Cori Wilhelm: All right, so hi everyone welcome to our first spotlight on sunny libraries for the fall semester. Um. We're joined today by two librarians from Onondaga Community College. Um. And I'll. I'll let you both introduce yourself with your titles, but Lisa and Michelle welcome, and everyone else welcome and thanks for joining us. If you have questions during the presentation through I'm. In the chat, and we can, um,
Cori Wilhelm: you know, get to them at the end of the presentation, but you can take it away. Lisa and Michelle.
Lisa Hoff: All right. Thanks. Everyone for joining us. Hi, m! How are you? Thanks for joining us? Um! Um!
Lisa Hoff: So
Lisa Hoff: thanks for coming uh we're going to introduce ourselves in just a minute. Um! But I wanted to just quickly. Um give you a snapshot of what we're hoping that you get out of our presentation today, and that is um some tangible um ideas about how to
Lisa Hoff: address information, literacy, and sunni genet on your campus,
Lisa Hoff: and also to see uh these efforts as a great way and an opportunity for librarians to um do some faculty, outreach about information, literacy and library services and resources,
Lisa Hoff: and Michelle is controlling my um, my slideshow. So I might actually just give Michelle and not or say, Okay, Michelle.
Lisa Hoff: Okay, Um. So i'm. A librarian and associate professor at Uh Studiocc. I'm. Also the Library department chair. Um, I've been on our Faculty Committee for learning outcomes for a few years now.
Lisa Hoff: Um i'm. Also the librarian liaison for our School of Health, and our School of Math Science and Engineering, and I got my master's degree from Syracuse University um in two thousand and eleven,
Michelle Malinovsky (She/Her): and i'm Michelle Melanowski. Um i'm a librarian and an associate professor for the English. Um. I kind of wear a lot of hats. Um. I'm. The library liaison for the school, local arts and the School of Art Design, Media and music, and I'm. The lead on our instructional services here on campus.
Michelle Malinovsky (She/Her): Uh, I got my uh library degree from Clarion, which is in Pennsylvania in two thousand and ten, and I also have an English degree, and English and creative writing from Southern New Hampshire University, and I actually um my rule here is a little new for me. I was in the English department, and actually moved into the library just this past spring semester. So it's been
Michelle Malinovsky (She/Her): kind of interesting, but it's also. I really have enjoyed it, because I've been able to bring in different perspectives and really find ways to kind of think about having coming from a classroom faculty into a library position and the ways in which to make the outreach and the
Michelle Malinovsky (She/Her): like
Michelle Malinovsky (She/Her): cross-campus coordination in my role.
Michelle Malinovsky (She/Her): So That's who I am.
Lisa Hoff: Yeah, it's been an interesting journey, having Michelle join us, and I really couldn't be happier um to have her on the library team. She's really um made a big difference in in our faculty, outreach and instruction.
Lisa Hoff: Um, I think we go to the next slide. All right. Thanks. Um. So just a little bit of context to um
Lisa Hoff: uh to to what we did. Um, what we planned. Um. So our past practice on our campus uh for information literacy assessment was uh simply to check a box on the curriculum form.
Lisa Hoff: Uh, we didn't really hold anyone's feet to the fire. It was kind of an honor system, like if you checked the box for critical thinking and information management, as it was called at the time. Um
Lisa Hoff: Prior to this iteration of um that was good enough
Lisa Hoff: um
Lisa Hoff: mit ctl, and a couple of years ago the learning outcomes and Assessment Committee surveyed department chairs asking how information literacy was being assessed in their programs. One hundred and fifty
Lisa Hoff: um and the responses. Uh, if I was wearing pearls. Michelle, you're wearing pearls. Can you clutch your pearls for me uh uh the responses made me flush my pearls. Uh they ranged from um
Lisa Hoff: copy and pasting the library website uh in as the answer to how we're assessing information literacy to Oh, I bring my classes to the library. Um. None of them are really authentically, in, in our opinion, authentically assessing information literacy.
Lisa Hoff: So the new City general education requirements, provided an opportunity for us uh to really make a meaningful change on our campus. As to um how we're uh delivering information, literacy, content and assessing it as Well,
Lisa Hoff: um. Michelle and I are both um in interesting position. She's a member of curriculum committee, and i'm a member of the Learning Outcomes assessment committee. Um. So between the two of us we sort of um.
Lisa Hoff: I don't know, Michelle, what would you? What? What's the Pc. Way of of saying it? Thank you. Yes, we are coordinating information, literacy efforts. Um in the in the curriculum, in our curriculum um sort of
Lisa Hoff: um in our roles in those two committees. Um. So the low back survey responses along with our own observations. Um, in the classroom at the reference desk, working with faculty, really showed us that what faculty really needed was some professional development and information literacy, and that now would be a really great time
Lisa Hoff: to to develop that.
Michelle Malinovsky (She/Her): So where we kind of began is. After we had this idea of developing workshops is, we started to think about how we could combine our efforts with other initiatives that we're having across campus in ways in which to just
Michelle Malinovsky (She/Her): a further show the importance of it. So I made a connection with our title Iii. Coordinator. No. He's actually on the on the meeting right now. Um. And had a conversation with him uh about uh ways in which we could make this work um
Michelle Malinovsky (She/Her): through coordinating with title Iii. And I've coming from the English Department, have worked a lot with some of the other programs where we would do norming sessions as part of the title Iii. Work in the English Department, and I saw some connections as to ways we could make this work, so
Michelle Malinovsky (She/Her): we figured out a way to connect the first year learning outcomes as part of our title. Iii. Um. As a way in which to combine our efforts to create these workshops for faculty as part of year for the grant, which also included. Making sure we had conversations about academic integrity
Michelle Malinovsky (She/Her): to make sure, we clarified that connection for the Grant approval which, knowing the core competencies,
Michelle Malinovsky (She/Her): that connection was pretty much already built in. So that was easy enough to do.
