Type of Presentation
Panel (1 hour and 15 minutes presentation total for two or more presenters)
Target Audience
Higher Education
Location
Room 1220 A/B
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.
Keywords
Information literacy, writing programs, research, library partnerships, flipped classrooms, blended learning
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Wastal, Carrie and Goldman, Crystal, "Flipping the One-Shot Library Workshop: Collaborations between Librarians and Writing Program Faculty" (2018). Georgia International Conference on Information Literacy. 44.
https://digitalcommons.georgiasouthern.edu/gaintlit/2018/2018/44
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.
