Meeting Students Where They Are: Individualizing Information Literacy Instruction in a Composition Classroom Pam Sukalski & Lori Baker April 10, 2015

kairos Greek term - “opportune moment” “Situational kind of time” that creates an advantageous moment in which to act Crowley and Hawhee, 2004, p. 37 Can be anything from a lengthy time to a brief, fleeting moment

Institutional Context

Kairotic Moments/Exigencies

Applying a kairotic lens now Building out from LEP 100 baseline skills; pilot project with first year composition Opportunities to individualize IL instruction Trying to capitalize on heightened awareness of IL in majors and capstone classes New framework on the horizon and effect on IL planning

Identifying kairos at your institution What kairotic moments at your institution could influence information literacy instruction? What moments or openings for action are possible?

kairos and SMSU Composition SMSU composition curriculum (1 4-cr FYC, 1 3-cr 2 nd year) Previous work with first year composition committee WPA Outcomes

ACRL & WPA Crossover WPA OutcomesACRL StandardsACRL Frames Critical Thinking, Reading, and Composing Standard One Standard Two Standard Three Research as Inquiry Authority is Constructed & Contextual Searching as Strategic Exploration Knowledge of Conventions Standard FiveScholarship as Conversation Information Has Value

Our ENG 151 IL Pilot

Determining IL Outcomes for 151 Research Project Digging through the layers Creating IL outcomes for the assignment

Assessment Questionnaire In the following thesis statements, circle the main keywords and then write down 2 additional terms you can think of to use as alternate key words to what is in the statement. Curbs on cigarette advertising will help prevent teenage smoking. Dressing in uniforms will reduce violence in American high schools. The quickest way to search for books in the SMSU Library is to: a) Search library’s online catalog b) Search online research database c) Search using Google d) Go to the 4 th floor e) I don’t know

Assessment Questionnaire Y ou are writing a paper on the impact of hog production on Minnesota’s economy. Which resource is least likely to have biased information? a) Minnesota Department of Agriculture b) The website c) Monthly newsletter written by hog farmers d) I don’t know Please select where you believe your skills are for each of the following areas. Circle one appropriate column for each question. Evaluating Information I am confident that I can evaluate each of my sources for currency, authority, accuracy, relevance, and purpose. I am somewhat confident that I can evaluate each of my sources for currency, authority, accuracy, relevance, and purpose. I am not at all confident that I can evaluate each of my sources for currency, authority, accuracy, relevance, and purpose.

Utility of Questionnaire Answers helped us identify the main issues to cover Identifying the main issues helped us decide – Who would cover the material – In what format (embedded into class instruction or covered in IL sessions) Helped explain concept to individual students when reviewing answers

Time & Topics Day 1 Searching as Strategic Exploration – Group 1: introduction to concept, examples, limited time to search – Group 2: quick overview of concept, time to search Research as Inquiry – Example of argument and analysis of key components Day 2 Searching as Strategic Exploration – search strategy creation; Search Log Authority is Constructed & Contextual and Information Has Value – CRAAP evaluation of sources and example – Annotated Bibliography

Search Log Date Database or Search Engine Used Keywords & Phrases # of Results Filters Used (e.g., Date, Topic/Subject, Source type) # of Results Notes (e.g., list of possible sources from this search, usefulness of database, effectiveness of search, too narrow/too broad) Your Name_____________________________ Paper Topic_____________________________________ Keep track of when you search, where you search, how you search, and what you find. For ENG 151, you must try at least three different databases or search engines, and you must fill out at least nine rows (3 databases/search engines, 3 different keyword or filter attempts for each) by the end of your research project. You will need this form with you in class Mon., March 2 and Wed., March 4. If you change topics, use a new form. ~ ENG 151, Spring 2015, Prof. Baker

Student feedback… “The search log and the annotated bibliography were useful because they helped me narrowed down all the information that could be useful in the paper. Using these tools, I was thinking about what is relevant to the audience.” “I thought writing all full 12 annotated wasn’t useful because I ended use 7 out of the 12 instead and finding other sources.” “The newest thing to me was having to use CRAAP in the annotated bibliography. Using that helped me narrow my sources down that I would be using in my paper.” “It helped that we went over useful sources and where to find them.…Without those sessions where we met in the library, I feel that the credibility of our sources will be much less and we probably won’t have as many sources either.”

Our Reflection Minimum 3 days to enable smaller groups and spread out topics, more instruction time Identify initial assignment to use as an additional assessment with questionnaire Moving forward with other sections (constraint – faculty ownership & role)

Suggestions for us? Ideas you’ve implemented? Kairotic moments?

References Association of College and Research Libraries. (2015, February 2). Framework for information literacy for higher education. Retrieved from Association of College and Research Libraries. (2000). Information literacy competency standards for higher education. Retrieved from Baker, L., & Sukalski, P. (Forthcoming). Moving ahead by looking back: Crafting a framework for sustainable, institutional information literacy. In Not just for librarians: Issues in information literacy as part of the WAC Clearinghouse Perspectives on Writing book series. Crowley, S., & Hawhee, D. (2004). Ancient rhetorics for contemporary students (3rd ed.). New York, NY: Pearson Longman. Council of Writing Program Administrators. (2014, July 17). WPA outcomes statement for first- year composition. Retrieved from

Our contact information: English Professor Dr. Lori Baker – Librarian Pam Sukalski – Graphic from