Michelle Malinovsky (She/Her): We've created a proposal, put it through, and because of the grant we were able to offer an incentive for participants faculty. Members who attended our workshops were paid a two hundred dollar stipend for just attending,
Michelle Malinovsky (She/Her): and that, we think really helped fun help with the initiative, helped with the narrative and across campus of the importance of this and our outreach opportunity. As a result,
Michelle Malinovsky (She/Her): so it worked out pretty well. So when we started actually planning the workshop, the development of it. We began by researching for general ideas, and I found an article in the College and Research Library News that did kind of the same thing
Michelle Malinovsky (She/Her): which led me to an article titled The information, literacy, imperative and higher education
Michelle Malinovsky (She/Her): that had a really fantastic.
Michelle Malinovsky (She/Her): I don't know way in which of explaining information, literacy to faculty and understanding why it's imperative for faculty to consider it in their classrooms as a form of a liberal art which was really kind of an interesting perspective. Um! And I can share that article out or Cordy, I can send it to you, and you welcome to send it to everybody.
Michelle Malinovsky (She/Her): So the idea is that we decided to share this article with faculty participants prior to the workshop as preparation and ask them to read it. We thought it was fairly simple. It was, I think it's maybe a five page article. Most of the faculty who read it thought it was accessible, easy to read,
Michelle Malinovsky (She/Her): and actually started us with really fantastic conversations. To then focus on assessment ideas and the integration into their current assignments.
Michelle Malinovsky (She/Her): So our final structure of the workshop looked like this. It was an hour long.
Michelle Malinovsky (She/Her): We started with the article discussion and some quotes, and we actually have our presentation. That's the next couple of slides, our our actual presentation that we did
Michelle Malinovsky (She/Her): So we started with the discussion of the article. We then moved into a definition of information literacy, both from the Acr. And then we kind of reworded it in clear, easy to understand terms. Bullet points that faculty could discuss.
Michelle Malinovsky (She/Her): We talked about some discussion questions, and then the bulk of the workshop was focused on the sunny Gen. And language. And how can we actually get these core competencies with assessment ideas into the classroom?
Michelle Malinovsky (She/Her): And that's mostly what our workshop focused on was. Here's what Tony Jennett says. Here's what that means. And here's how you can do it in your classes with our help.
Michelle Malinovsky (She/Her): So here's what the actual workshop looked like.
Michelle Malinovsky (She/Her): So this was our very first slide, which you kind of see, I built our slide that we're showing you right now off of this, that, really helping everybody understand that we're thinking about it from an outcome perspective from the
Michelle Malinovsky (She/Her): like what the sunny genets were.
Michelle Malinovsky (She/Her): So we began with two quotes that we've pulled from the article
Michelle Malinovsky (She/Her): Um, that the information literacy, imperative and higher education,
Michelle Malinovsky (She/Her): and the first one discusses this idea of convenience, searching right Googling social media sharing for students creates an illusionary comfort within vast pools of information, and a sense that quote finding stuff is easy. But this fluidity within the familiar simply does not carry over into situations requiring serious inquiry and deep investigations, using a variety of source types and mediums.
Michelle Malinovsky (She/Her): So we've all experienced this. We have students who are like, Well, I know how to Google I can research,
Michelle Malinovsky (She/Her): okay, but and then helping them understand that when students discover for themselves or straight out, told that a particular assignment is going to require a very specific type or types of information, not just something that sounds good, and seems to be credible this system of convenient searching crashes.
Michelle Malinovsky (She/Her): So this is where we began our Uh workshop and faculty brought up points about the ways in which students then panic when their search strategies fail, or when they're this convenient searching isn't finding what they want, and then the results that happen because of that
Michelle Malinovsky (She/Her): is where we began our discussion, and then we had a few faculty members who pulled out a couple of other moments in the article that they felt was helpful to them.
Michelle Malinovsky (She/Her): So from there we shifted into a conversation about the acrl, and the actual definition of information. Literacy is established by the acro, which for many faculty members was kind of actually been intimidating to them.
Michelle Malinovsky (She/Her): And then I pulled another quote from the article which I was kind of entertained by that information. Literacy is more than just contrived educational. But Buzzwords librarians like to use for how to search the library or beware of Wikipedia;
Michelle Malinovsky (She/Her): that
Michelle Malinovsky (She/Her): but we understood from a faculty perspective that this definition of information literacy that's meant for librarians, isn't exactly helpful to faculty.
Michelle Malinovsky (She/Her): So here's what Lisa and I did. We broke down information literacy into seven points that we tried to make easy to understand,
Michelle Malinovsky (She/Her): and we spent a lot of time on this slide in our workshops because we really wanted to help faculty understand exactly what this is. So we started off by thinking about how different types of information each have their own origin, purpose in place. And how do we teach that in a classroom
Michelle Malinovsky (She/Her): helping students understand how to navigate through a variety of information environments? And why to do so?
Michelle Malinovsky (She/Her): Thinking about how we're telling students to habitually evaluate, question and verify the information they find,
Michelle Malinovsky (She/Her): understanding that there is no perfect source which we have lots of discussions about
Michelle Malinovsky (She/Her): being mindful about appropriately and ethically incorporating the electoral property. So here's the citation piece,
Michelle Malinovsky (She/Her): understanding that format or medium does not define the quality or appropriateness of information which we talked a lot about to, and then acknowledging that efficiency is not always the primary goal of gathering information and helping students also understand that
Michelle Malinovsky (She/Her): we had many faculty members who brought up points about Well, students are like Oh, I have to find five sources, so I found five sources down done
Michelle Malinovsky (She/Her): for. I wrote my paper, and now I just need to find support, so I can put quotes in it, so I can meet this requirement
Michelle Malinovsky (She/Her): and really helping students understand that
Lisa Hoff: uh point four and and six uh were uh really interesting ones, and throughout this one throughout this particular slide Um,
Lisa Hoff: I I threw out some examples of things that we are seeing um from our students, either in the classroom or or at the reference desk. Um! And a lot of conversation sort of been sued around that. Um. So
Lisa Hoff: this is a place where um! It was a a good point for us to have um
Lisa Hoff: to find some commonalities between what the librarians are seeing and what um the faculty are seeing, and also to remind faculty that um. You know librarians are in a unique
Lisa Hoff: place on our campus. In that we see all of the assignments come through. Um the reference desk, and um you know for better or worse. I I put it sort of bluntly um in a couple of our sessions that they're not,
Lisa Hoff: you know, when it comes to the research expectations for an assignment. They're not
Lisa Hoff: worded great
Lisa Hoff: um, and they could use a little work, and that that's something that the librarians can help with when it comes to
Lisa Hoff: getting out what it is you actually want your students to be doing for their research assignment.
