Kimberly Armstrong Silcox

University Judicial Officer, Eastern Connecticut State University

Do university freshmen comprehend the significance of academic integrity and the consequences of plagiarism? Learn how collaboration by the university judicial officer, a professor, a librarian, and a researcher has initiated a new perception of the issues and consequences of academic misconduct. Our team assessed fall 2006 freshmen understanding of plagiarism and developed a workshop to educate students about academic misconduct. We will discuss the evolution of plagiarism awareness programs at Eastern, our new Policy on Academic Misconduct, the Academic Integrity Workshop, a follow-up survey of workshop participants, and the conclusions that may be drawn from our research.

(Room 304B)

Integrating Information Literacy into a First Year Seminar: A Faculty/Librarian Collaboration

Pamela Hayes-Bohanan

Head of Library Instruction Services, Bridgewater State College

Elizabeth Spievak
Assistant Professor of Psychology, Bridgewater State College

Attendees will participate in a hands-on demonstration of pedagogy, information literacy and the psychology of academic success. Participants will learn-by-doing, experiencing both technique and content, as they discover information about their own learning and achievement and about how a psychologist and a librarian came together to design and teach a course on academic achievement.

(Room 304C)

Implementing information literacy competency into the General Education and Program curricula: a case study

Andrea S. Taupier

Library Director, Springfield College

Linda J. Tsoumas
Professor Physical Therapy, Springfield College

Ted J. France
Assistant Professor of Physical Education, Springfield College
Sherri VandenAkker
Assistant Professor of Human Services, Springfield College

Information literacy (IL) is an essential component of undergraduate and graduate education, defined by accreditation standards of the New England Association of Schools and Colleges (NEASC). Building a comprehensive and progressive information literacy curriculum can pose a challenge for an institution and the faculty. This workshop presents the experience of one college, detailing the development and implementation of an information literacy curriculum, related student assignments, outcome assessment, and faculty and library staff roles. Our experience began with initial grant funding, followed by curricular revision and development, and today the curricular infusion of information literacy is spreading across the campus.

Session II: 11:30 – 12:15

(Room 304A)
Academic Integrity: a Collaborative Approach

Margaret Cohen

Educational Resource Center, Boston College

Suzanne Barrett

Connors Family Learning Center, Boston College

This session will introduce the academic integrity tutorial set to be launched in fall of 2007 at Boston College. A collaboration between faculty, librarians, instructional designers and learning center staff, this interactive tutorial will instruct students in the effective and responsible use of information, with the goal of moving the discussion of academic integrity outward from course syllabi and catalog regulations to a clear, rational, and enjoyable online pedagogy of integrity.

(Room 304B)

Collaboration Not Competition: Integrating Information Literacy into a Research Methods in Psychology Course

Barbara Kenney

Assistant Professor/Instructional Services Librarian, Roger Williams University

Bonita G. Cade

Assistant Professor Psychology, Roger Williams University

This workshop will present a case study describing the process of collaboration between a psychology professor and an instruction librarian wherein six 80-minute library instruction sessions were integrated into a Research Methods in Psychology course. The session will address the rationale for the collaboration, the design of the sessions, expectations for each member of the collaboration, and the process of determining student learning outcomes for the library instruction sessions. A description of the challenges and outcomes will be provided. Attendees will learn the key questions to ask when considering such a collaboration.

(Room 304C)

Assessing Information Literacy: A Case Study

Mott Linn

Coordinator of Archives and Special Collections, Clark University

Rukmal Harvey
Resources Library Assistant, Salem State College

How should instructors assess their students' information literacy from their bibliographies? And does instruction about how to conduct library research improve the students' papers? The presenters of this workshop assessed a librarian-led information literacy instruction program at a New England college. Assessment methods included a survey of the students, interviews with both the faculty and some of the students, and an analysis of the bibliographies of student papers written both before and after instruction. Participants in this workshop will analyze sample bibliographies, and will discuss a grading scheme for bibliographies.

Session III: 1:30 – 2:15

(Room 304A)

Creating Critical Thinkers in the Freshman Composition Classroom: A Faculty-Librarian Collaboration

Carolyn B. White

Associate Professor/Library Specialist, University of New Hampshire at Manchester Library

Susanne F Paterson
Associate Professor of English, University of New Hampshire at Manchester

Moving away from teaching research skills as a discrete exercise, we collaborated to craft a research assignment and corresponding information literacy sessions which invited students to research a topic of local concern. Our goal was to show students that critical analysis would serve them through their lives.

