(Memo)

DATE: 31 December 1999

TO: INFORMATION COMPETENCE WORKING GROUP

FROM: Elizabeth Coonrod Martínez, Ph.D.
Sonoma State University

RE: FINAL REPORT ON SUMMER FELLOWSHIP

Abstract

I designed and taught a class not offered before in my department, a Research and Analysis course, and that class has now been included in the Master Catalog, and will be taught each Fall, required for the Spanish Major. The class was taught hands-on, in a computer lab, and on two occasions with librarian presentations. I encouraged collaborative participation in all exercises, to help foment trust and learning among peers. Students learned to refine searches using Help Tips, what search engines are, the differences between databases and Web pages, and to discern between several Web pages on the same topic using library criteria (we also did an exercise learning to search for jobs and post resumes). They received points for demonstrating the results of biographical research on Internet databases; for evaluating Web pages using the library criteria of Authority, Accuracy, Currency or Timeliness, Integrity and Objectivity; for producing an annotated bibliography; for putting their draft papers online using the course listserve; and for doing a Peer Critique, on the listserv; and for completing a final research paper containing referenced citations and bibliography.

On December 29, I made a presentation on the nature of this pilot class, titled, "Research & Critical Thinking as a Marketable Skill," for a panel on "What do I do with a Foreign Language Major," at the annual conference of the Modern Language Association. At the end of the panel, an assessment was noted that our presentations indicated that Foreign Language professors can no longer just teach language, but must be immersed, and immerse students in other global connections. This panel was prepared by a standing committee in the MLA which works to regularly update membership on changes and innovations in language teaching.

At Sonoma State, I am also planning to encourage this type of class for a G.E. requirement, during our evaluation and revamping of our G.E., beginning Spring 2000. I have had conversations with faculty in Communications, English, Psychology, and Philosophy departments, as well as librarians and the director of the Teaching and Learning Center.

Semester's Report

This is a report on a pilot class taught this Fall--a new class in my department--and follow-up to my proposal to find a way to get Information Literacy or Competence to be a requirement for graduation.

My motivations in beginning a project to help students develop the technological and intellectual skills to find, use and evaluate information were based on the following:

  1. Seeing a continuing (from semester to semester) lack of citations within final papers in my classes, and lack of a good accounting of the information that guided their writing.
  2. My involvement in teaching a Freshmen Seminar each Fall, where some library basics are taught, has made me more aware that students need a second stage during their college experience--at upper-division level--to renew principles of research. In their junior years, there is even greater applicability for library and Internet research, to relate to their majors, and also can connect better for them to real-life.
  3. I read David Mazzella's essay in the MLA journal Profession 1998 in which he described his work with students at the University of Houston, and his belief in the importance of teaching how to evaluate sources, and cite them appropriately, at the bachelor's level.
  4. I worry about ethics. From what students tell me, some professors do not want any citations at all, and others forbid use of anything from the Web, neither of which situations help students recognize authority, credibility and currency of material they are very to be reading. I wanted them to understand the differences in what they find and to make their own judgments--a skill that will be useful to them in any career they choose.

Preparation

I was more proficient in searching databases than in creating technological projects, therefore it was extremely helpful to me to take a one-week workshop on Web course page creation on my campus in early summer, and then the Information Competence Workshop at CSU-San Luis Obispo, where I learned many new tricks for locating and refining research, which enhanced my course. I translated SLO's instructions for an annotated bibliography, and also our library's evaluation of Web pages, as I teach my course in Spanish. These instructions were posted on my Web course page. I considered using WebCT, but experienced several problems with this on our campus, therefore created a simple Web course page with syllabus, with links to each "module," or steps requiring research and exercise, which completion accrues specific points. Completion of five modules, plus 10 points for attendance and participation, garners a total of 100 points.

I chose one required text, the MLA's Guide to Research for Undergraduate Students (1995) for required reading, as several chapters repeat information that our librarian's presentations would cover. My class was called "Literary Research Skills," although I have decided to permanently call it "Research & Analysis," for our catalog inclusion. From the first day of class I told students that I would hand out no syllabus, they must read it online. My course page is: http://www.sonoma.edu/m/martinez/span400.

Nature of Class

I wanted an interactive/collaborative environment, for two reasons: so that students learn to trust and ask questions of their peers, thus retaining and learning more than if research is pursued individually, and because students retain more by saying and doing, than just reading and hearing. I required group presentations in the first three modules, as well as an extra-credit exercise, and the fourth module required doing a Peer Critique. The first module was on how to locate biographical information, especially by use of the Internet. I arranged a librarian's presentation on Biographical/Genealogical Master Index (which then guides students to reference dictionaries), and other Internet searches. Each group sought information on two figures, and then presented this before the class. Students spent considerable time on this project, and their enthusiasm was evident.