Lisa Hoff: Um! And there was a lot of actually faculty interest in in that, and we'll speak more about that and um and future slides.
Michelle Malinovsky (She/Her): So from here we led to we just picked out kind of four discussion questions again get the conversation and the faculty workshop, thinking about what their experiences in the classroom, and how we can kind of marry that with what we were talking about.
Michelle Malinovsky (She/Her): So we asked faculty. Consider what misconceptions and insecurities have they noticed their students have when asked to complete a research assignment?
Michelle Malinovsky (She/Her): Then we wanted them to also think a little bit about what quote unquote, Go to skills? Have they observed their students relying on to find information
Michelle Malinovsky (She/Her): and
Michelle Malinovsky (She/Her): getting a bit of a discussion about how some of their insecurities about using say, library databases are using something outside of Google
Michelle Malinovsky (She/Her): sometimes can create some of the issues that happen within the classroom.
Michelle Malinovsky (She/Her): We also then shifted into a discussion about what are some of the chronic deficiencies they see when it comes to student research skills.
Michelle Malinovsky (She/Her): And then how might
Michelle Malinovsky (She/Her): intentional information, literacy, instruction, support their course, goals, and objectives within a classroom?
Michelle Malinovsky (She/Her): When we got into this discussion we had a number of faculty members bring up really great points about equity and inconsistency of high school experience where we have, and being a community college, we have students who
Michelle Malinovsky (She/Her): come from all backgrounds, and the students who come from say, one particular high school may have never ever had any research or library instruction ever in their career versus students who are coming from another high school in a different part of the city might have already done research papers, and there's a
Michelle Malinovsky (She/Her): a lot of the faculty that we talk to. We're very surprised in hearing that we have students in our classrooms who have never done research before ever,
Michelle Malinovsky (She/Her): or if they've done a research paper. This the teacher, their high school teachers gave them the research, and they just had to write the paper.
Michelle Malinovsky (She/Her): So helping faculty begin this conversation about understanding the why it's necessary really helped us lead into the next part where we got into talking about the sunny genet.
Lisa Hoff: Yeah, so um, i'm Sure, All of you are aware that Sunni has a new new language for the Uh genet for competency and information. Literacy
Lisa Hoff: Um, which is a simplified version of a very simplified version of the Acr. Framework. Um. Students will locate information, evaluate information, demonstrate an understanding of the ethical dimensions. Um, et cetera. I'm sure we're all aware of these. Um, you can go to the next slide, Michelle.
Lisa Hoff: So what we did was we came at this from an outcome perspective.
Lisa Hoff: Um,
Lisa Hoff: a a lot of what we're seeing also is that faculty are almost there in some of their research assignments. Um to meeting this information literacy requirement. They just need a little, a little help
Lisa Hoff: um in one of the three or all of the three areas um outcome, two being the one that is really more of the heavy lift for them. Um,
Lisa Hoff: but outcome one is, I think, where most of the faculty think about uh library instruction. Show them how to find the stuff.
Lisa Hoff: Um, but it's really more than that. And uh the library also didn't want to be seen as the gatekeepers on this either. Um that it's completely, you know you could. You could
Lisa Hoff: meet all of the outcomes for information literacy without ever having come to the library or ask for a librarians help in any of this. Um, it's really discipline-specific and assignment specific. Um! But I think that that's
Lisa Hoff: maybe a
Lisa Hoff: a stereotype. And when it comes to information literacy is. Oh, that's the librarians, uh, you know, doing their thing. And um, you know we don't know anything about that, or we don't have anything to do with that we bring them to the library, and that's good enough. Um! But we really wanted them to expand
Lisa Hoff: sort of their their view of of information, literacy um, and make it a little more accessible through these outcomes. So we're just giving them some suggestions really on how they could, how they could do this and and make it not a a super heavy lift for them.
Lisa Hoff: Um, because we all know everyone's burnt out on our campuses from the Sunni genet. Um, but they could just simply revise an assignment
Lisa Hoff: so they could simply so. Some of the suggestions included for this particular outcome revised the assignment to include language indicating acceptable sources and examples of acceptable sources. Um, this one was a source of a lot of discussion as well. Um, I don't think that
Lisa Hoff: um
Lisa Hoff: faculty are deliberate enough in some cases, and what they're saying they want students to use. I gave them an example that I see quite a bit, which is students come to the reference desk, and they say I need uh, I need help researching. My My teacher told me that I can't use websites.
Lisa Hoff: So I say, okay, let's go to the library databases and start searching. They're like, No, they said I couldn't use websites.
Lisa Hoff: Um, I think I just need a book or something. Um, I and this happens a lot. And um I I The The faces of the faculty were like what? Really like somebody actually first. First they were amazed that a faculty member was actually explicitly saying that in second. But students were so literal about this.
Lisa Hoff: Um, but we really tried to. Michelle, and I really tried to stress that the language that you're using is important.
