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INTEGRATING COURSE AND ARCHIVES L ITERACY ASSIGNMENTS ONLINE
Guided Resource Inquiries:
Steve Kutay, Digital Services LibrarianPilot Design by Ellen Jarosz and Steve Kutay
California State University, Northridge
August 15, 2016Endless Images, Laguna, CA
Trends at CSUN (and beyond)
Electronic resources Expensive eTexts Learning Management Systems Online and hybrid courses Higher student enrollments 2 of 5 Core Competencies (WASC*):
Information Literacy Critical Thinking
* Western Association of Schools and Colleges (accreditation)
Objectives
Integrate primary sources into course learning Stimulate critical thinking and analysis Contextualize course subject matter Emulate non-linear research process Motivate students to visit archives
Leverage Digital Learning Objects Targeted information literacy instruction Modular and programmable Extend reach of archives to more students online
Guided Resource Inquiry Tool (GRI)
o Pilot instructional tool (template)o Conceived as sandbox to deliver:
Prompts Primary media External resources
o Utilizes Document-Based Questions (DBQ) Requires document analysis Uses primary and secondary sources Synthesizes knowledge
Example DBQ
Consider documents A, B and C. What evidence do you find that supports or challenges claims made by the founders of the United Farm Workers (UFW)?
Credit: Max Mont
GRI Delivery Platform
Scalar Alliance for Networking Visual Culture Open Source semantic web publishing Media rich Full metadata Visualizations http://scalar.usc.edu/
GRI Front Page
Sections/Chapters
Media
Instructions Prompts
GRI Resource Links
Links to item, collection and repository information
GRI Info Lit Tutorials
Links to tutorials and databases
GRI Media Viewer
Scalar Visualizer
GRI Courses
Lower division English (2)
Upper division English (1) History (1) Communication (1)
Graduate English (1)
Method
1. Instructors select source materials for prompt
2. GRI tool (Scalar) populated with sources, prompts, and links to tutorials and databases*
3. Assess prior knowledge (Pre-Test)4. Complete GRI assignment5. Assess knowledge and feedback (Post-Test)*Some instructors requested in-class primary source literacy instruction
Data
Results
Primary source identifications – ratio of correct to incorrect IDs
Pre-Test (overall) 1/1 (1 correct/1 incorrect)
Post-Test (overall) 3/1Subgroups: In-class instruction 7/1 Tutorials only/No instruction 1.8/1 Lower division 1.2/1 Upper division/grads 4.8/1
Student Feedback
6-point Likert scale (1=disagree, 6=agree) GRI tutorials helped me locate materials in Special Collections.
GRI tutorials helped me to understand primary sources.
GRI tool helped me integrate archival sources into assignments.
I’m more likely to use primary and historical materials in the future.
1 62 3 4 5
1 62 3 4 5
1 62 3 4 5
1 62 3 4 5
4.8
4.8
4.6
4.8
General Lessons learned
Successes Assignments are challenging, but rewarding Effective for helping teach primary sources Mediates the primary research process Students generally like primary sources!
Needs work Streamline GRI assembly process Simplify/customize GRI tool for Freshmen Create & test specialized tutorials Does not replace in-class instruction
Thank you!
Stephen D. KutayDigital Services [email protected]
California State University, Northridge