The second module consisted of learning to evaluate and judge the authority, etc. of a Web page, following the guidelines for Web page evaluation on our library page (which I had translated to Spanish and linked to our course page). But first I led students through an evaluation of search engines, and their Help Tips, followed by an exercise where I gave them several xeroxes of Web pages on a Latin American topic, and had groups evaluate which were more worthy or authoritative. This was a great experience for having one group point out specifics that another group did not see. Each group then sought and prepared their own evaluations of two Web pages, presented before the class and demonstrated online.

After the completion of Module 2, I took students to another presentation by a librarian, this time only on databases, so that they would now see the difference from lay Web pages. Module 3 was for the research and creation of an annotated bibliography. This idea seemed especially foreign to students. Topics were assigned to each group and three class periods provided for time to research and prepare an annotated bibliography with 2 items per student. They were required to access my Spanish translation of SLO's instructions on creating an Annotated Bibliography. This module also served to teach and remind students how to properly cite a source, following MLA guidelines unless they preferred another. I stressed the proper (MLA) way to cite Web pages, and included an example on my course page. I encouraged students to seek/use items in their annotated bibliographies that they were considering for their final paper. Each group had to provide me with a typed, paper copy of their group's annotated bibliography. I will display one or two of these online, linked to my course page, for the next class.

Between modules, I led the class on an exploration of jobs on the Internet--demonstrating the URLs for Careerpath, Careercentral, Careermosaic, Hotjobs, the Riley Guide, and local employers Hewlett Packard and the George Lucas company in San Rafael. Most of these sites had ways to search for jobs requiring use of Spanish, and jobs in foreign countries. Although this exercise did not have to do directly with the course, it gave students a connection to the job world, after college, and they saw how to post resumes and search for specifics.

Module 4 had two parts, giving 10 points each: first to post a draft of their final papers online, then to make a Peer Critique online, which all students could read. I created a listserv for this class (since we were not able to use WebCT), where students were to provide as an attachment, or copy text into the email. For most of the students, this step was very difficult (principally because they had had no practice with this previously). Several did not get theirs up in time, and therefore a few students did not get the chance to peer critique. (One student handed a copy of hers, however, to the other student, who then wrote her Peer Critique online.)

The final module, which renders the most points, is to deliver a final paper (I did not require them to send it online, as I encouraged them to prepare a paper in this class for another class, therefore they made an extra xerox for me). While most of the class was spent in the computer lab, I provided several free class periods to conduct research and do group work, and then the last two weeks of the semester, there were no class meetings; I tried to get students to do all questions and comments online, including asking for an evaluation of the class--what each individual got out of it.

Successes

  1. Students quickly understood the differences between Web pages created by individuals, and those thoroughly documented and indexed in a database.
  2. They developed greater self-confidence in computer technology and how to research.
  3. Most enjoyed the process of working in groups.
  4. All began working earlier than ever before in the semester, on a final paper.
  5. When students act out, say and do what they are learning by means of group presentations in class, it will remain with them longer in future preparation of research and papers.
  6. Critical thinking on a question, a research topic, developed during each exercise, demonstrated orally in class, and in written evaluations of class (see Appendix).
  7. This class helped my students create better papers for their other classes. For these research and analysis exercises to be useful to students during their major, it is obvious they need this type of class early on in the junior year.

Problems

  1. Lack of computer readiness: Of 13 students in this class, only 6 own computers; the others use computers at the university. Those 6 plus 3 others did not have Internet accounts, and several did not even use their email account through the university. Therefore, more basic explanations had to be made early on, which actually provided a good learning experience for them. This also caused problems for some students toward the end of the semester, as it took a while for them to understand what a listserv is, and then to get in (two students had an email company that seemed to not function, because they tried several times to email to the listserv without success). As the end of the semester approached, they gave up and just gave me the final paper, thus missing a peer critique.
  2. Those two students who missed the opportunity of a peer critique, gave me an annotated bibliography with their final papers, a curious merger/error on their parts.
  3. Because they had just learned about databases, students occasionally went to the MLA database for information that was not a literature topic, i.e., they needed newspapers or a historical index. But this resulted in a good learning experience. For example, information on Chiapas was sought in the MLA, whereas I showed them the greater effectiveness for that subject in Ethnic NewsWatch. This problem actually became a great learning experience.
  4. I could not get students to email questions to me; they seemed to prefer seeing me in person or coming to my office with their notes. But this demonstrates the need for a professor in a lab for future classes.
  5. Finally, most of my students were doing a paper for another Spanish class, but students told me that this professor was asking them to just write their "feelings" and not cite. I tried to help them think about their thesis point, their own ideas about the work, and then back up their ideas with their citations or bibliography.
Each of these problems/discoveries helps me better prepare for next time I will offer this class.

Projects for Spring:

  1. This is actually happening between semesters, on Dec. 29--my presentation of this class at the MLA annual conference, for a panel called "What do I do with a Foreign Language Major." I talked about the creation of my pilot class, and strategies to develop critical thinking through research, and how this endeavor promotes job marketability.
  2. Beginning Spring semester, our campus is gearing up to evaluate and perhaps re-structure our G.E. system, including creating a "lab" environment where faculty teaching in the same category can compare and learn from each other. While this project begins with existing G.E. classes, it will then move to an overall review, where I plan to press for the importance of an Information Competence class as a graduation requirement--linking this type of class taught in other majors.