Lisa Hoff: Um, Michelle, do you want to? Uh talk about the the rubric category for this, that sure that
Michelle Malinovsky (She/Her): so on this same note, this kind of comes back to even something when faculty say in their assignment, You must use scholarly sources. Students don't even know what that means. So we did talk a lot about making sure they include content in their actual language of the assignment of say, if you're saying websites, the difference between Google versus a database or an academic journal versus a popular magazine and helping the students understand what that is.
Michelle Malinovsky (She/Her): So one of the examples we have is actually a rubric category that I created when I teach our what's our um second semester, English, one for class. So it's our
Michelle Malinovsky (She/Her): spring semester. Second English class that students take which requires a research paper. It's part of our one of our learning outcomes. So I and When I teach this class I have a category in my rubric that's very clearly only focused on the sources the students have picked,
Michelle Malinovsky (She/Her): and their research itself where i'm. Asking them to choose sources that are relevant and clearly related to the topic, and are credible
Michelle Malinovsky (She/Her): scholarly, i'm just wording it in a way that students can understand, and that i'll all be um. All the sources are appropriate to the topic, and there's consideration for their appropriateness in some evidence of that in the paper, and then also just that piece. It has a required number. If I've asked for a certain number um
Michelle Malinovsky (She/Her): uh outside sources, and then from an an assessment perspective. It would be very simple from the
Michelle Malinovsky (She/Her): that side to say. Students who got to see or hire in this category successfully met this
Michelle Malinovsky (She/Her): outcome as attached to the core competency which made it kind of really an easy yes or no, which we kind of liked.
Lisa Hoff: Yeah, definitely.
Lisa Hoff: Um,
Lisa Hoff: uh, Can you just go back to the previous slide, Michelle. Thank you. Yup, Um, I think we covered this, but
Lisa Hoff: Michelle stressed um, including the course content, and also um requesting library instruction sessions that are um Specifically, in addressing some of these outcomes is also um, you know an option for faculty as well if they don't feel that um. They have the skills to to deliver the content.
Michelle Malinovsky (She/Her): And one of the things that we did stress. L: So i'm going to jump in quick. And then um many of our faculty
Michelle Malinovsky (She/Her): really kind of look at library in the one-shot library instruction sessions as a one, be all and all we wanted to get them at least open to the idea of the embedded librarian, and that we're not opposed to coming in multiple times at multiple different points,
Michelle Malinovsky (She/Her): and then having a conversation about just one thing for ten minutes at this class, and then maybe coming in again two weeks from now, and doing something different, that it doesn't have to be kind of a one shot. Be all end all that we're willing to work with faculty to make it work for their classes as well.
Lisa Hoff: Um Out outcome, too, is the evaluation piece, and probably the one, I think, with with the heavier list lift for faculty. Um, because it does require you to dedicate some class some class time to delivering this content. Um, and helping students understand why it's
Lisa Hoff: important to evaluate the information, and then giving them the tools that they need. Um in order to do that successfully. So i'm sure most of you are aware of the crop test, or some version of the crap test where you're um asking students to evaluate
Lisa Hoff: um a piece of information based on the currency, reliability, authority, and purpose of that um. Some other suggestions were an annotated bibliography. Um, Michelle, did you want? Michelle was a fan of the evaluation within text source, introduction and validity from an English perspective.
Michelle Malinovsky (She/Her): So I I can briefly talk about that. Um. So I um. When I teach a research paper, I ask my students to in some capacity within the essay itself explain the sources validity
Michelle Malinovsky (She/Her): which is for freshmen. Because, again, we teach at a community college somewhat of an adapted literature Review, where i'm. Not necessarily asking them to do a complete literature review. They're not grad students. They're freshmen,
Michelle Malinovsky (She/Her): but to have at least some discussion about each and every source. They've included a sentence or two around it as to why that source is relevant to their essay. Why this person's worth listening to, where it was published, and why it has value
Michelle Malinovsky (She/Her): um, for within its own ideas. And again, I can kind of create a rubric category for that, or do a somewhat of the same thing within an annotated bibliography, requiring them not just to summarize, but to include an evaluative
Michelle Malinovsky (She/Her): element to their annotations as well.
Lisa Hoff: So the next slide is, uh
Lisa Hoff: an example of the craft test and a crap test assignment. I actually worked with our criminal justice faculty on on this um assignment. He was very uh, you know, had expressed sort of the
Lisa Hoff: uh his frustration for his research paper at getting a lot of just sort of junky websites. And Was there anything that that we could do to to help with that? And so we designated one course or a one class period to going over the evaluative piece and doing a lot of in in class practice. He has a homework assignment for them to complete It's all part of the steps of their Research project.
Lisa Hoff: Um, And so it's built in. And you know he was. Uh he really liked the idea of scoring um based on
Lisa Hoff: uh students scoring on their own uh based on um the currency, reliability, authority, and purpose for each source. And so it was a quick assignment that he did. I think he had them do five websites or something like that for their homework assignment,
Lisa Hoff: and we can go to the next slide, Michelle.
Lisa Hoff: So outcome three is the demonstrate That's the uh, you know, for lack of a better word, the citation piece that we all know and love so well.
Lisa Hoff: Um, so we are asking faculty to include course content on source integration. So um explaining the d you know the difference between direct locations and paraphrasing um how to actually use in-text citations how to format full citations. Um. Also some discussion about what is plagiarism? Um, and the difference between accidental and unintentional
Lisa Hoff: and um. The library is a great resource for this, whether you know you're asking us to come in and give some instruction on citation and showing citation tools uh using our handouts and live guides that we've created um uh for citation for students as well. And then Michelle has the assessment for this one.
Michelle Malinovsky (She/Her): So again, this is a rubric category that I pulled from my own rubrics, for when I teach at research paper that again allows very easy assessment of see or higher, Yes, or if it, the student failed to do it,
Michelle Malinovsky (She/Her): which just kind of again kind of gets them to think in a paper that every citation follows. If i'm teaching Ml formatting with no or minimal errors.