Our PowerPoint presentation and video will describe our assignment and information literacy sessions. It will also stress the importance of cross-disciplinary collaboration to the creative and analytical process.  A follow-up discussion will ask workshop participants to brainstorm ways in which they might use such approaches in their own practices.

(Room 304B)

Becoming a Savvy Scholar: Integrating Information Literacy into a Core Chemistry Course

Angie Locknar

Instruction Coordinator, Engineering and Science Libraries, MIT

Patty Durisin Barbera
Massachusetts Institute of Technology

Donald R. Sadoway
John F. Elliott Professor of Materials Chemistry, Massachusetts Institute of Technology

Introduction to Solid State Chemistry is one of two Chemistry classes required of all students at MIT and is enrolled by over half of the incoming freshmen class.  This workshop will describe the collaboration between the professor for this course and the MIT Libraries in their quest for integrating information literacy skills into the curriculum.  Discussion topics will include information literacy for science, information literacy in a large lecture-style class, and creating online tutorials for remote learning.

(Room 304C)

Break it Down—Turning Lofty Information Literacy Goals into Concrete Syllabus-Building

Susanna Cowan

Undergraduate Instruction and Outreach Librarian, University of Connecticut

Dan Mercier
Assistant Director, Institute Teaching and Learning, University of Connecticut

In this hands-on workshop, participants will work together to incorporate principles of information literacy into a discipline-specific course.  By doing some fairly simple assignment and syllabus revision, we hope to boost participants' confidence in their ability to make small modifications to a course and course assignments that will produce nonetheless large results in terms of attaining information literacy goals.  A "typical" research paper assignment will be broken down into component assignments that work in progression to build skills in critical thinking and source evaluation and utilization.

Session IV: 2:30 – 3:15

(Room 304A)

Conspiring to Teach: An Experiment with Librarian Enhanced Comp. 101

Mike Hearn

Coordinator of Library Services, Northern Essex Community College, Lawrence

Gail Stuart

Coordinator of Library Services, Northern Essex Community College, Haverhill

Ann Grandmaison
Coordinator of Library Services, Northern Essex Community College, Haverhill

A student's ability to grasp and use information literacy skills can be increased by exposing students to a more in-depth exploration of the research process. Librarians and faculty teaming up in the classroom is a method that can better prepare students by demonstrating how library resources facilitate the research process. Three librarians at NECC joined faculty in the classroom for an entire semester, and three distinct models of instruction emerged.  We will explore the characteristics of each of these models, discuss what worked and what didn't, and lead discussion about how librarians and faculty can improve future collaborative efforts.

(Room 304B)

(Teaching Tips)

The journal article as an information literacy teaching tool

James E. Bird

Department Head, Science & Engineering Center, University of Maine

Students are often given an assignment to analyze a journal article by its subject content.  In my information literacy class, students often do not understand the peer review process and the importance of a journal paper's literature-cited section.  They have trouble identifying what is being cited.  In this session participants will conduct an in-depth examination a journal article, an exercise I use in my information literacy class.  Each participant will receive a journal article and a data collection form to fill out during the session.

A Method for Helping Students to Read Journal Articles More Critically

Lorrie Comeford

Professor, Salem State College

Do your students throw up their hands in frustration when you ask them to read difficult texts?  Come and hear about an approach that makes journal articles in chemistry more accessible to students.  For each article, I prepare a set of questions to help the students to read more critically.  We discuss the questions in class, and then the students prepare an informal summary of the article.  This approach can be adapted for texts in any discipline.

(Room 304C)

(Teaching Tips)

Striving for the Exemplary at Emerson; Information Design and Technologies

Kimberly Hall

Director Instructional Technology Group, Emerson College

Elizabeth Bezera
Associate Director of Library Information Services, Emerson College

Seounmi Han Youn, Ph.D.
Assistant Professor Marketing Communication, Emerson College

Web links, video, pdfs, Word documents, wikis; popular for presenting course information online, these resources are often organized on course Web sites by resource type, such as "Web links." The Emerson College Instructional Technology Group and Library present their faculty development process to create subject-driven course Web sites that influence the dynamics of student learning. Examples are presented and a faculty member details her site, designed to depict the learning process. Discussion follows on the benefits of such design. Is there a loss of convenience from accessing information by resource type to accessing it through a learning-centered design? If so, is it compensated by deeper learning?

Research Wiki:  Constructing Knowledge in a Group Assignment

Laura Braunstein

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