Wiping out the Wipe-Out
Effect:
Reinforcing Information Literacy
with Coordinated Instruction in
ENG 101 and COM 103
Meg Frazier – Bradley University Cullom-Davis Library
Jan Frazier – Bradley University Communications
Deb Burgauer – Bradley University English
Who We Are:
Meg Frazier: MLS in 1989 from UT-Austin
At Bradley since 1998
Information Literacy Librarian
Liaison Areas: Engineering, Computer Science, and Theatre
Jan Frazier: (Not related)
BA and MA at Bradley University
25 years in secondary schools
Author of 13 novels
4 years at BU as adjunct faculty (English, Communication,
Education Depts)
Last 2 years as full-time faculty in Communication Dept.
Deb Burgauer: Ph.D. in 2004 from ISU, English Studies with
Composition concentration
Been teaching ENG 101 for 30 years
Who We Are:
Bradley University: Private,
undergraduate institution with graduate
programs aimed at returning professionals
-- 5,000 undergrads/ 1,000 graduates
Reinforcement from the
Classroom Faculty
English 101 Deb Burgauer
Reinforcement in Library
Sessions
Meg Frazier
Overview of English 101 and
Communication 103
Library Instruction
•English- 2 Library Sessions-Plus some type of
reinforcement from classroom faculty-22-24 Sections
Principles Instructional Design
Meg Frazier
•Create questions and situations that ask the student to
perform realistic tasks in realistic settings.
•Provide relevant practice of the skill in question.
•Help them find the context clues that will aid memory.
•Asking student to make decisions helps to get information into
memory and aids in retrieval practice.
•Providing feedback for incorrect answers allows students to
correct misinformation and practice retrieving information
from memory.
•Repetition and Spacing can aid in reinforcement .
From Robert Mager and Will Thalheimer
Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.
What I Do in Exercises
Meg Frazier
•Ask them where they should go to find, rather then tell
them where to go
•Have them look for context clues in the search tool that
will help them either revise their search or find more
“like this”
•Only go over the pieces of the exercise packet with
which students have the most problems
•Use the framework questions to connect with previous
ideas, look at common misperceptions
Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.
Finding Books via the Library Catalog.
Names:
•Find the library Catalog from the Library Web Page
Read the Search examples on the Catalog page
What search would you do, if you know the title of the book you are looking for?
When would you do an Anyword Anywhere search? And when would you do a
Subject search?
Key words are words that relate to the topic of the book you are looking for: Write
down 2 or 3 keywords that relate to a book you need for a paper on
Educational Reform.
Try some of your keywords to find one book
Where is the book located? What is its call number?
Make sure you are in the full-view of the record of the book and look at the Subject
Headings (Subject LCSH) Follow the Subject Heading links to other books. Keep
following and looking until you can write down 3 or 4 subject headings that relate to
the book you need for paper on Educational Reform.
Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.
Reference Book Browsing and Using the Catalog
Go to the Reference Area and find your team’s Reference Book.
Use the Outline of the Library of Congress Classification System and find the Class
Code (2 letter beginning of the Call number) for your team’s reference book .
Note the Discipline and the Class Code from the Library of Congress Classification
System.
Using your given reference book, find an article that could be used as the topic for a
paper or speech.
Note the article title.
Now find the library catalog on the library’s web page, (library.bradley.edu), then
search for books that would be useful for the topic (of the exercise).
Note the keywords used to search.
Click on the hot linked title of the book and examine the Subject (headings). Follow
the subject headings links to other books. Keep following and looking until you can
write down 3 or 4 subject headings that relate to the topic (of the exercise).
Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.
Index (Article Database) Exercise
What is the link on the Library’s web page that leads to indexes that can be used to find articles?
Now look for the link that will lead you to Indexes organized by their title.
Then clink on the link for the index Academic Search Premiere .
Compare Two Searches:
Search one: at the main search page, search
Search two: at the main search page, search
School Reform
School Reform
in the default (keyword) mode of searching.
as a Subject search.
