Learning Through the Learning Through the Inquiry Process: Vital Roles Inquiry Process: Vital Roles

for Librariansfor Librarians

Carol C. KuhlthauCarol C. KuhlthauRutgers UniversityRutgers University

DMACC Information Literacy ForumDMACC Information Literacy ForumJune 14, 2006June 14, 2006

Question 1Question 15 strategies to Improve the Inquiry 5 strategies to Improve the Inquiry

ProcessProcess 1.Build on process across grade levels – build in progression and 1.Build on process across grade levels – build in progression and

practice. Build in skill instruction: Better searching technique practice. Build in skill instruction: Better searching technique instruction – more effective use of search engines – Boolean instruction – more effective use of search engines – Boolean searching. Builds teacher awareness of the process – common searching. Builds teacher awareness of the process – common language and approach. language and approach.

2. Teacher librarian participates in process of evaluation, e.g. 2. Teacher librarian participates in process of evaluation, e.g. Pretest on process, assessment on note taking, bibliographies, not Pretest on process, assessment on note taking, bibliographies, not just format but diversity/quality of sources. just format but diversity/quality of sources.

3. Administrative support for classroom teacher collaboration with 3. Administrative support for classroom teacher collaboration with teacher librarian…expectation from principal that classroom teacher librarian…expectation from principal that classroom teachers will partner. teachers will partner.

4. Charting as a strategy – having students visualize ideas – graphic 4. Charting as a strategy – having students visualize ideas – graphic organizers – flowchartsorganizers – flowcharts

5. Encourage a variety of formats for final product, could be oral 5. Encourage a variety of formats for final product, could be oral presentations, visuals, simulations, use of technology, eg. Podcasts, presentations, visuals, simulations, use of technology, eg. Podcasts,

Question 2Question 2Process and Systematic TeachingProcess and Systematic Teaching

Keywords—Teach strategies for identifying Keywords—Teach strategies for identifying the terms relevant to an information need.the terms relevant to an information need.

Structure of materials—Teach text features Structure of materials—Teach text features and conventions—whether print or and conventions—whether print or electronic.electronic.

Structure of Databases—Teach common Structure of Databases—Teach common elements & techniques for executing and elements & techniques for executing and evaluating searches.evaluating searches.

Question 3Question 3Promote roles of advisor/counselorPromote roles of advisor/counselor

1. Climate / Culture1. Climate / Culture 2. Communication2. Communication 3. Collaboration3. Collaboration 4. Identity – Teacher Librarian4. Identity – Teacher Librarian

Proud of what we do – Pre-ServiceProud of what we do – Pre-Service 5. Curriculum5. Curriculum

Question 4Question 4Foster Exploration and FormulationFoster Exploration and Formulation 1. Encouraging students to be broad when 1. Encouraging students to be broad when

exploring a topic and then narrow the topic exploring a topic and then narrow the topic to something they are interested in with to something they are interested in with scholarly potential. scholarly potential.

2. Encouraging terminology exploration, 2. Encouraging terminology exploration, creation of word bank lists, connecting creation of word bank lists, connecting relationships with words and concepts. relationships with words and concepts. Use topic searching within a database.Use topic searching within a database.

Question 4Question 4Foster Exploration and FormulationFoster Exploration and Formulation 3. Introduce overview sources (subject 3. Introduce overview sources (subject

encyclopedias) and have them pick out a source encyclopedias) and have them pick out a source that relates to a topic of interest. Use the that relates to a topic of interest. Use the overview sources bibliographies to search out overview sources bibliographies to search out other sources and topic experts.other sources and topic experts.

4. Encourage journaling about the research 4. Encourage journaling about the research process to connect exploration stage and process to connect exploration stage and formulation stage. Journaling could include formulation stage. Journaling could include writing lists of topic questions and the KWHL writing lists of topic questions and the KWHL strategy.strategy.

Question 4Question 4Foster Exploration and FormulationFoster Exploration and Formulation 5. Bring the model of the information 5. Bring the model of the information

search process to class to show students. search process to class to show students. Possibly setting up a demo of the search Possibly setting up a demo of the search process showing the pit falls of skipping process showing the pit falls of skipping steps in the research process.steps in the research process.

