1. Research Ready
Expanding the One-Shot and Collaborating for Student Success
LOEX
May 10, 2019
Minneapolis, Minnesota
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2. Meriam Library, California State University, Chico
Irene
Korber
Zohra
Saulat
William
Cuthbertson
Meriam Library, California State University, Chico
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3. Mansplaining The Problems with One-Shots
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4. The instructional go-to of librarians has long been the One-shot, despite conflicting information that One-shots are truly effective as an instructional format.
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5. From the data of its initial year, GWLA’s 2017 study of IL instruction’s impact found that “one-time library instruction” and the students’ use of research guides had a “positive association” with student retention until graduation (p.13).
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6. GWLA also saw slightly higher GPAs among First-Year students, and an increase of 1.8 credit-hours per year completed by students who had one-shots within one or multiple courses (p. 3-4).
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7. Yet Walker & Pearce (2014) found that when considering student engagement, it was “not too great a leap” to see that one 50 min. instruction session was not providing library instructors enough time.
To wit:
“…Either engagement cannot occur, or… it cannot produce a lasting effect, over such a short span of time” (p.287).
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8. And in discussing assessment of one-shots, Wang wrote in 2016:
“Librarians must constantly adjust to changes for different course objectives covering different library resources and skills for one-shot library instruction” (p. 620).
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9. He continues:
“Librarian assessment for the one-shot is never the top priority for faculty and students. Researchers have frequently reported difficulties in collecting data about one-shot library instruction” (Wang, 2016).
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10. In their ideal, one-shots are used as an opportunity to develop relationships with specific program faculty and majors.
That can often appear as a simple show-my-face to students.
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11. One-shots are used for introductions, database demos, and for librarian-developed assignments pertaining to transferable research skills.
But one-shots don’t offer librarians the opportunity to develop a deeper curriculum, or offer us as instructors opportunities to measure long-term student growth and changing student need.
don’t
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12. And while disciplinary faculty lament student inexperience with entry-level practices of academic research…
…these faculty often don’t have or allow time for students to develop these research skills in their courses.
don’t
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13. In short, one-shots don’t let us teach the depth of skills students need, or allow us insight into long-term student growth.
And so we approach instruction by teaching to the deficits of the format, and not to the needs of the student.
don’t y
not
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14. In 2017, CSUC librarians met with faculty in Kinesiology to discuss their outcomes and approaches for writing assignments. 
Faculty were already engaged with their subject liaison but wanted to see increased knowledge of source synthesis, APA, and a greater focus on student writing.
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15. While faculty kept their one-shots for traditional research skills, for higher level outcomes the traditional one-shot was not the answer.
not
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16. Enter the Workshops!
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17. Collaborative Instruction Planning
Librarians met with the Kinesiology faculty to collaboratively plan the workshop series
Discussion points included:
    Which classes and sections to target
    Content of the sessions
    Timing within the semester
    Incentives for attendance
   
Identify IL problems
- Collaboration with disciplinary faculty
- Workshop creation / offload
- Assessment
- Student Workload is death
- New partnerships – future stuff
- Additional partnership opportunities
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18. Formulating the Workshop Series
• Review of course syllabi
• Identify student learning outcomes of the course
• Align to information literacy student learning outcomes
Identify IL problems
- Collaboration with disciplinary faculty
- Workshop creation / offload
- Assessment
- Student Workload is death
- New partnerships – future stuff
- Additional partnership opportunities
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19. Workshop Series: The Basics
• Use of common curriculum
• In sync with course syllabi and assignment deadlines
• Scaffold topics
• Incentivized by faculty:
Attendance required for students in 3 sections
Extra credit offered for students in 1 section
Identify IL problems
- Collaboration with disciplinary faculty
- Workshop creation / offload
- Assessment
- Student Workload is death
- New partnerships – future stuff
- Additional partnership opportunities
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20. Workshop Series: Topics
In order of offering
OneSearch Basics
Source Annotations & APA Intro
Source Synthesis
Writing Research Questions
Visual / Media Literacy
APA Citations and Formatting
Class End Project
Identify IL problems
- Collaboration with disciplinary faculty
- Workshop creation / offload
- Assessment
- Student Workload is death
- New partnerships – future stuff
- Additional partnership opportunities
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21. Workshop Series: Assessment
Student Feedback, Semester 1:
115 total student attendance over 13 workshops
60 responses total (52% response rate)
88% said the workshops were RELEVANT to their coursework
76% said the workshops were HELPFUL to their coursework
Identify IL problems
- Collaboration with disciplinary faculty
- Workshop creation / offload
- Assessment
- Student Workload is death
- New partnerships – future stuff
- Additional partnership opportunities
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22. Semester 2: Ready, Set...Go? Making Adjustments Attendance Requirement
       Open Enrollment
Identify IL problems
- Collaboration with disciplinary faculty
- Workshop creation / offload
- Assessment
- Student Workload is death
- New partnerships – future stuff
- Additional partnership opportunities
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23. Branding Your Workshop
        Research Ready!
        You got this!
        Promoting visually appealing flyers 
Identify IL problems
- Collaboration with disciplinary faculty
- Workshop creation / offload
- Assessment
- Student Workload is death
- New partnerships – future stuff
- Additional partnership opportunities
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24. Branding Your Workshop
Identify IL problems
- Collaboration with disciplinary faculty
- Workshop creation / offload
- Assessment
- Student Workload is death
- New partnerships – future stuff
- Additional partnership opportunities
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25. Branding Your Workshop
Identify IL problems
- Collaboration with disciplinary faculty
- Workshop creation / offload
- Assessment
- Student Workload is death
- New partnerships – future stuff
- Additional partnership opportunities
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26. University Writing Center
         Joining forces
Research and Writing: A recursive process
         Referral Process
         Joint Consultations & Assessment 
For more on library and writing center collaborations, see: Richardson, B. (2018). Collaborations between Libraries and Writing/Tutoring Services are Diverse and Provide Opportunities to Support Student Success and Information Literacy Outcomes. Evidence Based Library and Information Practice, 13(3),
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27. Everything is Cool When You're a Part of a Team!
        Collaboration is KEY
        Faculty as your marketing department
        Student Accountability
                   
Identify IL problems
- Collaboration with disciplinary faculty
- Workshop creation / offload
- Assessment
- Student Workload is death
- New partnerships – future stuff
- Additional partnership opportunities
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28. Potential Partnerships
Know your campus!
         Educational Opportunity Program
         TRIO
         Student Learning Center
For C.S.U. H.S.I data see 
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29. Getting Buy-In Trial and Error Collaboration can be slow
Emphasize the need for IL
Identify shared goals
Student Success
- Additional partnership opportunities
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30. Discussion (Scholarship as conversation, yo!)
Irene write, William facilitate
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31. What are the areas of need that you see for information literacy instruction? How can these concepts scaffold within a workshop series?
William facilitate; Irene write
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32. Build Your Own Damn Workshop!
Irene facilitate
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33. Which course & info lit outcomes would you focus on?
Step-by-Step Workshop Making
Work in pairs to review your syllabus
Identify concepts present and concepts you would add
Which course & info lit outcomes would you focus on? 
How would you assess the series?
What challenges might you foresee?
Irene facilitate
End Goal: Identify Topics, Sequence, and Learning Outcomes
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34. Share It Out! and group questions libguides.csuchico.edu/infoshop
Zohra facilitate, Irene write
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35. Thank You! Korber Saulat Cuthbertson Irene Zohra William
Thank You!
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