Learning Through the Inquiry Process: Vital Roles for Librarians

1. Learning Through the Inquiry Process: Vital Roles for Librarians Carol C. Kuhlthau Rutgers University DMACC Information Literacy Forum June 14, 2006

2. Question 15 strategies to Improve the Inquiry Process • 1.Build on process across grade levels – build in progression and practice. Build in skill instruction: Better searching technique instruction – more effective use of search engines – Boolean searching. Builds teacher awareness of the process – common language and approach. • 2. Teacher librarian participates in process of evaluation, e.g. Pretest on process, assessment on note taking, bibliographies, not just format but diversity/quality of sources. • 3. Administrative support for classroom teacher collaboration with teacher librarian…expectation from principal that classroom teachers will partner. • 4. Charting as a strategy – having students visualize ideas – graphic organizers – flowcharts • 5. Encourage a variety of formats for final product, could be oral presentations, visuals, simulations, use of technology, eg. Podcasts,

3. Question 2Process and Systematic Teaching • Keywords—Teach strategies for identifying the terms relevant to an information need. • Structure of materials—Teach text features and conventions—whether print or electronic. • Structure of Databases—Teach common elements & techniques for executing and evaluating searches.

4. Question 3Promote roles of advisor/counselor • 1. Climate / Culture • 2. Communication • 3. Collaboration • 4. Identity – Teacher Librarian • Proud of what we do – Pre-Service • 5. Curriculum

5. Question 4Foster Exploration and Formulation • 1. Encouraging students to be broad when exploring a topic and then narrow the topic to something they are interested in with scholarly potential. • 2. Encouraging terminology exploration, creation of word bank lists, connecting relationships with words and concepts. Use topic searching within a database.

6. Question 4Foster Exploration and Formulation • 3. Introduce overview sources (subject encyclopedias) and have them pick out a source that relates to a topic of interest. Use the overview sources bibliographies to search out other sources and topic experts. • 4. Encourage journaling about the research process to connect exploration stage and formulation stage. Journaling could include writing lists of topic questions and the KWHL strategy.

7. Question 4Foster Exploration and Formulation • 5. Bring the model of the information search process to class to show students. Possibly setting up a demo of the search process showing the pit falls of skipping steps in the research process.

8. Question 5Recent Reference Interaction • Strategies to improve • Librarians understanding the process and feelings of the students and being able to acknowledge their feelings as well. • Librarians working together and showing that their searches can be ineffective as well. • Not having canned searches prepared in class, and taking a topic from the class enables the students to see the process of searching databases in action.

9. Question 5Recent Reference Interaction • Strategies to improve • Sympathize with the plight of the student. • Determine which stage in the process of writing they are going through. Do they have a focus or a statement? Do they have a grasp of what the assignment entails? • Tell them that they can come back if they need more help, or if they can’t find their source or information.

10. Question 5Recent Reference Interaction • Strategies to improve • Follow up with the students, give them another opportunity to ask for help.

11. Question 6Barriers and Strategies • Existing Barriers • Faculty • Design & structure of assignments • Not sharing assignments with librarians • Assume students have more abilities than they do • Their own lack of experience with research process and resources in light of expectations for students

12. Question 6Barriers and Strategies • Existing Barriers • Students • Unsure about assignment • Don’t know to, or afraid of, asking for help • Feel they are supposed to know what to do • Past negative experiences with librarians or lack of library experiences • Time management issues • Principle of least effort – no engagement with research process or assignment

13. Question 6Barriers and Strategies • Existing Barriers • Librarians • May seem unapproachable (maybe not…) • Or, busy with other patrons

14. Question 6Barriers and Strategies • Strategies • Faculty • Offer in services about research process • Request assignments in advance • Engage faculty in conversations about assessment • Students • Guide them toward topic they are interested in • Demystify the research process • Encourage them to get clarification from instructors and to come back to us for further help • Librarians • Be approachable • Don’t do it all for them

15. Question 7Partnerships and Strategies • Possible Partnerships • Collaboration/relationships with faculty, TAs, administration, students • Work with anyone who is willing • Collaborating librarians working with faculty/programs • Work with other departments/specialists such as writing labs, Resource Centers, Student Support Services • Work with faculty planning committees • Strategies to Implement • Creating professional relationships with faculty (ie: working with research/projects) • One-on-one interaction (“come to them”) • Build casual relationships through informal meetings • Build librarians’ skills--update our knowledge • Work with curriculum planning to realize importance of library role in classes • Work with the administration to boost awareness of library role in/on campus • Librarians need to be more visible in the library setting (roving)

16. Question 8Zone of Intervention • What does it look like • Unique for each student • Student panic/confusion/frustration/intimidation • Lack of awareness about what services/resources are available, sometimes cultural differences • Student may seek help, but not always • Completely changing topics out of frustration • Jumping from selection to collection without exploration stage • Looking for “that one article” • False confidence or students expect that they “should” know

17. Question 8Strategies for Intervening Encouraging contact points • Increase awareness of library resources/services • Collaborate with faculty to encourage staged/graduated assignments—multiple contact points with students • Ex. Annotated bibliographies including sources explored but not used for assignment • Work with learning communities/First Year Seminars • Build librarian consultation into assignment • Librarian listed on syllabus • Roving reference • Rethink physical location/availability

18. Question 8 Strategies for Intervening (cont.) At Point of Contact • Backup to exploration stage—focus on process, not sources • Talk through process aloud as situation allows • Incorporating instruction into reference interactions—include higher level skills such as evaluating • Helping students choose sources, not first 5 results • Staged reference, i.e. “Do this part and come back” • Encourage student use of search log, i.e. “what I’ve done so far”

19. Question 9Model of the Information Process • Effect of Students’ Feelings • Fear and confusion may “paralyze” student until he/she receives assistance from instructor or librarian • Type of student (nontraditional, traditional, transfer, graduate, undergraduate, etc.) affects the knowledge and comfort level but they still go through the same process • Pride may prevent student from seeking help

20. Question 9Model of the Information Process • Effect of Students’ Feelings (continued) • Lack of interest can derail the exploration stage • Satisfaction or disappointment with results will affect how student approaches the information search process in the future

21. Question 10Assessment and Outcomes • Outcomes that Show Improvement • Using assessment to go back and change curriculum—and change what we do. • Feedback comes from teaching faculty, search logs, journals, pre- and post- assessment tests, assignment-specific progress assessments, student satisfaction surveys, formal products, (SAILS), and surveys of reference interactions.