Question 5Question 5Recent Reference InteractionRecent Reference Interaction

Strategies to improveStrategies to improve Librarians understanding the process and Librarians understanding the process and

feelings of the students and being able to feelings of the students and being able to acknowledge their feelings as well. acknowledge their feelings as well.

Librarians working together and showing that Librarians working together and showing that their searches can be ineffective as well. their searches can be ineffective as well.

Not having canned searches prepared in Not having canned searches prepared in class, and taking a topic from the class class, and taking a topic from the class enables the students to see the process of enables the students to see the process of searching databases in action.searching databases in action.

Question 5Question 5Recent Reference InteractionRecent Reference Interaction

Strategies to improveStrategies to improve Sympathize with the plight of the student.Sympathize with the plight of the student. Determine which stage in the process of Determine which stage in the process of

writing they are going through. Do they have writing they are going through. Do they have a focus or a statement? Do they have a a focus or a statement? Do they have a grasp of what the assignment entails?grasp of what the assignment entails?

Tell them that they can come back if they Tell them that they can come back if they need more help, or if they can’t find their need more help, or if they can’t find their source or information.source or information.

Question 5Question 5Recent Reference InteractionRecent Reference Interaction

Strategies to improveStrategies to improve Follow up with the students, give them Follow up with the students, give them

another opportunity to ask for help.another opportunity to ask for help.

Question 6Question 6Barriers and StrategiesBarriers and Strategies

Existing BarriersExisting Barriers FacultyFaculty

• Design & structure of assignmentsDesign & structure of assignments• Not sharing assignments with librariansNot sharing assignments with librarians• Assume students have more abilities than they doAssume students have more abilities than they do• Their own lack of experience with research Their own lack of experience with research

process and resources in light of expectations for process and resources in light of expectations for studentsstudents

Question 6Question 6Barriers and StrategiesBarriers and Strategies

Existing BarriersExisting Barriers StudentsStudents

• Unsure about assignmentUnsure about assignment• Don’t know to, or afraid of, asking for helpDon’t know to, or afraid of, asking for help• Feel they are supposed to know what to doFeel they are supposed to know what to do• Past negative experiences with librarians or lack of Past negative experiences with librarians or lack of

library experienceslibrary experiences• Time management issuesTime management issues• Principle of least effort – no engagement with Principle of least effort – no engagement with

research process or assignmentresearch process or assignment

Question 6Question 6Barriers and StrategiesBarriers and Strategies

Existing BarriersExisting Barriers LibrariansLibrarians

• May seem unapproachable (maybe not…)May seem unapproachable (maybe not…)• Or, busy with other patronsOr, busy with other patrons

Question 6Question 6Barriers and StrategiesBarriers and Strategies

StrategiesStrategies FacultyFaculty

• Offer in services about research processOffer in services about research process• Request assignments in advanceRequest assignments in advance• Engage faculty in conversations about assessmentEngage faculty in conversations about assessment

StudentsStudents• Guide them toward topic they are interested in Guide them toward topic they are interested in • Demystify the research processDemystify the research process• Encourage them to get clarification from instructors Encourage them to get clarification from instructors

and to come back to us for further helpand to come back to us for further help LibrariansLibrarians

• Be approachableBe approachable• Don’t do it all for themDon’t do it all for them

Question 7Question 7Partnerships and StrategiesPartnerships and Strategies

Possible PartnershipsPossible Partnerships Collaboration/relationships with faculty, TAs, administration, studentsCollaboration/relationships with faculty, TAs, administration, students Work with anyone who is willingWork with anyone who is willing Collaborating librarians working with faculty/programsCollaborating librarians working with faculty/programs Work with other departments/specialists such as writing labs, Resource Centers, Work with other departments/specialists such as writing labs, Resource Centers,

Student Support ServicesStudent Support Services Work with faculty planning committeesWork with faculty planning committees

Strategies to ImplementStrategies to Implement Creating professional relationships with faculty (ie: working with Creating professional relationships with faculty (ie: working with

research/projects)research/projects) One-on-one interaction (“come to them”)One-on-one interaction (“come to them”) Build casual relationships through informal meetingsBuild casual relationships through informal meetings Build librarians’ skills--update our knowledgeBuild librarians’ skills--update our knowledge Work with curriculum planning to realize importance of library role in classesWork with curriculum planning to realize importance of library role in classes Work with the administration to boost awareness of library role in/on campusWork with the administration to boost awareness of library role in/on campus Librarians need to be more visible in the library setting (roving)Librarians need to be more visible in the library setting (roving)

