The librarian as a supervisor: Facilitating the student’s research process

Maria-Carme Torras i CalvoUniversity of Bergen Library

Training the Trainers in Information Literacy WorkshopUNESCO

22 August 2008

Session 7 14.00-16.30

Part 1: Group work 60 min

5 min Introduction to the task30 min Scenarios: Group task15 min Summing up and discussion of

scenarios

Break 15 min

Part 2: Presentation 45 min

Part 3: Group work 30 min

The question

How can the academic librarian’s intervention best support the student’s research process?

• Student’s process & challenges• A model of librarian supervision to extend the

educational role of the academic librarian• Postgraduate supervision• Academic writing• Information searching behaviour

Phases in the postgraduate research process - humanities & social sciences (Handal & Lauvås, 2006)

Choice of topic

Defining research question

ReadingData collection

Draft writing

Draft rewriting and editing

Closure

Information search process (Kuhlthau, 2004)

Writing actions Other actions or strategies

Task initiation (Stage 1)Topic selection (Stage 2)

BrainstormingMind mappingFirst notesWriting for oneself

Reflecting on research ethics

Prefocus exploration (Stage 3)

Annotated bibliographyFirst outlinesProject statement

Focus formulation(Stage 4)

Listing and structuring keywords

Information collection (Stage 5)

Draft writingWriting for others

Critical evaluation of sourcesReferencing

Search closure(Stage 6)

Conclusion writing Final writing up

Ethical use of sourcesPresenting one’s work

(Torras & Skagen, 2006)

Information searching and writing as intertwining processes

Student challenges• Narrowing down a research question from a general topic• Dealing with large amounts of available sources / selecting what to

read• Evaluating information analytically and critically• Using terminology correctly• Using information creatively, i.e. transforming it into own knowledge

which is communicated in the student’s work• Structuring the text in a logical way• Constructing and supporting arguments• Expressing own views and supporting them• Drawing conclusions• Using information ethically• Referencing (paraphrasing, using sources to support arguments,

documenting sources)(Dysthe et al., 2000; Kamler & Thomson, 2006; Kulthau, 2004)

The psychological dimension• Uncertainty, confusion, frustration, anxiety at different

research stages (e.g. Kuhlthau, 2004; Cavallin, 2006; Dysthe, 2006)

• Uncertainty as part and parcel of the research process, but may hinder academic progress or lead to writer’s block.

Intervening in the student’s learning process

Nina and Hanna

Task initiation/ Topic selection (Kuhlthau 2004)

Creative idea development (Aalborg University Library 2006)

Uncertainty, confusion

How can students be assisted to face the challenges?

Traditional supervision - humanities and social sciences

Academic supervisor Student

Academic librarian

’ad hoc’ supervision (Handal & Lauvås, 2006)

Parties in the supervision process as a whole

Fellow students

Academic supervisor Student Academic librarian

(Torras & Sætre, forthcoming)

Supervision tandem: academic supervisor & academic librarian

Formalising the relationship

• ’Who does what and what do we do together?’• What kind of intervention should the academic librarian

have in the student’s research process?

Supervision tandemAcademic supervisor

Primary supervisor

Product and process supervisor

Academic librarian

Secondary supervisor (H&L,2006)

Process supervisor (H&L,2006)

Counsellor (Kuhlthau, 2004)

The academic librarian as a secondary supervisor

• Complementary but formalised role.• A resource person offering advice and assistance in her

particular area of expertise.• The academic librarian

– an expert in matters concerning information search and exploitation

– academic qualifications in a certain discipline– Experience with / knowledge about research process

The academic librarian as a process supervisor

• guides and encourages S to move on in her research process over time

• process intervention is especially important at initial stages of research process (Handal & Lauvås, 2006)– uncertainty– narrowing down a research question– obtaining a reasonable overview of the literature– adopting a critical stance to the literature (Kamler & Thomson,

2006)

The academic librarian as a process supervisor

• focuses on texts for thinking (Dysthe et al., 2000)– process-oriented. Texts for learning– private, informal and exploratory (mindmapping, brainstorming)– stimulate and clarify thoughts and ideas about a topic– tool for diagnosing where S is and for enabling her to move onto

the next phase

• does not focus on texts for presentation (final drafts and thesis and their quality)– product-oriented (reader, assessment)– reflect critical-analytical thinking

The academic librarian as a counsellor

• The info. searching process is ‘highly individual, creative, and personal’ (Kuhlthau, 2004, p. 119).

• S and L have a dialogue over time.• L assists S in her development of a research question,

choice of a search strategy and identification of appropriate sources at the different stages of her (re)search process.

• L guides S through the creative process of constructing meaning, that is, of seeking certainty and clarity in her academic work.

• As opposed to source-oriented intervention (identifier)

The academic librarian as a counsellorNon-controlling supervision style (Clark & Fry’s 1992

writing coach).

