Hashtag That!
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MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
#THAT
@RWGAMMONS | @charissaapowell
Rachel Gammons
Charissa Powell
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Pilot Program
SPRING 2015
The first iteration of this assessment began as a pilot program in spring 2015.
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50 instructors
3800 students
200+ sessions
10+ lib. staff
English 101 Library Instruction
Extends as far back as 1999. Integrated within the "standardized" syllabus for the course.
Librarians meet with *almost* every section.
Taught primarily by graduate students.
Focuses on research and information literacy skills. Used to be more skills-based, in the process of transitioning to an active learning curriculum.
Bringing in the "big picture"
Extends as far back as 1999. Integrated within the "standardized" syllabus for the course.
Librarians meet with *almost* every section.
Taught primarily by graduate students.
Focuses on research and information literacy skills. Used to be more skills-based, in the process of transitioning to an active learning curriculum.
Bringing in the "big picture"
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50-75
mins
1-2x
Library Instruction takes place one or two times throughout the semester (one is more common).
50 to 75 minutes to prepare students for research
Intended to reinforce what is already happening in the course
Occurs at different times for different sections, but most visit the library in the first half of the semester
50 to 75 minutes to prepare students for research
Intended to reinforce what is already happening in the course
Occurs at different times for different sections, but most visit the library in the first half of the semester
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asessment
5 minutes *or less*
Assessment for the course is challenging. We want to focus on collecting meaningful data, but the time constraints make it difficult to integrate holistic assessment into the already packed lesson plan.
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EVERYONE HAS A STORY
Started with the concept of six-word memoirs. Wanted to incorporate the reflection and individualism of the memoirs, but did not have time in a 50 minute session to explain the activity and provide students with the requisite time to craft a memoir.
For more information about IL instruction and 6 word memoirs, see: Robert Miller's "I came, I saw, I Researched: Students Reflect on Library Life in Six-Word Memoirs."
http://crln.acrl.org/content/72/6/338.full
For more information about IL instruction and 6 word memoirs, see: Robert Miller's "I came, I saw, I Researched: Students Reflect on Library Life in Six-Word Memoirs."
http://crln.acrl.org/content/72/6/338.full
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Feminist Pedagogy
Rachel and Charissa both teach from a feminist perspective and are heavily influenced by feminist pedagogy
Designing an assessment that was meaningful was important to them.
Designing an assessment that was meaningful was important to them.
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"To teach in a manner that respects and cares for the souls of our students is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin" (hooks 1994: 13)
hooks, bell. (1994). Teaching to transgress.
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"twtr-sessment"
Twitter-assessment brings the idea of the six-word memoir without the challenges. Students provide a 140 character reflection on their information literacy experience and tweet using #mylibrarymoment. The question can be altered based on the circumstances, but for our pilot we used the question, "what was your a-ha moment?"
We wanted qualitative data, but we didn't have time to go through 3,800 1-minute papers. Twitter assessment gives us the essence of what we want without the analysis overload.
We wanted qualitative data, but we didn't have time to go through 3,800 1-minute papers. Twitter assessment gives us the essence of what we want without the analysis overload.
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@danmay27: @MckeldinTLS Understanding how to focus my research! #mylibrarymoment
Examples of #mylibrarymoment tweets from FY students
@aeikenesENGL101: I realized how much time during my academic career I have spent on unproductive research. #mylibrarymoment
Examples of #mylibrarymoment tweets from FY students
@Joya_UMD101: There are so many databases that are available to us, that allow us access to different useful sources.#mylibrarymoment
Examples of #mylibrarymoment tweets from FY students
@dividedshark: There are a lot of different viewpoints to consider for my topic #mylibrarymoment
Examples of #mylibrarymoment tweets from FY students
analyzing the data
the good, the sad, the whatever
The Framework comes into play in the analysis of the data. The next section will discuss how we integrated aspects of the framework into the assessment process.
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Will be able to....
- identify where/how to ask for help
- formulate a research question using the composition theory of stasis
- navigate a library search tool to find an article on his/her topic
- evaluate an article to determine credibility, authority, and appropriate-ness of the content for the assignment
Although we have established learning outcomes for ENG101 library instruction, we wanted to focus on how our instruction was impacting the *souls* of our students.
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Dispositions vs.
Knowledge Practices
"knowledge practices, which are demonstrations of ways in which learners can increase their understanding of these information literacy concepts, and dispositions, which describe ways in which to address the affective, attitudinal, or valuing dimension of learning." (Framework for Information Literacy for Higher Education).
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fall two thousand and fifteeen
We had a small sample size of 142 students (very small, considering the 3,800 we teach per year). We grouped these into 7 broad disposition areas, as follows:
Seek guidance from experts, such as librarians, researchers, and professionals.
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"the librarians helped me get really helpful info from research port."
Understand that first attempts at searching do not always produce adequate results.
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"That you could use synonyms to broaden your search within the same topic. I usually use the same words each time I search."
Recognize that scholarly conversations take place in various venues.
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"Working with my peers to find connections between our extremely different topics and sharing databases that wouldn't at first seem to be [applicable]"
Value intellectual curiosity in developing questions and learning new investigative methods.
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"Learning how to use Research Port was really helpful because I was able to find so many more articles that will help me with my research."
