Location

Room 1220 A/B

Type of Presentation

Panel (1 hour and 15 minutes presentation total for two or more presenters)

Target Audience

Higher Education

Abstract

At UC San Diego, instruction librarians and the Muir College Writing Program (MCWP) director collaborated to redesign the one-shot library workshops provided to the college’s first-year students enrolled in a research class. Following their discussion about student knowledge gaps about conducting research, the library instruction coordinator suggested flipping the workshop so that, prior to coming to the library, students would complete an interactive online tutorial.

The new flipped library workshops now consist of two sequential parts—an online interactive tutorial and an in-person workshop. Librarians created an online tutorial on database searching, made up of multimedia and active learning experiences for students to complete before the library workshop.

After learning online about the research process, database search strategies, and full-text access, students find and annotate three scholarly articles. They then bring their source(s) to the in-person library workshop. During the workshop, librarians guide students through a topic mapping exercise, an open-ended research question exercise, and an introduction to the BEAM method to describe how their chosen source addressed their research question.

Employing the flipped model provides benefits to both sides of this partnership. Librarians can see how well students implement the skills taught in the tutorial, while helping students begin to use their sources for the next phase of their research and writing process. This, in turn, alleviates part the instructors’ workload and fills an unmet need for the writing program. Students have responded positively to the two-pronged approach and are better prepared to succeed in their writing classes.

Presentation Description

Instruction librarians collaborated with a writing program director to redesign the one-shot library workshops, which introduce the college’s first-year students to research skills needed for the program’s research–based writing course. Librarians created an online tutorial on database searching with multimedia and active learning experiences, which students complete prior to an in-person library workshop. In the workshops, students complete three exercises: topic mapping, developing a research question, and using the BEAM method to describe how their sources address their question.

Session Goals

Goals for this session include:

-Provide attendees with an example of a successful partnership.

-Demonstrate the advantages of a cross-campus partnerships.

-Stimulate ideas for site- and need-specific cross-campus partnerships.

Session Objectives

Objectives for this session include:

-Given an understanding of partner needs, attendees will gain insight into how to grow and maintain long-term library/writing program collaborations.

-Given a description of a flipped classroom, attendees will understand how to use this pedagogical model to enhance their own teaching.

-Given an overview of instructional needs and library resources, attendees will gain insight into the design decisions made with regard to the flipped classroom and tutorial content.

Keywords

Information literacy, writing programs, research, library partnerships, flipped classrooms, blended learning

Publication Type and Release Option

Presentation (Open Access)

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Sep 28th, 8:30 AM Sep 28th, 9:45 AM

Flipping the One-Shot Library Workshop: Collaborations between Librarians and Writing Program Faculty

Room 1220 A/B

At UC San Diego, instruction librarians and the Muir College Writing Program (MCWP) director collaborated to redesign the one-shot library workshops provided to the college’s first-year students enrolled in a research class. Following their discussion about student knowledge gaps about conducting research, the library instruction coordinator suggested flipping the workshop so that, prior to coming to the library, students would complete an interactive online tutorial.

The new flipped library workshops now consist of two sequential parts—an online interactive tutorial and an in-person workshop. Librarians created an online tutorial on database searching, made up of multimedia and active learning experiences for students to complete before the library workshop.

After learning online about the research process, database search strategies, and full-text access, students find and annotate three scholarly articles. They then bring their source(s) to the in-person library workshop. During the workshop, librarians guide students through a topic mapping exercise, an open-ended research question exercise, and an introduction to the BEAM method to describe how their chosen source addressed their research question.

Employing the flipped model provides benefits to both sides of this partnership. Librarians can see how well students implement the skills taught in the tutorial, while helping students begin to use their sources for the next phase of their research and writing process. This, in turn, alleviates part the instructors’ workload and fills an unmet need for the writing program. Students have responded positively to the two-pronged approach and are better prepared to succeed in their writing classes.