Michelle Malinovsky (She/Her): Um outside sources are correctly handled in text, and then, in general, the work cited is listed in order with correct gamer in them in overall formatting,
Michelle Malinovsky (She/Her): and again with some wiggle room. Here, because again
Michelle Malinovsky (She/Her): I understand sometimes the commas get kind of complicated.
Michelle Malinovsky (She/Her): I will just briefly say our When we were presenting this in one of our workshops, we actually had a really fascinating conversation about from a campus-wide perspective of what would happen if We were to require only one source, type or one citation style, and make that like a campus policy,
Michelle Malinovsky (She/Her): and we actually had a bit of an interesting debate about it,
Lisa Hoff: which I I would be curious to know if any other uh campuses on the call have done that. I know some some schools have. I don't know how widely um how widely that has spread. But um yeah, um, you know. Then there was, you know, the scientists in the room said,
Lisa Hoff: we don't care, and then the uh humanities folks that yes, as long as it's Mla and the you know social sciences that yes, as long as it's Apa, so I don't think we'll ever crack that nut. But um, it was good to discuss it. Um in the workshop.
Michelle Malinovsky (She/Her): Yeah,
Lisa Hoff: um. I think we're yeah. So that was our last slide of our of our presentation for faculty.
Michelle Malinovsky (She/Her): So we did just kind of want to talk to them. You guys a little bit about our results and our faculty response overall that, uh, we had some really fantastic workshop discussions and questions that came while we were actually in the workshop
Michelle Malinovsky (She/Her): that Um Faculty really began to think about the way in which they've worded their assignments, and something like, if they just state, must use scholarly sources within it. Can a discussion about What does that mean from the student perspective? And do they even understand that language
Michelle Malinovsky (She/Her): to then getting them to think more specifically about when you're telling students that they must research and use five oxide sources, but give them nothing else. That also becomes kind of problematic
Michelle Malinovsky (She/Her): or um. We had one student who uh must like a faculty, was saying that must. They must use um books, and the student didn't know if they were allowed to use ebooks.
Michelle Malinovsky (She/Her): And then that discussion that kind of happens from there. We also talked a lot about consideration for course content and asking faculty or our faculty members to think about
Michelle Malinovsky (She/Her): how they're already doing this and that we're not trying to give them more work. We're not trying to have make their load any heavier, or take any more class time than what they already have, that there's spaces in which they're already having these discussions. We just wanted them to be more intentional about it. So they kind of understand the meaning why and that
Michelle Malinovsky (She/Her): how, what? They're telling. Their students then, can become something that happens across courses, and then actually reinforces this language and skills for them.
Michelle Malinovsky (She/Her): We did also again talk a lot about what we can offer from library instruction sessions and our outreach. From that we talked a lot, we said, about the assumptions of student knowledge, what they come in knowing how to do,
Michelle Malinovsky (She/Her): and a discussion of how students are actually really intimidated by databases and intimidated by reading academic articles that we've had a huge initiative on our campus with the helping students with their reading skills,
Michelle Malinovsky (She/Her): and they're reading and writing integration and getting the spending time within the classroom to help students understand what is a methodology? What would you expect to find in a results section. And what are some of the strategies to reading these academic journals
Michelle Malinovsky (She/Her): that might actually make them a little less scary and a little easier to use within their own writing.
Michelle Malinovsky (She/Her): So we did have some faculty follow up post workshop, which was really exciting.
Michelle Malinovsky (She/Her): Um, We had three faculty. Members request help in assignment revision, who specifically reached out to us and had meetings with me and or Lisa to revise their assignments. So they were meeting these outcomes and goals
Michelle Malinovsky (She/Her): and our title Three Coordinator, who's on our session right now? Um attendance session one because we initially had two sessions planned, and he liked it so much we planned for. So uh that actually really worked out. Now it's waving, and he just turned his camera on. Yeah, um.
Michelle Malinovsky (She/Her): So our overall outreach that we were really excited about is, we had participants from historically quote unquote, hard to reach departments that attended our workshops, and they responded really positively so. Um. First, Like
Michelle Malinovsky (She/Her): specifically, we had um two of a chemical, Our chemist faculty, who teach chemistry who um I've rarely ever seen any of their students were them in the library itself, and they came to our workshops.
Michelle Malinovsky (She/Her): So from a research out outreach perspective, this was fantastic for us, because they also really responded in a really positive way. So even if they're not necessarily asking for library instruction, we're hoping that the the narrative they're telling their students about what the library can offer them, offer Their students has changed
Michelle Malinovsky (She/Her): by being in here and meeting with us. Um! We had a total of twenty-nine participants throughout the four workshops that we offered, and we're still. This is still new. We offered the last workshop like a month ago, so we're still. We've got some space yet to look ahead, and Lisa's going to talk about that.
Lisa Hoff: Um. So, looking ahead um
Lisa Hoff: the the forms. So we sort of the curriculum committee and the learning Outcomes Assessment Committee has been um really focusing their time and attention on um. The other Sunni Janet
Lisa Hoff: um requirements. But come, spring, we feel like. We'll have a handle on those, and we'll be able to shift our attention
Lisa Hoff: Um! To the forms that faculty are filling out in order to um fulfill the information literacy and critical thinking uh Sunny Jen. So, looking ahead.
Lisa Hoff: Um! We're really interested to see what those forms, what courses start coming in to try to um check that proverbial box that they were checking before, but in a now in a more intentional way,
Lisa Hoff: um to see what that'll look like, and from a curriculum mapping perspective, start to really see how information literacy is being infused through a program through other courses other than just English. One. Oh, four um, or you know
Lisa Hoff: we're just, you know. I brought my class to the library, therefore i'm fulfilling this this outcome. Um! So we're really looking forward to seeing how this all plays out um in the spring semester as well in a more formal way.
