Audrey Powers and Stephanie A. Jacobs Spring Forward: Collaborating to Build and Assess a Collection of Learning Objects Audrey Powers and Stephanie A. Jacobs Stephanie

BACKGROUND Stephanie Our presentation is organized into three general sections: We’re going to give you some background information first Then we’ll talk about our process – the metamorphosis of teaching information literacy to these classes, as well as the planning and creating of interactive library learning objects And then we’re going to talk about the assessment of those learning objects in the context of the class we implemented them, History of visual arts 1 & 2

The USF Tampa Libraries The Collection 2,500,000 total volumes 676,000 eBooks 93,000 eJournal titles 959 databases 2,500,000 digital images 31,000 streaming videoes The Research & Instruction Department Teaching Library Skills & the Research Process 12 teaching librarians 50,000 students Stephanie and then Audrey Our collection is trending digital We have over two million total volumes Increasing number of those are ebooks and ejournals R & I is a small department 12 Teaching librarians approximately fifty thousand students

Teaching Library & Research Skills History of Visual Arts I & II General Education classes >200 students/semester Faculty expectation: Research proficient students Collaborative process Art History librarian, Art History professor, Blended librarian, Instructional Designer, Director of Research & Education Evolved over time Audrey

Interactive Library Learning Objects Stephanie I’d like to give you some background on interactive digital learning objects. Some of you may be more familalir with these than others. What is a Learning Object? Digital Learning objects are… Designed to help learners develop understanding and competence in a particular area Online Learning Objects are digital materials (videos, websites, and interactive tutorials) They can combine lecture, video, exercises, quizzes, multimedia, etc They have defined instructional value that can be used in a variety of ways to improve teaching and learning. They enable librarians to deliver information literacy instruction in a flipped environment eLearning = Virtual Learning Environment = learner centered model

PROCESS Stephanie – introduce Pro We’d like to lay out the process, showing you the evolution of how information literacy instruction was delivered to these classes, as well as the planning and creating of interactive library learning objects

Building a Collection of Learning Objects Course Guide - Fall 2015 Created a video Embedded the video in the course guide Uploaded to course management system Consultations Course Guide Quiz, Consultations & Handouts – Spring 2016 Learning Modules & Quizzes - Fall 2017 Additional Learning Modules - Fall 2018 Audrey

Original Course Guide & Quiz Learning objectives of the course guide: Navigate the library website to locate subject guides, books, scholarly articles, images and citation information Identify Boolean Operators that will narrow, expand and eliminate topics from your database searches Locate books using an Advanced Search in the USF Libraries Catalog Locate encyclopedia articles, scholarly articles, and images that support your research topic Cite all the sources used in your research with the Chicago Manual of Style Audrey

Revised Course Guide & Quiz Revised learning objectives of the course guide fall 2018: Locate appropriate materials and images for research topics in Art History At least three scholarly sources Cite sources properly Chicago Manual of Style Label images of art objects or monuments Audrey On the screen: Revised learning objectives of the course guide fall 2018: First Image: Course guide top – mosaic Second image: Course guide outcomes “How to get an “A” on your research paper”

Library Learning Activities - Theory Information Literacy Instruction Interactive - traditionally face to face Content - Library Skills and the Research Process Library Learning Activities or Digital Learning Objects Can give the student a ground of knowledge & skill before f2f instruction occurs Student arrives for library instruction with knowledge of basic skills - a deeper learning of theory can occur. Stephanie Theory behind interactive library learning activities Information literacy instruction is Interactive online tutorials do not function precisely the way a face-to-face instruction session can. I worked to take the elements of a face-to-face session – a format that enjoys the ftf benefits of things like q and a, etc etc And translate that into an online session that effectively scaffolds the knowledge we want the students to come away with, with quizzes that are directly tied to the student learning outcomes. “Teaching Methods of noticeable influence are Flipped Instruction, Active Learning, Tutorials and Library Tours” (GWLA18) “The complexity of combining library instruction data and student course data across multiple institutions proved to be the most challenging aspect of the study to date.” (GWLA 19) The modules follow instructional design principles, guiding students through and beyond the basics of using the library and preparing for research.

Learning Modules - Content What were our goals? To give students an information literacy foundation To offer concise lessons in a flipped environment To educate while engaging Interactivity! Module navigation - students control the pace Quizzing Video content Best practices Stephanie What were the goals with these learning modules? To give students a foundation of information literacy and research knowledge via short lessons Educate while engaging Serve up quick, concise information in a style and cadence that engages students Best Practices for engaging: Don’t talk down to the student Reinforce ideas or skills previously introduced. build on what the student already knows, allowing them to construct their own understanding through experiencing things and reflecting on those experiences in the case of the modules, laying out concepts as simply and clearly as possible, and also as quickly as possible. "show rather than tell" mindset. While I do "tell" as part of my narration, I try to show the student exactly what they need to know, as fast and effectively as possible. Video Portions of Modules: Best Practices Strive for good design that isn’t cutesy or hyper current Poor design can be a Big turnoff to students. Another factor to consider is video length, in addition to the length and scope of overall module A video that clocks in at 4 minutes? Some research says people watch an average of 4 minutes per video, other research says people peace out at around @ 1:30. Our YT channel metrics indicate people are willing to watch around 2 minutes or so. Talk about the outline I had Audrey make Audrey provides examples

Interactive Learning Modules Stephanie

Module Interactivity & Quizzing Stephanie

ASSESSMENT Audrey – intro to assessment portion of presentation

Outcomes: Spring 2016 Citation Criteria Information from a variety HVA I with consultations HVA I without consultations HVA II with consultations HVA II without consultations Information from a variety of quality sources 50% 40% 10% 0% Citations properly documented 30% 20% Research Paper Criteria Information relevant to topic 100% 80% Citations support the thesis of researched topic Audrey

How Information Was Collected Process involved examining the grades from each section of History of Visual Arts I & II We were able to do this via CANVAS access & through an agreement with the instructor Reviewed student papers using a rubric of Audrey’s design Read a percentage of papers from each group Stephanie

Outcomes: Fall 2017 Completed all learning activities = 10 % Completed course guide quiz = 7 % Completed all 4 modules = 20 % Completed some of the learning activities = 2 % Completed none of the learning activites or modules = 61 % Stephanie The “learning activities” were not ALL information literacy related – a visit to the writing center was also included in that category

Outcomes: Fall 2017 Learning Activities Completed Percentage Research Papers Class Grade All learning activities 10 % C + B + Course guide & quiz 7 % D B All modules 20 % Some learning activities 2 % F No learning activities or modules 61 % Audrey

What We Learned Requested mandatory completion of all learning activities Extra credit not universally effective in convincing students to engage w/ learning We do not control what is required Common understanding of requirements (CMoS) Language (Modules vs Learning Activities) Inconsistencies: Communication with professor & TAs Inability to determine student research abilities prior to class Inability to determine student writing skills prior to class Stephanie – First Part Audrey – Second part

Revisions – All Teaching Materials Course Guide & Quiz Revisions Handouts embedded in Course Management System Changes to Modules – Based on student & instructor feedback New Modules – Based on our reading of the papers and Instructor feedback Citing Sources Audrey

Share Your Own Experience! We want to hear about what you have done at your own institutions… Have you made any Library Learning Activities yourselves? Do you have a Blended Librarian at your institution? Name a course or group of learners you think might benefit from this type of learning. Stephanie and Audrey

Thank you! Audrey Powers apowers@usf.edu Stephanie A. Jacobs sajacobs@usf.edu