What are some of the differences between the Keyword search and the Subject search?
Part II
Switch to a new index, Project Muse.
Project Muse allows you to browse Library of Congress Subject headings as a way to find articles.
Click on the Article Search tab, and then from the search page look for the “Browse Subject Headings for Articles” option from the
Options box.
Type
Educational
into the search box and then browse the subject headings to find 3 subject headings that will give you
most articles that would be useful for a paper on school reform.
List the 3 subject headings.
Part III
Switch to a new index, Wilson Omnifile.
Wilson Omnifile, like most indexes, offers ways to revise, focus or narrow your search. Use the search School Reform
from
the main search page and then examine the results page for 3 ways that the index shows to revise, focus or narrow the search.
List 3 ways:
List of Journals, Magazines and Newspapers
What is the link on the Library’s web page that leads to a list of which journals, magazines, or newspapers (periodicals) are available in any
format through the library?
Click on the link that will lead you to the list of periodicals available,
Then search for journal title Science (TIP: Click on the button Exact to search the one word title Journal)
Which formats of the journal has issues of the journal from 2009?
Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.
Framework questions
What does a catalog do?
What are its limitations?
What does an index do?
What are its limitations?
What does a Subject Heading do?
Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.
Final Library Reinforcement:
Meg Frazier
Assessment:
5 Things I learned in the Library Session
Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.
Reinforcement Between Classes: Communication 103
Jan Frazier
Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.
Why Introduce These Exercises?
Jan Frazier
•Help students recall what they know
•Opportunity to ask questions for
clarification
•Allows me to know what to teach
•Remind and reinforce what gets taught
in library sessions and English101
Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.
Communication 103
Library Exercises
Jan Frazier
Fall Classes
•Homepage of Library
•“Exercise in Finding Resource
Material”
•Meg’s two-day library session
•Post-packet of questions
Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.
Communication 103
Library Exercises
Jan Frazier
Spring Classes
•Review the BU library page
•Few additional exercises to reinforce
•Further reinforce with post-packet of
questions (previously seen)
•CQ Researcher Exercise
Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.
What I Do Besides Using
Classroom Exercises
Jan Frazier
•Physically take students to the library
oWork on outlining, finding material,
narrowing topics, etc. (one-on-one)
oThey find material for research
oCan use the Reference Desk
•Tour of library
Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.
GOALS OF COMBINING ENGLISH
101 AND COMMUNICATION 103
Jan Frazier
•Informal discussion to formal “pilot” course
•Same students together in both classes all
semester
•Reinforcements from Eng 101, Com 103, and
the library
•Researching only once (speech and essay)
•Corresponding to “real life” internship –
Research – Write – Talk
•Through research and reinforcement, we hope
the students will remember that these tasks
are techniques used in all subjects.
Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.
Who should use the Librarian and
Library Resources?
Jan Frazier
•Many instructors think that it’s not their job
•English instructors are “closer” to the
librarians
•I’m trying to “educate” the Communication
instructors
oShare exercises with the chair person
oNot ask “if” they will use reinforcement
projects, but rather “how”
•Talk to adjunct faculty
Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.
How Do You As Librarians Get
Instructors On Your Side?
Jan Frazier
•“Elevator
pitch”
•The writer’s pitch
•You conjure a “pitch”
•Find “student-oriented” instructors
•How do I try to persuade teachers to
use library reinforcement?
Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.
Thoughts To Take Away
Jan Frazier
•Remember that most instructors are
afraid of the library
•Be friendly
•Have a “pitch” ready
•Find student-oriented teachers
•Be willing to take time to share your
library and your knowledge!
Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.
Wrap-Up Questions
How Do You Currently Use Reinforcement?
What Kinds of Reinforcement Will You Try
After This Conference?
Wiping out the Wipe-Out Effect: Jan Frazier, Meg Frazier, Deb Burgauer---Bradley University.