Michelle Malinovsky (She/Her): One of the things that we did try to stress, and that we're hoping to see is that whole programs are no longer looking at one course like Lisa said to fulfill that box that we're really hoping there are multiple courses that are quote, checking that box in an authentic way,
Michelle Malinovsky (She/Her): because again, it reinforces these skills that students are going to need, regardless of what their major is in their program is. And as we've kind of as we were working through these workshops, I I definitely have some moments where I felt like the I was watching the light bulbs go off, and the faculty members in the room, which was really satisfying
Michelle Malinovsky (She/Her): to be like. Look we, there's the reason for this.
Michelle Malinovsky (She/Her): Yeah, yeah, definitely.
Michelle Malinovsky (She/Her): So we did want to. We Hopefully,
Michelle Malinovsky (She/Her): I think. Yup, we're right on time. Did want to give you guys enough time to actually have some questions and discussion about our reasoning behind it, or what we're hoping to do with this.
Michelle Malinovsky (She/Her): Um. And then I also just have our emails on here again. My name is Michelle Melanowski and Lisa Hoff, that you guys are walking to reach out to us directly, but I guess we'll just open it up for Corey. I don't know if you want to facilitate this part. But for questions,
Cori Wilhelm: Yeah, um. Folks are welcome to throw questions in the chat or um
Cori Wilhelm: raise your hand or just unmute
Cori Wilhelm: um, and I guess i'm curious
Cori Wilhelm: as we're moving toward um. The new Jenna framework
Cori Wilhelm: is anybody or any other campuses. Um
Cori Wilhelm: kind of using this approach to to
Cori Wilhelm: go directly to the faculty,
Cori Wilhelm: and maybe we'll just tempt everyone can ponder that for a moment, and we'll jump to the chat. Um! Nancy asks what might be other sources of funding for this type of project,
Cori Wilhelm: and this can be a
Cori Wilhelm: question for the whole group as well.
Lisa Hoff: Uh, what might be other sources of funding for this type of project.
Lisa Hoff: Well, I mean, I think, what one thing we wanted to stress. And one thing that's you know. Uh! Repeated at a lot of Sunni uh presentations that I've seen is especially when we're talking about. O, we are. Um! That was one thing that I was really
Lisa Hoff: um
Lisa Hoff: just participated in one of the studio. We are sustainability cohorts, and it was really um stressing how to tie. O, we are into other initiatives that are already happening on campus, and so I think that finding out
Lisa Hoff: um what other initiatives are happening for Grant. Funded opportunities are happening on your campus is a good way to see if there's a way that you can match up your um
Lisa Hoff: match up your outcomes. Um to that, to that Grant opportunity. That's for initiative that's happening.
Lisa Hoff: I've. Yeah, Mel. Just echoed the same thing that I just said. But more articulate way. Thank you, Mel:
Michelle Malinovsky (She/Her): Yeah, that we and the idea initially wasn't to grant funded that it was, hey? This is something that we need, and we kind of had conversations about. Well, how can we incentivize faculty to participate, and then do this? An authentic way, and that's where the conversation started to lead into. Well, let's talk to Title Iii. Let's see. Kind of where else we can get in like to combine the efforts.
Michelle Malinovsky (She/Her): And so yeah, I just wanted, I guess. Echo. What you guys are saying is to look at what already is happening on your campus and see if you can find ways to
Lisa Hoff: line it up with the goals that already exist.
Lisa Hoff: Um!
Lisa Hoff: What was it? Mouth? So instead of because a faculty member was asking, What can we get a step can we get funding to design something? And Malc was saying, What's easier to get the funding for the training, and rather than the funding for the
Malkiel Choseed, Onondaga Community College: the design. I don't know if i'm articulating that right now
Malkiel Choseed, Onondaga Community College: to build the capacity so like training or development of certain things rather than the day to day delivery of things.
Malkiel Choseed, Onondaga Community College: So um!
Malkiel Choseed, Onondaga Community College: If it's kind of pitched as a training, it can sometimes be uh
Malkiel Choseed, Onondaga Community College: easier to find
Malkiel Choseed, Onondaga Community College: connections. Of course it depends on the grant, and I was gonna put this in the chat. But since I have the the the floor, I was curious. If you guys had had considered
Malkiel Choseed, Onondaga Community College: like that kind of light touch going to a department meeting for a ten or fifteen minutes, you know, with with that sort of built in audience.
Malkiel Choseed, Onondaga Community College: Um,
Malkiel Choseed, Onondaga Community College: it would, you know It's a little bit different experience and an hour long. People in the room. But
Malkiel Choseed, Onondaga Community College: you kind of have a captive audience if you can get that ten or fifteen minutes. Just kinda
Malkiel Choseed, Onondaga Community College: curious if you guys have thought about that.
Lisa Hoff: Yeah, we definitely had conversations about that prior to um. When we were thinking about how to do the outreach for for information. Literacy uh attacking the department was Yup top of the top of the list, but then Michelle Re. Reached out to you, and we got rolling with with Title Iii. So um, maybe
Lisa Hoff: you know that's That's Phase Two is going directly to department department meetings and and uh
Lisa Hoff: giving this message with a light touch.
Cori Wilhelm: Um, Fabio, do you have a question?
Fabio Montella: Yes, I do. Uh just wanna say great presentation. We? Um i'm here with one of my colleagues uh Professor Penny, be over at Suffolk County Community College. Um, We actually have something similar coming up beginning of December. So this worked out perfectly, and
Fabio Montella: we really did get a lot of a value out of this. So thank you for putting this together for those faculty that are approaching this in the near future.
Fabio Montella: Um! I just wanted to ask a quick question.
Fabio Montella: So with our workshop Um, we actually reached out to a few faculty members to provide,
Fabio Montella: to ask if they would provide their assignments, a module, a a lab, anything that we can tweak or revise, to sort of infuse that information literally component into there.
