Classroom Connection: Co-instruction in the Music History Core Lisa A. Lazar Performing Arts Librarian March 6, 2016 Classroom Connection: Co-instruction in the Music History Core

Outline Music History I Context/environment Evolution of my involvement Recent collaboration Content and pedagogy Connections made Lessons learned and future

Music History I and II 300 level classes taken by sophomores and juniors Last music history classes all music majors must take History of Western Art Music Final Projects Two sections – total about 35 students Face to face supported by LMS

Context Building/Collection Performing Arts Librarian Plus™ Support structure Course structure No UG music history major

Evolution of my involvement Pre-2011 – Nothing 2011 – 10 min. 2012 –one shot/extra credit assignment 2013– revised one shot/extra credit 2014 – Pre-assignment videos Two class periods Two for credit assignments FoolishIy agreed to grade final project 2015 – ??? 2011 – was told they needed better sources 2013 – worked with faculty to get into syllabus 2015 visiting – everything may change next year 2014 – Awesome on one hand, incredibly painful in the next - citations, grading horrific.

Collaboration Dr. David Blake – visiting professor - awesome Committed to information literacy We collaborated on: Learning outcomes Modifying final assignment Reassigned coverage Shared instruction and grading Faculty and I really worked together -

Content Learning outcomes Info lit responsibilities now shared Based on standards/framework Finding/evaluating information, developing an appropriate topic, citing sources correctly Info lit responsibilities now shared Instructor does citations, development of topic statements/paper outline I cover search strategies, catalogs and databases, source evaluation Faculty and I really worked together -

Class Environment Face to face in library classroom 3 50-minute sessions (2 classes, 1 lab) Co-instructor in LMS Faculty and I really worked together -

Pedagogy 1st session – evaluating sources Assignment 15 min: group brainstorm on expert sources (reframing) 15 min: CRAP power point Small group CRAP analysis/comparison bassoon websites Assignment Any three sources on your topic Bullet point CRAP analysis; acceptable for paper? Don’t have to be acceptable, but analysis/recommendation need to be sound I grade Faculty and I really worked together -

Pedagogy, Con’t. 2nd session: search terms/strategy, searching catalog/databases Group activity – sample keyword, searches Assignment: 1 book, 1 scholarly article *must* be acceptable for use for paper CRAP analysis in paragraph format In proper citation format I grade analysis, he grades citations Faculty and I really worked together -

Pedagogy, Con’t. Again. Final Assignment Extensive survey He grades outline, citation, and half of annotations Norming session Extensive survey Assessment (rubric) Faculty and I really worked together -

Connections? Yes! Students and library/librarian Students and collection/good sources Students and information literacy concepts Supported by analysis/assessment 57% sources ranked 3 or 4 78% of students had at least one source ranked 3 or 4 Information literacy support with faculty, administration of School of Music Faculty and I really worked together -

Lessons Learned Videos/flipped? Not for this class Support of library/School of Music essential! In it for the long game. . . Framework and abstract concepts? Difficult, but enticing! Faculty and I really worked together -

Future? Want to do Framework! Hopefully keep Dr. Blake! – could blow up syllabus! . . . but probably won’t blow it up. Basically good – tweak Ideas include: Tougher on web eval Concept of “good source” vs. disciplinary literature Break out of closed cycle of university provided resources Faculty and I really worked together -

Questions? Lisa Lazar University of Akron llazar@uakron.edu