• S decides on what the supervision session will be about.

• L encourages S to express her own thoughts, problems and alternatives.

• L does not interrupt S to impose her own ideas.

• L takes notes or records the session for S.

The academic librarian as a counsellor• S talks, L listens, asks questions and gives positive feedback.

• L formulates ideas, suggestions and advice as questions. Questions as central supervision strategy (Dysthe et al., 2000):

• How would you describe the problem?• Have you got any ideas as to how to proceed now?• What do you think about this question?• Which of the solutions seems to be best?• What happens if you go for this alternative?

• Academic librarian as a problem spotter, rather than problem solver.

Intervening in the student’s learning processPAUL• Counsellor (Kuhlthau 2004). Facilitator, coach.• Focus on the student’s individual perspective,

state of knowledge and information needs.• Information searching as a dynamic, creative

and individual process.• Dialogue regarding student’s problem over

time.• The student redefines the problem with the

counsellor, determines strategy and identifies appropriate sources.

• Relevance of sources changes during the information search.

Intervening in the student’s learning processLENA• Identifier (Kuhlthau, 2004). Bibliographic paradigm.• Focus on information resources: A group of sources

is identified as related to the topic.• ’One size fits all’. No attention paid to the student’s

particular point of view, level of knowledge, or stage in the search process.

• No attempt to find out about user’s info. needs or to accommodate to them.

• Just identification of sources related to general topic (language acquisition).

• No specific advice on approach or suggestion of continuing dialogue with the mediator.

• Overwhelms and overloads Nina.

An alternative supervision constellation

Fellow students

Academic supervisor Student Academic librarian

(Torras & Sætre, forthcoming)

Learning as a social practice: Masters and apprentices at the academic library

• Kvale’s (1997) research apprenticeship: a model for organised group supervision at the library

• Hands-on workshops– Participating in communities of practice

• Dialogue• Scaffolding• Socialisation into the discipline

– Learning by doing• Acquire IL by doing IL related activities based on own work

– Evaluation through practice – Acquiring a professional identity, e.g. research ethics in using

information

Metacommunication about supervision• It should include the academic librarian

• Explicitly discussing supervision expectations, duties and strategies with S and AS will help delimit L’s supervisory roles in a way which satisfies all.– defining the partnership– reflecting on a multiplicity of supervisory roles

• Lack of metacommunication can have unfortunate consequences. – S might receive conflicting feedback from the AS and L – Both library and faculty staff might feel that librarians are

treading on ‘faculty territory’

Librarian challenges

• Challenges– Following up S throughout the process– Making organised group supervision relevant to S– Defining how their AS-L tandem is to share the

supervisory role in practice.– Costs

Rewards- S will be supported better in their research process- S’s acquisition of complex intellectual skills will be more

comprehensive. - AS will be partially or even totally relieved of some tasks. - For L:

- more adequate user education and contact with users- better insight into collection development needs, as

she will be more aware of faculty research areas. - professionalisation of L’s educational role.

Field-testing the model at UBLPilot project: organised individual and group supervision.

• Spanish and Latin-American studies MA programme• 15 MA students

• 6-hour workshop embedded in 2-day MA introductory seminar – compulsory– 2 library facilitators– learning outcomes, workshop content and activities negotiated

with academic staff• Critical evaluation of sources to adopt critical stance• Research ethics and use of sources• Literature searching for thesis writing

Field-testing the model• Secondary supervision (individual supervision)

– Included in the general supervision schedule• Assignment of supervisor• Evaluation of student’s preliminary research statement & supervision session• 3 weeks later, new supervision session• Submission of final research statement (max. 12 pages)• Further supervision sessions to be decided on

• Issues in the first supervision sessions:

– Narrowing down topic and formulating preliminary research question– Terminology– Getting started on the writing (process-oriented texts)– Working on the lit. review chapter:

• Gain overview of the literature• Critical stance to the body of literature to find one’s own voice

– Research ethics and use of sources

• Evaluation and (process-oriented) assessment

Preparing the student for professional life and lifelong learning

• Higher education also needs to prepare students for professional life. – Need to acquire and apply knowledge and skills to

solve authentic self-directed problems.– Need to deal with fragmented knowledge.– Need to cope with uncertainty and change. – CPD– Collaboration, creativity and innovation

(Fisher, 2003)

Back to our original question

How can the librarian’s intervention

support the student’s research process?

and promote lifelong learning?

The librarian as a supervisor

• Focuses on information literacy, which promotes skills, attitudes and knowledge supporting learning as a lifetime habit (e.g. critical thinking, problem formulation, information seeking).

• Does not present knowledge as a commodity to be acquired or delivered, but as a struggle to understand, frame and solve problems (Fischer, 2003).