Develop awareness of the importance of assessing content with a skeptical stance and with a self-awareness of their own biases and worldview.
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"Making sure a publisher is unbiased #mylibrarymoment"
Respect the original ideas of others.
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"Some books have more than one author, so you can actually cite the different chapters as different sources #mylibrarymoment"
See themselves as contributors to scholarship rather than only consumers.
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aw, snap.
None of the tweets reflected our students abilities to view themselves as creators of information, rather than just consumers. :(
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The whatever.
We also had a few (but less than we expected) responses that didn't quite fit in any one category
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"When i found a correlation between contracting celiac dieseas, and consumption of Genetically Modified Foods"
Some of them were really cool and interesting....
"@AskUsMcKeldin When you find out McKeldin doesn't use the Dewey Decimal System. Aha. #mylibrarymoment #lyra101"
"Pandora!"
"Libraries!!!
"Everything."
"The top result on Google is Wikipedia."
Some of them were less helpful.
student responses by disposition
At the end, our responses fell into two broad categories: Intellectual curiosity and understanding that the first attempt doesn't always yield the best results
Contributors to the scholarly conversation/Skepticism:5%
We were not doing a good job of communicating the idea of skepticism about information/sources, or that our students are creators of knowledge and not just consumers. This was a big "aha" moment for us, because we had stressed this in our curricular design. We really thought that we were sharing these concepts, and effectively. But the pilot sent a very clear message that we were not sharing those ideas as well as we might with our students
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1. Set up twitter account
2. Collect tweets
3. Victory!
Our original plan was very straightforward:
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BENEFITS
fast
concise
qualitative
personal
meaningful
cyclical
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challenges
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# of students on twitter
We found that there were fewer students on Twitter than we had expected.
PROTECTED TWEETS
"Where are the tweets?!"
We also discovered that there were tweets "missing" that were not being pulled up when we searched via the hashtag. We figured out that a lot of students were using protected Twitter accounts.
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Archiving Tweets
Its not that easy.
Tried a variety of data-collection methods. Wanted one that was free, but had a hard time finding something that fit our needs exactly.
We cared about the content, rather than the associated data (location, time, #of RT, QT or favorites). Most of the tools were targeted a broad collection area where the population is unknown. We were working with a *relatively* known user base, which made it more challenging.
We cared about the content, rather than the associated data (location, time, #of RT, QT or favorites). Most of the tools were targeted a broad collection area where the population is unknown. We were working with a *relatively* known user base, which made it more challenging.
SOLUTIONS
#mylibrarymoment
@askusmckeldin
google form + twitter
mentions, hashtags, RT, QT...
Various ways we tracked tweets:
Hashtags: #mylibrarymoment
Mentions: @askusmckeldin
Combination of the Google form and Twitter
Hashtags: #mylibrarymoment
Mentions: @askusmckeldin
Combination of the Google form and Twitter
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Tools
We were only interested in freely available tools. Started with If This Then That, but we ended up missing quite a few tweets (never found out what happened to them). Eventually, we discovered TAGS. TAGS is a little more complex, but it allowed us to created a customized archiving method which pulled the data into a Google spreadsheet. Using the same spreadsheet, we created a Google form, which enabled us to collect 140 character responses from students who were not on twitter. The combined spreadsheet meant that we did not have to differentiate based on where the data was coming from and were able to focus on the responses, rather than the methods by which they were obtained.
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Untitled Slide
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So long Twitter...
Disposition Rubric
Value the process of matching an information need with an appropriate product
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"Learning about the various background information sources."
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"There are sources that offer information on pros and cons, not just a one sided opinion, on my topic of research!"
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"Finding the pro/con option on CQ Researcher is exactly what I need to write an effective paper from different points of view."
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what
did
we
learn
?
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start early
We started this project mid-semester. Had we done this sooner, we would have gotten more results and more varied results. This is the kind of project that needs range. While we got depth, we lacked breadth. If you do something like this in your classrooms, take our word for it and start earlier.
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know what you want to know
We went in with a "lets see what happens approach." It was interesting and we learned a lot, but if we had known what we were looking for, we could have identified our data sharing and collection methods better. We could have asked more targeted questions. We would have been prepared for the fact that a lot of our students just aren't on twitter. If we had had a target, we might have hit it.
For now, we learned that our students are getting some of the things we are trying to tell them, but they are missing the big picture. We need to do a better job of communicating the information ecosystem.
For now, we learned that our students are getting some of the things we are trying to tell them, but they are missing the big picture. We need to do a better job of communicating the information ecosystem.
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mo' data mo' problems
The more tweets we collected, the more complicated it got. Issues of privacy came bubbling to the top. We had at least one professor that required all of her students to have a twitter account, and many professors that did not. If we had been working with a single section (or small group of sections), we would have been able to coordinate with our students to set up twitter accounts in advance. As it is, we are working with a group of students that we love and have a really amazing time teaching, but ultimately do not *belong* to us. When we added in Google forms, things got really funky. Have a data management plan going in.
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embrace imperfection
Although we told you to go in knowing what you are looking for, the best things we learned came from the unexpected. Looking back, I have a lot more confidence in our students, who by and large gave us thoughtful and careful responses. When we do it again, we will challenge our students more. We will ask harder questions. We will embrace the surprises.
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htpp://go.umd.edu/hashtagthat
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