1. 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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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”

10. 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.

11. 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 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

12. Interactive Learning Modules
Stephanie

13. Module Interactivity & Quizzing
Stephanie

14. ASSESSMENT
Audrey – intro to assessment portion of presentation

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

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