1. Donna Harp Ziegenfuss, Ed.D. J Willard Marriot Library
Beyond the Library One-Shot: Scaffolding a Relevant and Authentic Foundation for First-Year Student Researchers
Donna Harp Ziegenfuss, Ed.D.
Associate Librarian,
J Willard Marriot Library
University of Utah

2. 46th Annual 2018 LOEX Conference, Houston, Texas, May 4 , 2018
Problem Identification
Often first-year students come to library instructional sessions thinking they already know how to do research
What is the most strategic way to think about addressing this problem?
Other formats? Other approaches?
Motivational strategies?
Extending beyond the one-shot?
Data were collected to uncover the ’student voice’ related to this problem
46th Annual 2018 LOEX Conference, Houston, Texas, May 4 , 2018

3. Student Perceptions

4. 46th Annual 2018 LOEX Conference, Houston, Texas, May 4 , 2018
Presentation Objectives
Compile strategies and models of library instruction already used by participants in engaging students.
Learn about a case study that focuses on helping students become better and more effective researchers
Discuss applications of teaching strategies like the ARCS model of motivation (Keller, 2009)
Participate in a wrap up discussion to gather brainstorming ideas that will be distributed back to the participants
46th Annual 2018 LOEX Conference, Houston, Texas, May 4 , 2018

5. 46th Annual 2018 LOEX Conference, Houston, Texas, May 4 , 2018
Plus / Delta Exercise
(+) What are you currently doing in your one-shot library instruction classes that works for you?
(Δ) What do you want to change?
What challenges have you encountered related to engaging students in learning?
46th Annual 2018 LOEX Conference, Houston, Texas, May 4 , 2018

6. University of Utah Framework (based on Fink, 2003, 2013)
(Pedagogical)
(Technical)
University of Utah Framework (based on Fink, 2003, 2013)
1. Address the lack of comfort with Library Catalog and finding a book in the stacks (2 lowest scores)
Adjust content and be explicit
2. Focus on a framework of becoming an ‘effective’ or ‘efficient’ researcher (74% to 26%)
Be explicit and provide tips and tools
3. Address the large number of new questions that come up after instruction (31% to 69%)
Design supplemental materials to address new questions
46th Annual 2018 LOEX Conference, Houston, Texas, May 4 , 2018

7. The Revise Phase: Librarian as Researcher
Collect data from students & understand the ’student voice’
Start at the end of the process with data about the problem before deciding how to improve
Dig into the literature about what you see
Strategically identify areas for improvement or change based on data, the literature, exploring models and strategies
46th Annual 2018 LOEX Conference, Houston, Texas, May 4 , 2018

8. Survey Questions Means of Pre-Survey Mean of Post- Survey
1. General comfort level with research and using library resources
3.04
3.63
2. Understanding the information seeking and research process
3.25
3.85
3. Comfort level with web-based research (ex Google & websites)
4.18
4.40
4. Using the Usearch library catalog
2.50
3.53
5. Comfort level using keywords
4.10
6. Knowing how to find a book in the library stacks
2.51
3.17
7. Knowing where to get help with research
2.97
3.89
8. Know what a citation is and using citations*
3.82
4.25
9. Overall survey pre/post means
3.64

9. Four Categories of Comments Total # of Codes by Category
Pre-survey Question
Post Survey Questions
Total # of Codes by Category
Learning about library research sources and services
128 (43.1%)
169 (56.9%)
(100%)
Valuing library resources
89 (50.9%)
86 (49.1%)
(100%)
Becoming a more efficient/effective researcher
104 (74.3%)
36 (25.7%)
(100%)
Other library resources, tools and support
38 (31.4%)
83 (68.6%)
(100%)
Expressing anxiety and needs
40 (62.5%)
24 (37.5%)
(100%)
Total # of Codes by Survey
399
398
797

10. The Design Phase: Librarian as Instructional Designer
Align improvement to data findings
Align reorganization of approach to learning outcomes, course, and ACRL frames
Restructure the one-shot while thinking beyond that
Design a framework that could be adapted to other formats, levels, and audiences
Top 5 Strategies for Becoming an Effective and Efficient Researcher
46th Annual 2018 LOEX Conference, Houston, Texas, May 4 , 2018

11. Top 5 Strategies Get Organized: Develop a Research Toolbox
Library tools, Box, citation management tools, UGCloud for shared writing and presentations, Scholar connection
Go Broad to Start
Use Google, Google Scholar, & library catalog to do a broad search
Find keywords and subtopics to narrow searches
Do concept maps to identify and link subtopics and keywords
Identify different types of resources & evaluate sources
Dig Deeper
Delve deeper into scholarly databases
Explore discipline specific and scholarly resources
Use identified keywords from the go broad strategy
Mine What You Find
Utilize reference lists from those good articles
Investigate Google scholar profiles and Cited By for seminal authors
Use Excel or Evernote to track lists of relevant journals, keywords etc.
Ask for Help
I provide my contact info, liaison list, chat and , writing center information, liaison information etc.