The librarian as a supervisor

• Is in the supervision constellation: secondary supervisor• Is in dialogue with S and AL• Adopts a multiplicity of roles (Torras & Sætre, forthcoming)

depending on intervention type throughout S’s research process : counsellor, identifier…

• Is mainly process-oriented • Encourages S production of different text types from day one• Gives S the chance to participate in communities of practice

(workshops) • Takes into account psychological factors • Metacommunicates• Is willing to face the challenges because she believes in the rewards!

ReferencesCavallin, C. (2006) Gruppebasert veiledning med én veileder i masterstudier. In: Dysthe, O. & Samara,

A. eds. Forskningsveiledning på master- og doktorgradsnivå. Oslo, Abstrakt forlag, pp. 56-64.Clark, R.P. & Fry, D. (1992) Coaching writers. Editors and reporters working together. New York, St.

Martin’s press.Dysthe, O. (2006) Rettleiaren som lærar, partnar eller meister?. In: Dysthe, O. & Samara, A. eds.

Forskningsveiledning på master- og doktorgradsnivå. Oslo, Abstrakt forlag, pp. 228-248.Dysthe, O., Hertzberg, F. & Hoel, T.L. (2000) Skrive for å lære. Skriving i høyere utdanning. Oslo,

Abstrakt forlag.Fischer, G. (2003) Lifelong learning and its support with new media: Cultural concerns. In: Smelser,

N.J. & Baltes, P.B. eds. International Encyclopedia of the Social & Behavioral Sciences. Amsterdam, Elsevier, pp. 8836-8840.

Handal, G. & Lauvås, P. (2006) Forskningsveilederen. Oslo, Cappelen.Kamler, B. & Thomson, P. (2006). Helping Doctoral Students Write. Pedagogies for Supervision.

London: Routledge.Kuhlthau, C.C. (2004) Seeking meaning. A process approach to library and information services. 2nd

edition. Westport, Libraries Unlimited. Kvale, S. (1997) Research apprenticeship. Nordisk pedagogik, 17 (3), pp. 186-194.Torras, M.C. & Sætre, T. P. (forthcoming) Information literacy education: A process approach.

Professionalising the pedagogical role of academic libraries. Oxford, Chandos.Aalborg University Library (2006). SWIM2 English version. The concept [Internet], Aalborg University

Library, Denmark. Available from: <http://www.learningobjectsweb.dk/pdf/The%20SWIM2%20concept.pdf> [Accessed 16 November 2007].

Part 3 – Group work

Task 1. Learning activities

• Choose one or two activities• Think about the user education you provide in your institution.

Discuss how you would use the activities in - or adapt them to – your user education to promote information literacy and student participation in a community of practice. E.g.- In what kind of course/workshop?- To work on what learning goals?- For what student target group?

Activity 1- Where do you draw the line?In the examples below, number 1 is plagiarism and number 6 is not. Where do you draw the line?

1. Copying a paragraph verbatim from a source without any acknowledgement.

2. Copying a paragraph and making small changes-e.g. replacing a few verbs, replacing an adjective with a synonym and including the source list of the references.

3. Cutting and pasting a paragraph by using sentences of the original but omitting one or two and putting one or two in a different order, no quotation marks; in-text acknowledgement e.g. (Jones, 1999) plus inclusion in the reference list.

4. Composing a paragraph by taking short phrases of 10-15 words from a number of sources and putting them together, adding words on your own to make a coherent whole; all sources included in the reference list.

5. Paraphrasing a paragraph with substantial changes in language and organisation; the new version will also have changes in the amount of detail used and the examples cited, in-text acknowledgement e.g. (Jones, 1999), and inclusion in the reference list.

6. Quoting a paragraph by placing it in block format with the sources cited in text and lists of references.

(Source: Carroll, J. (2002). A Handbook for Deterring Plagiarism in Higher Education. Oxford, Oxford Centre for Staff & Learning Development, p.42.)

Activity 2. Defining the term ’social identity’

You are writing on social identity and you need to define this concept in your work. Compare the two sources below in terms of these criteria: Author(s), publisher, publishing date (currency), use of sources in the text, and target group.

• Source 1. International Encyclopedia of the Social & Behavioral Sciences, 2004, pages 7166-7170Identity: Social | PDF (70 K) | Related Articles

• Source 2. Wikipedia: http://en.wikipedia.org/wiki/Social_identity

(Source: University of Bergen Library 2008)

Activity 3. Gina’s term paper

Gina is writing a term paper on power relations in Mexican schools. She has found this picture on this internet site: randiweb.com/tag/mexico-city/ .

Can she use it as an illustration in her term paper in an ethical manner? Justify your answer.

(Source: University of Bergen Library 2008)

Part 3 – Group workTask 2

• How would you define librarian intervention that reallysupports the student in her learning process?

THANK YOU!

Maria-Carme.Torras@ub.uib.no