Collaborative Journey: Faculty-Librarian team teaching the Capstone and Dissertation literature reviews

Presenter(s) Information

Olga Koz MLS, DM, Kennesaw State UniversityFollow
Anete Vasquez, PhD, Kennesaw State UniversityFollow

Start Date

3-22-2018 1:15 PM

End Date

3-22-2018 2:15 PM

Author(s) Bio

Dr. Olga Koz, MLS, DM Graduate Education Librarian at the Kennesaw State University An experienced librarian and an instructor who worked in research, public, and academic libraries for more than 30 years. During her career, she applied her education and expertise in research, psychological consulting, teaching, information, and media management to the myriads of projects that innovate and transform learning, teaching, knowledge sharing, and libraries. Dr.Vásquez is an associate professor of Curriculum and Instruction in Kennesaw State University’s Department of Secondary and Middle Grades Education. Her research interest is in preparing pre- and in-service teachers to work with all learners. To this end, she has written/edited two books Talking Diversity with Teachers and Teacher Educators (2014) and Teaching Language Arts to English Language Learners (2013). She has also published in The ALAN Review, English Journal, Voices in the Middle, Action in Teacher Education, and Teaching and Learning Inquiry: The ISSOTL Journal. Her current research is a longitudinal case study examining how teachers experience teaching diverse learners and meeting the needs of all of their students.

Description of Proposal

Teaching how to review literature for a thesis, capstone project or dissertation is often a daunting endeavor. Librarians traditionally are invited to assist students with only one of the associated tasks, searching for relevant literature. The presenters of this session (an instructor and an academic librarian) developed a co-teaching model of a literature review that guides students through the multiple processes of finding, analyzing and synthesizing prior knowledge in their fields of study. The presenters offer an interactive 50 min workshop in which audience will have a chance to:

1) Examine the co-teaching model and create a framework for establishing a similar collaborative experience with instructors in their institutions.

2) Discuss how to leverage an instructor's and an academic librarian's perspectives and expertise for purposes of the development of graduate students' critical thinking and research skills.

This session proposal stems from a two-year action research study which analyzed the impact of various teaching methods and strategies for graduate students’ literature reviewing and research skills. The study revealed a collaboration sweet spot; the most significant gains accrued when the librarian provided input into syllabus, assignments, and rubric design, created learning modules and engaged with students in the strategic group and individual sessions. Participants will be able to access the elements of learning modules, tutorials, and activities online and provide an immediate or after session feedback.

What takeaways will attendees learn from your session?

An interactive 50 min workshop includes the following activities:

1) Define the collaborative model(15 mins):
Through a PowerPoint presentation, we will introduce and explain core instructional practices to our co-teaching model, including evidence-based assessment and future questions to consider when implementing this model.

2) Analyze examples (15 mins):

Participants will briefly review the materials (learning modules, activities, tutorials and other) and select an instructional practice that is most useful to them

3) Round Robin (20 mins)
Groups could be created, and each group has 10 minutes to develop their co-teaching models based on their context and present to the rest of the workshop.