Training Tutors in Library research

LIBRARIAN ANDWRITING CENTER TUTORS:WAYS TO HELP ESL STUDENTSSURVIVE IN THECONTENT AREA CLASSROOMBasic Skills Activity 4.6Jeri Edelen

Need for this activityThe Library and Writing Center challenges: Students expect Librarians to revisetheir papers and complete aworks cited for them . Students expect WC tutors to findlibrary sources for them b/c theycould only find websites. Little communication betweenWC and Library due to geographic barriers.

Need for this activityThe Library and Writing Center challenges: Students are unprepared to judge thecredibility and usefulness of academic sources. Students unskilled at incorporating suchacademic sources into their writing. Faculty do not havethe time to teachinformation competencyand writing skills.

GoalHow can we helpstudents to usecredible library sourcesin their research papersin order to improvethe quality of theirwritten compositions?

Objectives Introduce informationcompetency principlesto tutors. - Discuss challenges weface when working withbasic skills students. - Discuss best practicesto help basic skillsstudents

Expected Outcomes All tutors can articulatepurpose of Informationcompetency. All tutors can explain thedifferences & similaritiesbetween Library and WC. All tutors demonstrate useof library databases. All tutors assist ESLstudents in libraryorientation and in the writingcenter.

Assessment of Outcome 1Outcome1: Tutors articulate definition and purpose ofInformation CompetencyPerformanceIndicatorActivityOutcome1. All tutors canarticulate definitionand purpose ofInformation CompDiscussion ofinformation literacyand libraries intraining workshop.All tutors couldexplain thedefinition andpurpose ofinformationcompetency.

Assessment of Outcome 1-more resultsTutors articulate purpose of Information competency Tutors learnedthat libraryresearchis a vehicleto developinginformationcomp. Tutors learnedthat crediblelibrary sourcescontributes tobetter writing.

Assessment of Outcome 22:Tutors know overlapping roles and responsibilitiesof Library and WC departments.PerformanceIndicatorActivityOutcome1. Tutors articulatesimilaritiesbetween bothdepartmentsDiscussion ofWC role andresponsibilities.Discussion ofLibrary role andresponsibilitiesOutcome was met.Tutors can explainoverlapping rolesand responsibilities

Assessment of Outcome 2 – more results2:Tutors know overlapping roles and responsibilities of Library and WCdepartmentsOverlapping roles We are mediators between student andfaculty. We see the best and worst of student andfaculty. From faculty we see those who work hard toand see faculty who do not. From students we see those who work hardand those who want their work done forthem. Similarities between Library and WC

Assessment of Outcome 2 – more resultsTutors know differences between Library and WC servicesLibrary Teach students tochoose academicsources. Teach students toevaluate academicsources.Writing Center Assist all students inadvancing theirwriting abilities Assist withdocumentation stylesand citations

Assessment of Outcome 3 3. Tutors articulates and applies initial criteria forevaluating databasesPerformance Indicator Activity Outcome1. Articulates andapplies initialcriteria forevaluatingdatabases.Tutors examine fourdatabases.Tutors give an oraldemonstration onthe a database.All tutors couldnavigate andevaluate fourdatabases usingcriteria taught inworkshop

Assessment of Outcome 3 – more resultsTutors articulates and applies initial criteria for evaluating databases Tutors observed simple role play of librarianhelping an ESL student. Tutors learned how to navigate libraryhomepage to find information to share withstudents. Tutors learned different advanced searchingtechniques to share with students.

Assessment of Outcome 4 4. Tutors assist ESL students in library sessionand in Writing CenterPerformance Indicator Activity OutcomeAfter observing alibrary orientationfor ESL 106students, tutor willbe able to assiststudents in findinglibrary sources.Tutors participatein ESL 106 libraryorientation and laterassist students inlibrary orientationand in WC.Tutors self-reportedgreatereffectiveness inhelping ESLstudents

Assessment of Outcome 4 – more resultsTutors assist ESL students in library session and in Writing Center Tutors, after helping ESL student select librarysources, did not realize the difficulty ESLstudents have with reading collegiate librarysources. Too often, the student comes to theWC having completed the research andcompleted a written paper. These students arereluctant to “redo” research. Tutor, after library session and interaction withESL students, participated in the revisionprocess of library session worksheets.

Promotes Student Success and Retention WC tutors spent less time w/ ESL students discussingwritten assignment requirements and library research;Spent more time discussing contents of written paper. Librarian and WC tutors know where our servicesoverlap/separate, making it easier to for us to setboundaries with students and to help them developinformation competency skills. As ESL students advance in their English studies theywill need less and less guidance from the Library andWC, until one day they become more independentwriters.

Thank youActivity4.6JeriEdelen

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