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From Point A to Point B: Gaining Momentum through Transitions & New Types of Collaborations
This document discusses helping students transition through various stages by connecting the dots between high school, college-level research, and adulthood. It notes challenges students face, including inadequate research skills, difficulty tying together information, and balancing multiple roles for adult students. The role of librarians is also discussed, including focusing on concepts rather than tools, embracing pedagogical expertise, and expanding responsibilities. Examples are provided of instruction programs that develop academic integrity tutorials and use communities of practice to strategically grow programming through reflection and partnerships. Overall, the document advocates connecting students to resources and supporting their development through transitions.
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From Point A to Point B: Gaining Momentum through Transitions & New Types of Collaborations
- 1. FROM POINT ATO POINT B: GAINING MOMENTUM THROUGH TRANSITIONS & NEW TYPES OF COLLABORATIONS Rebecca K. Miller, Penn State University Libraries MILEX 2016 Spring Program | March 18, 2016
- 3. My story Our students Ourrole(s) Our programs
- 4. My story Our students Ourrole(s) Our programs
- 6. Transition What itmeans Relationships Redefined from peers to managees Skills Management skills can build on instrution skills, but they are not the same Time management Moved from maker time to manager time Priorities and scope Other peoples’ work, and how I can support it, became a priority Perspective Others’ perspective of me, and my perspective of the library and university shifted Definition of success Success is empowering and enabling others
- 8. Kershaw, S. “Thepsychology of moving.” The New York Times: http://www.nytimes.com/2010/02/28/realestate/28cov.html?_r=0
- 10. 4 things 20 seconds SeeJohn Sweller’s cognitive load theory
- 11. My story Our students Ourrole(s) Our programs
- 12. 1. Average collegelibrary is 9 (print) and 19 (online) times larger than average HS library 2. 43% of freshmen had trouble tying together information they found 3. Most said that research competencies from HS were inadequate for college work 4. 29% of respondents indicated that the librarian and English instructor were most helpful in guiding them through college-level research See How freshmen conduct course research once they enter college. 2013.
- 13. See the currentBeloit Mindset list: https://www.beloit.edu/mindset/2019/
- 14. See the HERICIRP Freshman Survey: http://www.heri.ucla.edu/cirpoverview.php
- 15. Personal challenges Intellectual challenges Socialchallenges See The peer mentor companion by Sanft, Jensen, and McMurray. 2008.
- 16. See Education andidentity by Chickering and Reisser. 1993. 1. Personal competence in the physical, intellectual, and interpersonal realms 2. Effective emotion management 3. Personal autonomy 4. Self-identity establishment 5. Freeing interpersonal relationships 6. A purpose and philosophy of life 7. Living with integrity
- 17. In 2007, 38%of the more than 18 million college students in the US were older than 25. ■ Multiple roles ■ Flexible schedules ■ Distance and web-based offerings ■ Prior learning assessment ■ Theories of adult learning From a 2009 National Center for Education Statistics survey: https://www.aacu.org/publications-research/periodicals/research-adult-learners-supporting-needs-student-population- no
- 18. Discussion! Tell your groupa story about a time you worked with a student in transition. What happened? How did you help the student connect the dots?
- 19. My story Our students Ourrole(s) Our programs
- 21. Transition What itmeans Evolution of library instruction Focus on concepts rather than tools and discrete skills Evolution of information literacy Framework expands the definition of information literacy to include dynamism, flexibility, individual growth, and community learning Expectation of pedagogical expertise Increased sophistication in approaches to teaching, learning, and assessment within the library setting New avenues of collaboration and liaisonship Formal relationships between the library and groups like student affairs and centers for teaching and learning, in addition to formal relationships with academic departments Expansion of the librarian role and responsibilities Into areas such as scholarly communication, copyright, open educational resources, and data management
- 22. “Teachers are facedwith pressures for increased efficiency in the context of contracting budgets, demands that they rigorously “teach the basics,” exhortations to encourage creativity, build citizenship, help students to examine their values.” See The reflective practitioner: How professionals think in action by Donald Schon. 1983.