Fabio Montella: Um! And And some did respond and gave us really really solid uh assignments that we can work with. And i'm just listening to what you said about the language, and that sort of turned the light on in my head. How
Fabio Montella: um I would have to be mindful of that, and revise some of the language. So the students are are on board with what is expected of them.
Fabio Montella: Uh, have you experienced this? Because I I I guess the question I have is, I don't want to put anybody on the spot and make it seem like um
Fabio Montella: correcting their work and saying, This is wrong. This is wrong. I want to do it in a way that still maintains a a good relationship if you will.
Lisa Hoff: We did. We both um had uh Michelle had mentioned that we had three faculty members reach out to us. Um!
Lisa Hoff: They sort of heard our message uh heard that part of the message. There was one in particular in um in biology. I had seen her assignment come through many times, and I was a big fan of it,
Lisa Hoff: and it was very thoughtful, and it was a perfect. It was a perfect information literacy uh research, a a perfect research assignment that had information literacy infused, and just by doing a couple of little tweaks here and there. Um! I knew that she could easily make that make that uh
Lisa Hoff: make that count um, and so I read I I to her directly, and said, I don't know if you're planning on reaching out to us, but I really would like to work with you on it, because I think it would be um a really quick fix a couple of just a couple, and I don't even think I use the word fix, but a couple of additions um to that assignment. You're good to go.
Lisa Hoff: Michelle had uh a couple of people reach out to her as well. I I think what I liked about this uh format was that
Lisa Hoff: I I get what you're saying, Fabio, it's it can be touchy, and you certainly don't want to alienate anyone. The idea here is um, you know, to build relationships and and um
Lisa Hoff: through this outreach not to sort of destroy destroy them by getting too um, you know too invasive. But um! I think what the workshops provided was the space for faculty to feel comfortable coming to us,
Lisa Hoff: and asking for our opinion on how they could tweak the assignment the existing assignment to to meet the outcomes,
Michelle Malinovsky (She/Her): and we did, and i'll kind of jump in. Here, too, we did ask faculty when they attended the workshop to bring an assignment that they wanted to revise,
Michelle Malinovsky (She/Her): and when we went through the the three outcomes and suggestions. We gave them time in the workshops to either discuss with the neighbor, or just to take some notes themselves, to think about what they already had, and that how to adjust it like in their own head space, and then offered them to bring it to us later if they wanted to.
Michelle Malinovsky (She/Her): So we offered like suggested language, just kind of as a general discussion, but didn't necessarily pull any particular one up as like an example. I'm saying, this is right or wrong. It was more if you said scholarly work in your assignment. Well, this is maybe what you want to do instead,
Lisa Hoff: and that, I think, gave everybody space to kind of do their own revision in their own head space. But still having the option, like Lisa, said, to come to us later if they needed to or wanted to, and looking at their content outlines to see where there might be a little bit of wiggle room or space to plug that content in throughout the semester um
Lisa Hoff: for their for their research assignments.
Fabio Montella: Okay, thank you. That makes a lot of sense actually clears up a lot. Um, My colleague also would like to add something to that,
Fabio Montella: you know. So i'm sorry my mistake she done that. Thank you.
Lisa Hoff: Thank you
Cori Wilhelm: just briefly, Bev asked in the chat. Um, if we could get copies of the rubric that you gave to faculty. Um, and if you want to send this to me, Michelle. I can include them on the links page with the the recordings and the slides as well. I could do that. Thanks. And Nancy has a question.
Nancy Murillo (SUNY Orange): Yeah, um. It's kind of a comment and a question. So an assignment isn't the same as an slo. So we have an experience with
Nancy Murillo (SUNY Orange): one department, the also the Bi Biology Department, where a couple of faculty have uh assignments that are very much aligned with information literacy, outcomes.
Nancy Murillo (SUNY Orange): But if the Department doesn't agree that the
Nancy Murillo (SUNY Orange): slos of the course will include information. Literacy, then it's
Nancy Murillo (SUNY Orange): kind of hit or miss, so we're not. It's not the same as infusing information literacy into, say, biology, one hundred and ten.
Nancy Murillo (SUNY Orange): Do you know what i'm saying, Lisa. So how do you so? If so, they would. You know they're still when they check off on that curriculum app when they check off a box they're still gonna go to the course that actually says that they have that slo. So have you thought about ways to like,
Nancy Murillo (SUNY Orange): Maybe in future workshops or something to try to? I I really strongly agree that the the information Literacy concept needs to be introduced and reinforced,
Nancy Murillo (SUNY Orange): not just assessed, but in in multiple courses. But if you thought about how to convince
Nancy Murillo (SUNY Orange): other departments or other professors who teach specific courses that
Nancy Murillo (SUNY Orange): that you can include something, and it can, you know, just be a way of reinforcing it without having them feel overwhelmed that they have one more slo on their list of already. You know five or six slos for that particular course.
Lisa Hoff: Well,
Lisa Hoff: that's a um loaded question. I know It's a it's a really good question, and one that we've been dealing with. Um with all of the Jenna I mean. In some case I mean Michelle's getting it from curriculum. I'm getting it on low app um, and I
Lisa Hoff: So you know, I guess the same is true for the for the information literacy as it would be for any of the other um
Lisa Hoff: any of the other sunny Gen. As some folks have had to resubmit curriculum forms um with new
Lisa Hoff: um
Lisa Hoff: course learning outcomes
Lisa Hoff: um. And so i'm thinking maybe that might have to happen uh Michelle was on curriculum yesterday, and um she can speak to that discussion about the box checking and what we're gonna do moving forward.
Lisa Hoff: Michelle is like the front line of that in curriculum, and then I'm on the back end of it in low X. So yeah,
Michelle Malinovsky (She/Her): yeah, we don't want to down to low act yet. Coordinate on that. I mean that the only thing I I think we can.
