Teaching the Teachers:
Information Literacy, Teaching Assistants, and First-Year Students

Compiled by: Michelle Millet, Outreach Coordinator, and Sue Samson, Information Services Coordinator, Mansfield Library, 32 Campus Drive, The University of Montana, Missoula 59812

Introduction

This information literacy program targets first-year students and their graduate student Teaching Assistants into a fully integrated learning environment. The learning environment not only imbeds information literacy into the curriculum of the required English Composition and Public Speaking courses but relies on the Teaching Assistants to provide the instruction within the framework of their classes. This model requires a high degree of collaboration between teaching librarians, Teaching Assistants and faculty coordinators to create a learning environment that is student centered. Ongoing assessment has been used to modify the program based on effective learning outcomes.

Information Literacy Program Goals

  • Learn about, locate in the library, and use basic reference sources.
  • Learn about and use specific multi-disciplinary academic web resources provided from the library's web site.
  • Learn about, use, and evaluate free web resources using search engines and subject directories.

These entry-level classes are:

  • designed as workshops;
  • integrated into the curriculum so that students are successful in locating information resources for their assignment; and
  • scheduled in a hands-on Student Learning Center designed to encourage active learning.
  • Lesson plans: English Composition and Public Speaking

Implementation of the Model

  1. To integrate information resources into the research and writing curriculum, identify required research and writing courses; then target faculty who coordinate the teaching assistant programs in each department.
  2. In collaboration with the targeted faculty coordinators, develop unique instructional components for each identified class so that students registered in more than one of the targeted classes receive instruction relevant to their specific assignments while learning different aspects of the library and information resources.
  3. Provide instruction to the targeted groups of teaching assistants for each identified research or writing class; model the instruction plan and emphasize its appropriateness for first-year students; and provide scripted lesson plans for the teaching assistants to use.
  4. Provide sustained support for the instructors throughout the academic year.

Teaching Assistants

Instructing Teaching Assistants is a pro-active model that:

  • provides student-centered instruction to an ever-increasing number of classes and students;
  • supports teaching assistants with excellent resources for assisting their students; and
  • benefits teaching assistants as students by familiarizing them with the library's resources and by providing direct contact with librarians who can assist them with their graduate research.

First-Year Students

The First-Year Experience is critical to student success and retention. Thus, it is imperative that elements of information literacy be a part of the student learning experience in first-year required courses. The student-centered approach of integrating information literacy into the curriculum and having primary classroom instructors teach leads to the following outcomes:

  • New students learn within the comfort of their own class environment;
  • they are successful in locating information for an assignment;
  • they learn the value of research and its relevance to their curriculum; and
  • they acquire expertise in information literacy appropriate to their student status.

Assessment

The cornerstone to a successful instruction program is ongoing assessment. In this model, web-based post-tests were completed by students and used to refine the information literacy components until the student outcomes reflected the instruction goals. Results were then compared to comparable lower-division classes taught by librarians. These data support the model of teaching the teachers for required first-year classes.

Table 1. Comparison of correct response rates (number and percentage of total) to the basic assessment between English Composition Instructors and all other lower division classes taught by library instructors.

 
Instructor
Question
1
Question
2
Question
3
Question
4
Question
5
Question
6
Composition
Teaching
Assistants
607
(93.5%)
630
(97.3%)
444
(69.0%)
469
(73.8%)
495
(77.5%)
466
(73.5%)
Librarians

628
(91.8%)

646
(94.0%)
683
(54.0%)
368
(49.7%)
431
(59.9%)
425
(59.0%)

 


English Composition Lesson Plan

This lesson plan is modeled and distributed to Teaching Assistants during TA Camp. This lesson plan is integrated into the curriculum and taught in the library classroom by the Teaching Assistants for the research instruction component of English Composition classes.

GOAL: Introduce beginning students to the search capabilities of electronic databases and provide a workshop environment in which each student succeeds in locating information appropriate to their assignment.

II. Academic Index (Expanded Academic ASAP)--multi-disciplinary, 1980-present, updated daily, indexes over 1500 periodicals, includes the full text of articles in 500 periodicals, excellent range of academic periodicals

  • Choose Academic Index by clicking "Find Articles" and then "Find a Few Good Articles in these resources with full-text."
  • Enter the subject West Nile Virus and press enter. Click link to See West Nile Fever
    1. Click View 600+ articles under West Nile Fever
    2. Note when full-text is available; text or citation under article
    3. Mark articles of choice; then click View Mark List
    4. Articles and citations can be:
      • printed to Copy Service on Level 3 for 10 cents a page, using the Browser Pring Box;
      • E-mailed, using the E-mail Delivery Box; OR
      • downloaded to disk as a text (.txt) file, by selecting the article and using the file/save as command.
  • C. Click Search in the left column to return to search screen; add “and death” to your search string; AND limit to articles with text (check box).
    • Review the search results as compared to the first search.
    • Mark all items on this page and e-mail them to yourself.
  • Click Home icon at the top of the screen to return to library home page.

III. Newsbank--select full-text articles from over 500 US and 6 Canadian newspapers and 6 wire services; 1991-present.

  • Choose Newsbank by clicking "Find Articles" and then "Find a Few Good Articles in these resources with full-text."
  • Click “Start Search.”
  • Enter West Nile Virus and click circle in front of “most recent matches first” to get articles in reverse chronological order (100+ articles)
    • Click on article of choice
    • Articles can be printed, e-mailed, or downloaded to disk.