- 23. CRISIS OF CONFIDENCE Occurswhen the following characteristics appear in a professional environment: ■ Mismatch of traditional training, knowledge to current practice ■ Complexity, uncertainty, instability ■ Value conflict ■ Competing images of the professional role See The reflective practitioner: How professionals think in action by Donald Schon. 1983.
- 24. REFLECTIVE PRACTICE Occurs whenthe following characteristics appear in a professional environment: ■ Practitioner becomes a researcher into his own practice ■ Recognition of error, with its resulting uncertainty ■ Embracing uncertainty as a source of learning and discovery ■ Making time for reflection See The reflective practitioner: How professionals think in action by Donald Schon. 1983.
- 25. Discussion! Tell your groupa story about a time you experienced a professional crisis of confidence. Were you able to overcome it? How?
- 26. My story Our students Ourrole(s) Our programs
- 27. ■ Philosophy ■Partners ■ Instructional practices ■ Growth
- 28. Philosophy ■ We arestudent-centered, and should support students in the specific areas in which we know they are transitioning and growing ■ We are leaders on campus in many areas, and need to be proactive about acknowledging and using our expertise ■ We value continued growth of our instructors and our instruction program, but recognize that these need to grow in directions that make sense for our context, students, and institutional priorities ■ We are strategic about selecting new directions and partnerships for our instruction program
- 29. Partners ■ We seekpartners and collaborators based on the scope and learning goals of the instruction program ■ We are experts, and as such, we are full partners and sometimes the leading partner on projects and learning experiences ■ We are also learners, so we acknowledge that we can learn from the partnerships in which we participate ■ Partnerships are essential to integrating information literacy into the curricula and students’ lives
- 30. Instructional practices ■ One-shotinstruction sessions don’t fully meet our need for integrative, sophisticated, and contextualized learning experiencs ■ We need to develop a broad portfolio of instructional practices in order to enact our philosophy, work with partners, and grow our program ■ Our broad portfolio will still rely on strong partnerships ■ Portfolio options might include – Acting in a consulting role with faculty and other instructors – Developing lesson plans and assignments that we don’t deliver – Creating web-based learning objects that can be used flexibly – One-shots
- 31. Growth ■ Our instructionprograms should grow, but not in all areas ■ Our library instructors should grow, but not in all areas ■ Both programs and instructors need to grow in strategic directions that make sense for an institution’s context, priorities, and students ■ Growth is hard, and instruction programs need to be safe places so library instructors can be reflective practitioners ■ If we stop growing, and transitioning, it’s all over
- 32. Example 1: Developing acampus-wide academic integrity tutorial at Penn State
- 33. ■ Philosophy: Students aredefining their identity, their philosophy of life, and their integrity ■ Partners: Undergraduate Education and Teaching and Learning with Technology ■ Instructional practices: Web-based learning object designed and maintained by Libraries ■ Growth: Reached all students with an academic integrity requirement
- 34. Example 2: Using aCommunity of Practice approach to grow the program at Virginia Tech
- 35. ■ Philosophy: We areleaders with expertise and value continued growth ■ Partners: Center for Instructional Development and Educational Research ■ Instructional practices: Reflection ■ Growth: Enhanced the depth of our instruction program as we work through professional complexities and increase our knowledge
- 36. Discussion! Tell your groupone thing that you can do to help connect the dots in your instruction program when you get back to your library on Monday.
- 39. Rebecca K. Miller Head,Library Learning Services Penn State University Libraries [email protected] @rebeccakmiller www.rebeccakatemiller.com
- 40. Image Credits ■ Newstudent challenges: http://www.rwth-aachen.de/cms/root/Studium/Im- Studium/~vcn/Erstsemestereinfuehrung/lidx/1/ ■ Education and identity: p://www.fe.psu.edu/Admissions/admitrequire.htm ■ Many hats: http://selfstorageinsider.com/2014/07/30/wearing-many-hats-time-management/ ■ Demetri Martin success: http://www.swiss-miss.com/2013/03/success-4.html ■ Thank you note: https://www.etsy.com/listing/47679612/connect-the-dots-thank-you-postcard