Michelle Malinovsky (She/Her): What we tried to emphasize in the workshops and in our conversations with faculty is to helping them understand that they're already doing this. Most of the faculty in some capacity have pieces of it already in there
Michelle Malinovsky (She/Her): campus, and then I think kind of comes back to maybe a little bit of what Fabio was asking is the narrative that we're trying to tell? Faculty is that we're not trying to give them more work. We're trying to help them revise what they're already doing, so that we
Michelle Malinovsky (She/Her): six.
Michelle Malinovsky (She/Her): And so it's. It just need to make it explicit in the learning outcomes. Yes, And so from a program perspective. If the students are taking English, one of our freshman English, one hundred and four
Michelle Malinovsky (She/Her): that we've talked about, They're getting that box checked. So then I guess it was kind of more on our perspective to try to change the narrative, to get the faculty, to recognize why, only relying on one course to do that. Isn't the best methodology,
Michelle Malinovsky (She/Her): and I I I don't know if I necessarily have an answer for you. I think that's something. We're all struggling with a little bit, but I I kind of comes back to that just trying to approach it from as many different angles as we can.
Michelle Malinovsky (She/Her): I don't know if that's helpful.
Michelle Malinovsky (She/Her): Nancy gave you a smiley face.
Cori Wilhelm: Um, and you've got your hand raised.
Ann Prior: Yeah, hi, um. So I think it's a really good presentation. I really like it. But where I am. Uh, we are kind of dealing with
Ann Prior: faculty. Who? I would put our library resistant.
Ann Prior: They have at the curriculum. They have said, Oh, we take that box because we do bring it in, or I've heard their speech on their
Ann Prior: programs, and we're good to go, and we have them come in once they absorb everything we say. Then they teach their students, and when we try to either embed ourselves or get them to come back again. They don't want to. So how do you get faculty on board? Who are library? Resistant
Lisa Hoff: I for the money?
Lisa Hoff: Just Um, but money doesn't hurt. Um.
Lisa Hoff: I think that. Do you? In on your campus? Are there any librarians on any of these types of committees like curriculum or learning outcomes
Ann Prior: and express that they needed to change a little bit. Um, she was told. No, we already got that checked off because we have library instruction, and
Ann Prior: we bring our class a library. They're not really wanting to change too much
Lisa Hoff: right, and that's that's what that's been sort of my experience. And um,
Lisa Hoff: you know my first couple of of years here, but I feel like that. Perspective has started to change. I mean it's slow moving. Um. But I think that, Sunny, the new sunny Jen, as we we really saw, as an opportunity to sort of take, take the lead and take charge on that, and really
Lisa Hoff: pulled people accountable for authentic assessment in in all of the in all of the areas. Um, not just, you know, one particular sunny Jen Ed. But if we're serious about them, then we have to be serious about all of them. Um!
Lisa Hoff: And actually do what we're saying. We're doing it. It's helpful When you have um people like mouth who has been also beinging the drum of information, literacy, and assessing information literacy on our campus. Um,
Lisa Hoff: um, you know, for for several years. He is also a voice in those committees. Um, that helps to legitimize um information literacy as something people should pay attention to. So I think it helps to have some allies on those committees that um
Lisa Hoff: it can. You know It's It's hard when you're the sole voice on the committee, saying, hey? Um! Should we should really talk about information, literacy, and everyone snaps back at you? No, we checked the box. It's fine, you know. We don't need more work to do. Um, I get that. That's
Lisa Hoff: that can be a real challenge, especially if it's a junior faculty member that's on that committee, and doesn't really feel comfortable, um, you know, making waves. Um, but I would say, um find some members on that committee or staff that committee, if you can, at your next election.
Lisa Hoff: Um bring some people, some brownies and cookies, and make friends. I don't I don't you know it's hard, and if we
Lisa Hoff: we've been really lucky on our campus that sort of the planets have sort of aligned for us a little bit on this, and the right people have been in the right place at the right time, and and there we took advantage of some momentum.
Lisa Hoff: Um, but I get that on some campuses that momentum isn't there, and you really need to start
Lisa Hoff: like figuring out how to create that momentum. But I didn't want to let you need Jenna
Lisa Hoff: go by us without taking advantage of that um opportunity.
Lisa Hoff: I'm sorry. And again I don't know if I answered your question or just commiserated with you
Ann Prior: a little, both it's good. Not alone in this.
Lisa Hoff: Yeah, no, definitely not.
Cori Wilhelm: Yeah. And it sounds like you really have an ally and milk. And he suggested in the chat, Um, maybe finding some more allies, or on campus to help Um, fab. You will ask in the chat, how long was your workshop? And was it just one session?
Michelle Malinovsky (She/Her): So uh we did. Uh they were an hour long uh so um that that middle, this middle couple of slides that we showed you guys, we spent more time discussing them in the actual hour,
Michelle Malinovsky (She/Her): and then we did four sessions total. The initial plan was to do two, and then, uh, after our nocule attended the first one. He liked it so much. He was like, Let's do two more. So we did. We all virtual. Yeah, and we did one on teams. That's right? Yeah, So we um. We offered four total, and they were an hour each,
Michelle Malinovsky (She/Her): and the participants um, they can only get paid once. But you know, Yeah,
Cori Wilhelm: hey? So are there any more questions? Um
in the chat or raise your hand?
Cori Wilhelm: I'm just gonna take this opportunity. I'm gonna put it in the chat and say, um, that we are always looking for more of these spotlights. This is amazing lease that I were just talking about something else
Cori Wilhelm: and info that came up, and she talked about this workshop, and I said, Oh, my gosh! I think folks want to hear about that. Please come present um. So if you or someone on your staff
Cori Wilhelm: um is doing awesome work like this, we want to share it out. I think this is um. This is
Cori Wilhelm: uh the power of to me that we can, you know, share these great ideas and best practices, and use each other um
Cori Wilhelm: to, you know. Keep spreading in the awesome work.
Cori Wilhelm: So it doesn't look like any more questions. I'm going to um pause. The recording.