IV. Literature Resource Center—excellent resource for full-text information about authors.

  • Complete an author search on Sherman Alexie and review search results.
    • Biographies
    • Criticism and periodical articles
    • Bibliographies
    • Other resources – Web – good way to get to good web sites
    • Historical timeline of major literary events

V. Web Search, Evaluating, and Documenting

  • Complete a search on Sherman Alexie in google.com
    • compare number of search results
    • compare the quality of information
    • limit to educational sites
    • identify information for documenting a web site as a source

VI. Individual Search Time with Instructor Assistance

VII. Provide Assistance with Periodical Location of hard copy (Necessary for articles not available in full-text)

  • A. Periodicals are cataloged and placed throughout the library by call number.
  • B. The online catalog identifies the holdings, call number, and level where individual periodicals may be found.
  • C. Each title has the same call number even if current issues are on display, bound back issues on the book shelves on the same level, and microfiche or microfilm back issues in the microform area of the library on level 1. The Library catalog provides all of this information.
VIII. Assessment

  • On the Databases front page, click the left maroon box at the bottom of the screen. This provides access to the evaluation forms.
  • Have the students select the General Education Class Assessment and enter ENEX 101 to identify the class.
  • Each student should complete the form and then click SUBMIT INFORMATION.
  • These evaluations will be tabulated as one measurement of the success of the library's information literacy program.


Public Speaking Lesson Plan

This lesson plan is modeled and distributed to Teaching Assistants during TA Camp. This lesson plan is integrated into the curriculum and taught in the library classroom by the Teaching Assistants for the research instruction component of Public Speaking classes.

GOAL: Introduce beginning students to the research materials in the library, reference materials, and basic electronic resources, while providing a workshop environment in which each student succeeds in locating information appropriate to their assignment.

I. Introduce Students to Reference Section of Library

  • Reference materials in the library provide good factual information. There are specialized reference books, encyclopedias, dictionaries, on almost every topic.

II. Introduce Library Catalog—designed for academic research, finding background information, reliable resources

  • Bookmark the Mansfield Library Web page for easy access
  • Finding Books
    • Choose Library Catalog from the library's homepage
    • Type in Birth Control as Subject.
    • Click on Blue Link for results list; Sort by “Publish date decending.”
    • Choose a record to examine
    • What kind of material; LOCATION; CALL NUMBER. All of this information is in the record.
    • In catalog, students can check (mark) records and print, e-mail, save list. Mark some records by clicking boxes. Then choose print/save.
    • Use “Back” button on browser to go back to list.
  • Finding appropriate reference materials
    • Choose Advanced Search; sports-title keyword, encyclopedia-title keyword
    • (Title keywords will locate the most precise information.)
    • Sort by “Publish Date Decending” for newest material first
    • From the record: title, author, CALL NUMBER, LOCATION
    • Reference books exist on almost ANY topic.

III. Social Sciences Index— (1983-present); Covers Social Science topics

  • Choose Social Sciences Index from the alphabetical list of resources
  • Enter the keyword dieting and press enter.
    • 260+ results
    • Note when full-text is available; View HTML full-text
    • Choose a record with a full-text icon
    • Text of article can be e-mailed or printed (10 cents a page at library, pick up at copy center).
    • Click “Return” icon to go back to list of articles.
    • Note when library owns—small library icon.
    • Choose another article. At bottom of individual record—Descriptors.
      • These are hyperlinked subjects. Can click this and search for more on this subject.
      • Click on first Descriptor. Examine results. Tell students they can go back to their other list.
      • Click on “Previous Searches” button on left-hand side to go back to searches.
      • Add girls in box and click on last search, dieting.
    • Mark articles of choice; then click “Marked Records,” under “Results.”
    • Citations can be: printed (Print icon) to Copy Service on Level 3 for 10 cents a page, downloaded to disk as a text (.txt) file after choosing print, OR E-mailed.

IV. Web Searching, Evaluation, and Documenting

  • Complete a search on dieting in google.com
    • compare number of search results
    • compare the quality of information
    • limit to educational sites (easiest to use Advanced Search screen for this and limit to edu domain.)
    • identify information for documenting a web site as a source (Utilize evaluating web sites hand out).

V. Individual Search Time with Instructor Assistance

  • Give students time to begin their own research and be successful at finding information.
  • Use the Research Strategy Worksheet to start the process.
  • Reminder: Ask a reference librarian for assistance if you need help and remind your students to do the same.

VI. Provide Assistance with Periodical Location of hard copy (Necessary for articles not available in full-text)

  • A. Periodicals are cataloged and placed throughout the library by call number.
  • B. The online catalog identifies the holdings, call number, and level where individual periodicals may be found.
  • C. Each title has the same call number even if current issues are on display, bound back issues on the book shelves on the same level, and microfiche or microfilm back issues in the microform area of the library on level 1. The Library catalog provides all of this information.

VII. Assessment

  • On the Databases front page, click the left maroon box at the bottom of the screen. This provides access to the evaluation forms.
  • Have the students select the General Education Class Assessment and enter COMM 111 to identify the class.
  • Each student should complete the form and then click SUBMIT INFORMATION.
  • These evaluations will be tabulated as one measurement of the success of the library's information literacy program.

 

RESEARCH STRATEGY WORKSHEET

  1. Write your topic here.

  2. Define the keywords (main concepts) and synonyms (related terms) to describe your topic. You may not need to use all three.

    • Keyword one & synonyms

    • Keyword two & synonyms

    • Keyword three & synonyms

  3. Utilize these keywords when searching the library catalog or databases and using search engines.

    • Examples:
      • Birth control AND teens
      • Condoms AND adolescents
      • Protection AND teenagers

      • Anorexia AND girls
      • Eating disorders AND female
      • Bulimia AND teens

Last Revised: 12 June 2003.