12. Alignment Grid – Go Broad

13. The Build Phase: Librarian as Instructional Designer
The ARCS model
Integration of technology
Integration into the LMS
Creating of supplementary materials
Active Learning lesson plan
CATs for assessing learning experience
Teaching& Learning
Activities
46th Annual 2018 LOEX Conference, Houston, Texas, May 4 , 2018

14. 46th Annual 2018 LOEX Conference, Houston, Texas, May 4 , 2018
The ARCs Model (Keller, 2009)
Attention: Perceptual arousal (Surprise) or Inquiry arousal (Curiosity)
2. Relevance: Use familiar concrete language and examples relevant to them
3. Confidence: Help students understand their likelihood for success
4. Satisfaction: Make learning rewarding or satisfying
46th Annual 2018 LOEX Conference, Houston, Texas, May 4 , 2018

15. The Teach Phase: Librarian as Teacher & Content Expertise
Think about the ARCS model
Use active learning ‘doing’ not just lecturing or demonstration (mix it up)
Do an end of session quick CAT reflection – what are they taking away from the session (collect data)
Encourage group work – build community
Observe students for ‘bottlenecks’ – where are they getting stuck
46th Annual 2018 LOEX Conference, Houston, Texas, May 4 , 2018

16. 46th Annual 2018 LOEX Conference, Houston, Texas, May 4 , 2018
The Bigger Picture and then Focus on The Process:
The ‘Why’ and the Rationale
Help students learn how to learn, provide support, and information about the process
Explain why you teach the way you do
Guide students in reflection on their own change in learning, thinking, and perspectives
Reflections, and formative feedback
Gather continual formative data across the course experience and make adjustments as needed to meet personal needs of faculty and students
46th Annual 2018 LOEX Conference, Houston, Texas, May 4 , 2018

17. Should I use the simpler smaller grad?

18. Different Levels of Learning
Revised
Blooms Taxonomy
Anderson & Krathwohl (2001)
Fink’s Learning Taxonomy, 2003, 2013
46th Annual 2018 LOEX Conference, Houston, Texas, May 4 , 2018

19. 46th Annual 2018 LOEX Conference, Houston, Texas, May 4 , 2018
Teacher-Centered Approach
Learner-Centered Approach
Fink, L. D. (2003). Creating significant learning environments. Jossey-Bass
46th Annual 2018 LOEX Conference, Houston, Texas, May 4 , 2018

21. 46th Annual 2018 LOEX Conference, Houston, Texas, May 4 , 2018
Strategies for Good Teaching
For significant learning to happen, instructors have 4 responsibilities:
To be a:
Content Expert – Sharing of Expertise
Communicator – Facilitator of discussion (student/student, student/teacher)
Classroom Manager – setting classroom expectations
Designer of the Learning Environments
(L. Dee Fink, 2003, 2013)
46th Annual 2018 LOEX Conference, Houston, Texas, May 4 , 2018

22. 46th Annual 2018 LOEX Conference, Houston, Texas, May 4 , 2018
Strategies for Good Teaching
Incorporates the principles of good learning processes, e.g.:
Build on students’ prior knowledge
Find a connection to something they value
Enable students to dialogue about the meaning and use of the content
Use both right brain & left brain activities
Enable/encourage different learning styles
(L. Dee Fink, 2003, 2013)
46th Annual 2018 LOEX Conference, Houston, Texas, May 4 , 2018

23. 46th Annual 2018 LOEX Conference, Houston, Texas, May 4 , 2018
“Significant Learning” (Fink, 2003),
Students should:
Understand and remember the key concepts, terms, relationship, etc.
Know how to use the content.
Be able to relate this subject to other subjects.
Understand the personal and social implications of knowing about this subject.
Value this subject and further learning about it.
Know how to keep on learning about this subject, after the course is over.
46th Annual 2018 LOEX Conference, Houston, Texas, May 4 , 2018

24. 46th Annual 2018 LOEX Conference, Houston, Texas, May 4 , 2018
Strategies for Good Teaching
The 7 Principles of Good Practice in Undergraduate Education (Chickering & Gamson, 1987)
Encourages contact between students and faculty
Develops reciprocity and cooperation among students
Encourages active learning
Gives prompt feedback
Emphasizes time on task
Communicates high expectations, and
Respects diverse talents and ways of learning.
Implementing the 7 principles: Technology as a Lever (Chickering & Ehrmann, 1996),
46th Annual 2018 LOEX Conference, Houston, Texas, May 4 , 2018

25. Student-Centered Teaching
5 Key Principles for Changing Practice:
The Function of Content
Role of the Teacher
Balance of Power
Responsibility for Learning
The Purpose and Processes for Evaluation
Maryellen Weimer’s Synopsis of book
Faculty Focus Topics and Free Reports
46th Annual 2018 LOEX Conference, Houston, Texas, May 4 , 2018

26. Strategies for Student-Centered Learning
Teachers do:
Less learning tasks (students need to do it themselves)
Less telling; students do more discovering
More course design work
More modeling and sharing
More getting students learning from and with each other
Work more to create conducive climates for learning
More student feedback
Weimer’s 7 Principles
46th Annual 2018 LOEX Conference, Houston, Texas, May 4 , 2018

