Faculty Teaching and Librarian-Facilitated Assignment Design

Wishkoski, Rachel; Lundstrom, Kacy; Davis, Erin

doi:10.1353/pla.2019.0006

Cited by 17 publications

(13 citation statements)

References 28 publications

(15 reference statements)

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“…A future article will present an in-depth analysis of the longer-term significance of the first workshop, using interviews conducted with faculty after assignment revision and implementation to surface themes about faculty approaches to teaching, student learning, and library involvement (Wishkoski, Lundstrom, & Davis, 2019).…”

Section: Resultsmentioning

confidence: 99%

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Librarians in the Lead: A Case for Interdisciplinary Faculty Collaboration on Assignment Design

Wishkoski¹

2018

Comminfolit

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Assignment design provides a potential niche for librarians to fill in improving research assignments and in providing opportunities for interdisciplinary collaboration on teaching, but this can be difficult work to claim as librarians. In the 2016-2017 academic year, a team of three librarians at Utah State University, a mid-size research university, piloted an assignment design workshop for faculty. Based on a model developed by the National Institute for Learning Outcomes Assessment (NILOA), our workshop's core component was a structured, librarian-facilitated small group discussion among three to four faculty members from a range of academic departments. Interdisciplinary conversation about teaching research skills thrived in these discussions (called "charrettes"), with librarians uniquely positioned to encourage knowledge sharing in service of student learning and success. This article presents three iterations of our workshops as a case study in information literacy intervention outside traditional classroom instruction sessions, extending and redefining the role of the academic librarian as a partner in teaching and learning.

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Section: Resultsmentioning

confidence: 99%

“…Even if I try to broaden it, I just don't have the background that other people in that group had to have new eyes on it." A future article will discuss other themes and implications for teaching, learning, and library collaboration emerging from these post-charrette interviews (Wishkoski, Lundstrom, & Davis, 2019).…”

Section: % 50% -mentioning

confidence: 99%

Librarians in the Lead: A Case for Interdisciplinary Faculty Collaboration on Assignment Design

Wishkoski¹

2018

Comminfolit

Self Cite

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“…Overall, Charrettes have been shown to be effective tools for building intergroup collaboration toward a specific objective, even when groups have different backgrounds and expertise (Wishkoski et al, 2019). Charrettes are most effective when participants are involved throughout the decision-making process, and are approached as true collaborators, as opposed to focus group members or consultants, making CBPR and the Charrette process highly compatible with one another (Hughes, 2017;Samuel et al, 2018).…”

Section: Charrette In Community-based Participatory Researchmentioning

confidence: 99%

Utilizing CBPR Charrette in Community-Academic Research Partnerships – What Stakeholders Should Know

Smith

Winkler

Towne³

et al. 2020

Journal of Participatory Research Methods

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The purpose of this article is to describe how researchers and community stakeholders can use Charrette processes to effectively build partnerships and stimulate successful community-based participatory research (CBPR). The term "Charrette" originated in the architectural design field. Kotval et al. (2014) described the Charrette as "a process of collaboration, intense dialogue and deliberation among participants to promote understanding and facilitate planning activity" (p. 494). The use of Charrette in CBPR is still an emerging concept in the literature, however, a few key studies have demonstrated that Charrette is a promising tool for CBPR researchers and stakeholders. Kennedy's (2017) eight Charrette characteristics serve as an evaluative framework for examining the use of the Charrette in the two CBPR projects described in this paper. These cases illustrate how the CBPR Charrette was tailored to fit the needs of the project stakeholders. Recommendations for utilizing the CBPR Charrette are discussed, and important considerations are highlighted for community and academic groups who engage patients and community stakeholders in the research process.

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“…Following a series of assignment design workshops hosted by the libraries at Utah State University, librarians examined participating faculty's experiences with the assignment design process (Wishkoski, Lundstrom, & Davis, 2019). Faculty described the need to overcome initial feelings of vulnerability before they were able to benefit from the conversations about teaching and designing assignments with librarians (Wishkoski et al, 2018;Wishkoski, et al, 2019). Librarians involved in the IMPACT program have also learned through first-hand experience working with instructors that librarians must strive to empathize and build trust with the faculty with whom they are working to integrate IL into courses (Flierl, Maybee, Riehle, & Johnson, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Academic Librarians’ Experiences as Faculty Developers: A Phenomenographic Study

Flierl¹,

Maybe²,

Fundator³

2019

comminfolit

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Academic libraries are integral to the teaching and learning missions of colleges and universities. Yet, libraries continue to face substantial challenges in their work to advance student learning, especially regarding the sustainability and scalability of their instructional efforts. This paper describes a phenomenographic research project that investigated the varied experiences of Purdue University Libraries faculty members participating in the IMPACT faculty development program. The findings suggest that academic librarians are capable of acting as faculty developers who can engage faculty in conversations, which may or may not relate to information literacy, to advance student-centered teaching and learning environments.

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Faculty Teaching and Librarian-Facilitated Assignment Design

Cited by 17 publications

References 28 publications

Librarians in the Lead: A Case for Interdisciplinary Faculty Collaboration on Assignment Design

Librarians in the Lead: A Case for Interdisciplinary Faculty Collaboration on Assignment Design

Utilizing CBPR Charrette in Community-Academic Research Partnerships – What Stakeholders Should Know

Academic Librarians’ Experiences as Faculty Developers: A Phenomenographic Study

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