Future Plans:

  1. I will teach this class again in Fall 2000, and now have some authentic papers and annotated bibliographies to link to my course page, to help guide new students.
  2. I will take a second weeklong computer workshop on creating Web Courses in January, to learn more techniques--also to evaluate whether WebCT, eCollege, or some other self-contained Web course package works best for me.
  3. I will work with the librarians to link my course page to their instructional pages.
  4. With librarian Karen Brodsky, and Teaching/Learning Center director Tom Nolan, we will begin monthly informational sessions for faculty on Information Competence. With these sessions, we hope to encourage other faculty interest, and support for a G.E.-upper division requirement for this type of class.

Summary

Finally, I am even more convinced that an open-ended class would work well because it takes different students different periods of time to learn the many facets of each item they are accessing and distinguishing from another. For example, many students enjoyed learning how to construct an annotated bibliography, i.e., how to synthesize information gleaned from a reading. But some thought that was the type of bibliography to deliver with a final paper. In other words, they were not distinguishing "bibliography" as one thing, and annotated bibliography" as another. I also explained the use of terms "cited works" and "bibliography" and their differences, to help their understanding. But this takes time, and use. Likewise, students did not know the difference between a Website page, and an academic or scientific article in a database. This was one of the most significant learning experiences pointed out in their comments (see Appendix).

It would be helpful if classes in the student's major requested each item (evaluation of a Web page, and of a database essay; a biographical research project; an annotated bibliography; a peer critique of another student's paper; and a final paper) required in my class/lab, where students learned how to do each item and then delivered each to the class requesting the same. Each item completed could provide one unit toward a multi-unit class or lab, and thus each unit would indicate completion of expected outcomes assessing information competence. I am planning to create a tutorial on "Basic Internet Research Steps and Exercises to teach students Information Competence," to help guide faculty. This would include the essence from my class taught in Spanish, and the steps could be delivered/accessed online, although would be best learned by hands-on involvement and demonstration.

I would like to be involved in any future projects of the Information Competence Working Group to help involve more faculty in considering the importance of information literacy and requiring this competency for graduation. But most importantly, I will work on promoting understanding of this issue on my campus.

cc: William Babula, Dean, Arts & Humanities

Philip Beard, Chair, Modern Languages & Literatures

Appendix

STUDENTS' COMMENTS ON RESEARCH CLASS
December 1999

I learned that others like me, also have questions [about computer technologies]. . .This class gave me more confidence to ask for help. I also finally learned how to look in books, reference dictionaries, and indexes. . . .And I had never thought about the credibility of Web pages.

. . .Now I feel like I can use Internet databases freely, and also ask reference librarians for guidance. Also, in this class I learned how to use email, which made it easier to ask another professor questions. And I learned how to properly document bibliographies, which was required in my Education (teaching credential) class.

This class helped me in different ways. First, to know the terminology in Spanish for computer terms, now I can use the Spanish search engines. Also, how to more efficiently make my searches. There is a lot more out on the Internet than I knew.

In this class I have principally learn how to make better use of the library services, for example, reference dictionaries and databases. I have also learned how extensive the Web is. However, it was difficult having to work in groups, since they did not always cooperate with me.

Before I took this class I did not know what the databases were, now I know where there is a lot more information to help me do research papers. I also learned how to cite correctly.

I found this class to be very useful for my research skills. To honestly tell you the truth, prior to this class I had not used the library to research any materials. I was actually embarrassed to admit that I had no idea how to use the library system. I now feel much more comfortable and find it not intimidating to find the information I need. This class [also] taught me to evaluate the Internet information better, [i.e.] to discriminate what was valid and pertinent information and what was not. I think that this class is definitely a worthy class and I hope to see it stay permanently on the curriculum.

I already knew how to do many of the searches we learned here, but I know for most others, it was a first learning experience. For me, I learned a lot about the quality of information that is found on the Web. Also, I learned how to do better basic searches and to find more information about any subject. A very important thing I learned was how to do an annotated bibliography; I know that technique will always be helpful to me, to synthesize things.

. . .I no longer feel overwhelmed by journals and Web pages and search engines, and better yet, now I know what each one is! Now I know how to find valid information online and can look for detail that may help me decifer if a Web page is authentic and current. I now know that there are many different magazines and search engines all in Spanish, which is quite helpful. I think this course is something that should be offered in every major as a prerequisite for upper division courses so that teachers are not still wading through papers full of false information in senior level classes. . . .I only wish my other major, Psychology, had offered a class like this my freshman or sophmore year so that when I got onto the Internet I didn't feel like I was pulling a fast one over on my teachers if I quoted something from a web page!

I did not know how to do a bibliography correctly before this class. I also learned to have more confidence in how to use the many sources on the Internet, and also the library and the databases. I also learned from the librarian's presentation how to use the Interlibrary loan. I know I benefited a lot from this class, not just for my Spanish classes, but for the others too.

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