27. 46th Annual 2018 LOEX Conference, Houston, Texas, May 4 , 2018
Strategies for Student-Centered Learning
Learners do:
More focusing on their learning & less on their grade
More connecting of the content for themselves
More discovering on their own
More participating in class
More learning from each other
More self and peer assessment
Provide more feedback to the instructor
Weimer’s 7 Principles
46th Annual 2018 LOEX Conference, Houston, Texas, May 4 , 2018

28. 7 Research Based Principles
Students’ prior knowledge helps / hinders new learning
How students organize knowledge influences how they learn and apply what they know.
Motivation determines, directs, and sustains what students do to learn.
To develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons.
…and replace those words with a picture, chart or diagram. Then apply a consistent treatment to your graphics to give your whole presentation a unified look so that your audience is attracted to, rather than distracted from, your message.

29. 7 Research Based Principles (cont.)
Goal-directed practice, coupled with targeted feedback, enhances the quality of learning.
Students’ current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning.
To become self-directed learners, students must learn to monitor and adjust their approaches to learning.
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons.
…and replace those words with a picture, chart or diagram. Then apply a consistent treatment to your graphics to give your whole presentation a unified look so that your audience is attracted to, rather than distracted from, your message.

30. Engagement Strategies to Consider
Students Engaged in the Learning Process
Methods
Classroom Activities
Students Engaged With the Content Big Course Questions and Concepts
Cognitive activities (Critical Thinking)
Metacognition
Reflection
Students Engaged in the Learning Context
Online vs. F2F environment
Authentic learning experience
Interdisciplinary projects
Bowen, S. (2005). Engaged learning: Are we all on the same page. AACU Peer Review, 7(2), 4-7.

31. Student Learning Approaches Can Depend On:
Academic Engagement
Social Engagement
Intellectual Engagement
Course/curriculum design and structure
The learning environment and how learning is assessed (surface learning, deep learning, strategic learning)
Integration of high impact practices (AACU)
Active learning activities
Time management skills
Teacher presence
A sense of social belonging
Voluntary participatory engagement
Individual differences
Relationships both in and out of the classroom
Expertise level (novice, expert)
Cognitive investment in learning
Developing good learning habits
Learning confidence
Disciplinary belonging
Motivation and ownership for own learning
(Willms, Friesen & Milton, 2009).

32. Information Behaviors/ Process
Research
Process
Writing
Process
Information Behaviors/ Process
Digital
Tools
(Technology)
(McClure & Purdy, eds. 2013)

33. Broad Strategies/Concepts for Integrating Digital Skills
Research Process
Information Behaviors
Writing Process
Articulate and encourage a recursive research process (McClure & Purdy, eds. 2013)
Think of research as conversation around topics (McMillian & Hill, 2005)
Help to develop a culture of research (undergraduate/research) and share what researchers do
Build on students’ prior experiences with the research process (meet them where they are)
Develop collaborative relationships around the process of research/writing
Ask your students how they work with information to leverage prior experience
Use Google, Wikipedia, blogs and wikis as pre-search tools (McClure, 2011)
Focus teaching on the why of scholarly research not just how to use the scholarly resources
Incorporate web 2.0 strategies to build on digital behaviors they already have
Use collaborative digital technologies to engage discussion and sharing
Intervene early – the topics and sources students use impact the final product
Consider other projects such as primary research projects, I-Search papers, research logs
Think about creating knowledge not just demonstrating acquired knowledge
Look for ways to exploit digital technologies to make explicit connections between research and writing
Writing can include collaboration and learning to critique is an important aspect of writing

34. Specific Ideas for Using Digital Strategies and Tools
Research Process
Information Behaviors
Writing Process
Use “googlepedia sources” to find out about the conversation around topics
Use concept mapping and other visual strategies for brainstorming research topics
Teach students how to “mine references” for clues to keywords, other subtopics, other authors
Use citation sharing tools for collaborative writing projects (zotero, endnote web, delicious)
Set up Google Scholar settings - “Get it t the U”
Teach how to organize the research process using bookmarks and collaborative tools like zotero or endnote web
Teach the special database features that will make finding resources easier (faceted searching, filters, subject indexes, folders)
Use “find” features to search for keywords in articles
Mine keywords in articles
Check out Youtube for possible lectures on topics (esp. TED talks)
Use Google Docs for collaborative writing Include multi-media/multi-genre options for research
Use the Dragon speaking app on phone or tablet to talk out your paper ideas
Plan out writing sessions (set time limits, write a plan for writing)
Discuss and acknowledge the anxiety about writing, talk about how you write – personal tips
Participate in peer review activities

35. ANCIL Model

38. Challenges for a Student-Centered Classroom
Time constraints for planning AND teaching
Student resistance
More work for both students and instructor
Can be more threatening & scary for both instructors and students
May require more developmental approaches in the classroom for students lacking confidence or experience
46th Annual 2018 LOEX Conference, Houston, Texas, May 4 , 2018

39. Questions? donna.ziegenfuss@utah.edu http://tiny.cc/loex18