Question 8Question 8Zone of InterventionZone of Intervention

What does it look likeWhat does it look like Unique for each studentUnique for each student Student panic/confusion/frustration/intimidationStudent panic/confusion/frustration/intimidation Lack of awareness about what services/resources are Lack of awareness about what services/resources are

available, sometimes cultural differencesavailable, sometimes cultural differences Student may seek help, but not alwaysStudent may seek help, but not always Completely changing topics out of frustrationCompletely changing topics out of frustration Jumping from selection to collection without Jumping from selection to collection without

exploration stageexploration stage Looking for “that one article”Looking for “that one article” False confidence or students expect that they False confidence or students expect that they

“should” know“should” know

Question 8Question 8Strategies for InterveningStrategies for Intervening

Encouraging contact pointsEncouraging contact points Increase awareness of library resources/servicesIncrease awareness of library resources/services Collaborate with faculty to encourage Collaborate with faculty to encourage

staged/graduated assignments—multiple contact staged/graduated assignments—multiple contact points with studentspoints with students

• Ex. Annotated bibliographies including sources explored but Ex. Annotated bibliographies including sources explored but not used for assignmentnot used for assignment

Work with learning communities/First Year SeminarsWork with learning communities/First Year Seminars Build librarian consultation into assignmentBuild librarian consultation into assignment Librarian listed on syllabusLibrarian listed on syllabus Roving referenceRoving reference Rethink physical location/availabilityRethink physical location/availability

Question 8Question 8 Strategies for Intervening (cont.) Strategies for Intervening (cont.)

At Point of ContactAt Point of Contact Backup to exploration stage—focus on process, not Backup to exploration stage—focus on process, not

sourcessources Talk through process aloud as situation allowsTalk through process aloud as situation allows Incorporating instruction into reference interactions—Incorporating instruction into reference interactions—

include higher level skills such as evaluatinginclude higher level skills such as evaluating Helping students choose sources, not first 5 resultsHelping students choose sources, not first 5 results Staged reference, i.e. “Do this part and come back”Staged reference, i.e. “Do this part and come back” Encourage student use of search log, i.e. “what I’ve Encourage student use of search log, i.e. “what I’ve

done so far”done so far”

Question 9Question 9Model of the Information ProcessModel of the Information Process

Effect of Students’ FeelingsEffect of Students’ Feelings Fear and confusion may “paralyze” student Fear and confusion may “paralyze” student

until he/she receives assistance from until he/she receives assistance from instructor or librarianinstructor or librarian

Type of student (nontraditional, traditional, Type of student (nontraditional, traditional, transfer, graduate, undergraduate, etc.) transfer, graduate, undergraduate, etc.) affects the knowledge and comfort level but affects the knowledge and comfort level but they still go through the same processthey still go through the same process

Pride may prevent student from seeking Pride may prevent student from seeking helphelp

Question 9Question 9Model of the Information ProcessModel of the Information Process

Effect of Students’ Feelings (continued)Effect of Students’ Feelings (continued) Lack of interest can derail the exploration Lack of interest can derail the exploration

stagestage Satisfaction or disappointment with results will Satisfaction or disappointment with results will

affect how student approaches the affect how student approaches the information search process in the futureinformation search process in the future

Question 10Question 10Assessment and OutcomesAssessment and Outcomes

Outcomes that Show ImprovementOutcomes that Show Improvement Using assessment to go back and change Using assessment to go back and change

curriculum—and change what we do.curriculum—and change what we do. Feedback comes from teaching faculty, Feedback comes from teaching faculty,

search logs, journals, pre- and post- search logs, journals, pre- and post- assessment tests, assignment-specific assessment tests, assignment-specific progress assessments, student satisfaction progress assessments, student satisfaction surveys, formal products, (SAILS), and surveys, formal products, (SAILS), and surveys of reference interactions. surveys of reference interactions.