Fearless Learning: Roundtable on Framework for IL: Task 2: Discuss Student Interaction Strategies

Table 2 chose the following shared Framework knowledge practices and/or dispositions:

Information Creation as a Process

B2 - recognize that information may be perceived differently based on the format in which it is packaged

Strategies used:

• help students understand format doesn't determine validity -- evaluate content, author, etc.

Information Has Value

C1 - give credit to the original ideas of others through proper attribution and citation

Strategies used:

• scare them
• teach them how to incorporate sources at outline stage of writing
• interpret the citation piece by piece
• modeling and guiding practices (walking through process)

Research as Inquiry

D1 - formulate questions for research based on information gaps or on reexamination of existing, possibly conflicting, information

Strategies used:

• review where they have searched for info to fill gaps
• have student describe what info they have so far
• formulate questions, make list with students
• what info do you need? what context?
• look at piece, figure out who's writing the info. one-on-one if possible
• recognize sources, analyze use of sources
• "walk thru" argument, analyze source and whether it supports their thesis
• asking questions to apply info that's more general to specific
• have student dissect their own thoughts.

Table 3 chose the following shared Framework knowledge practices and/or dispositions:

Authority is Constructed and Contextual

A2 - develop and maintain an open mind when encountering varied and sometimes conflicting perspectives

Strategies used:

• which side do you feel more strongly?
• play "the devil's advocate"
• at times, students don't have time at a tutoring session to read short passages so the tutor can assess if the student understands the material

Research as Inquiry

D1 - formulate questions for research based on information gaps or on reexamination of existing, possibly conflicting, information

Strategies used:

• students should formulate a sound research question
• librarians/instructors may be oversimplifying the process

Scholarship as Conversation

E3 - recognize that a given scholarly work may not represent the only or even the majority perspective on the issue

Strategies used:

• any written work may not represent the majority perspective
• help the student find more than one source
• help the student read widely
• a paper needs more than one source
• we need variety in our information "diet"
• history is the documentation of argument

Searching as Strategic Exploration

F5 - persist in the face of search challenges, and know when they have enough information to complete the information task

Strategies used:

• too much information that student cannot condense
• teachers need to scaffold the information
• broaden the search words

Table 4 chose the following shared Framework knowledge practices and/or dispositions:

Information Has Value

C1 - give credit to the original ideas of others through proper attribution and citation

Strategies used:

• no unified way of teaching how to cite references

Research as Inquiry

D3 - synthesize ideas gathered from multiple sources

Strategies used:

• one-on-one sessions
• need to be more or less focused
• pulling together the information from sources (good area for future sharing and collaboration)

Scholarship as Conversation

E4 - recognize they are often entering into an ongoing scholarly conversation and not a finished conversation

Strategies used:

• assess and then loops around to those who seem lost
• recommend continuing with the research
• have them come back
• writing workshops

Table 5 chose the following shared Framework knowledge practices and/or dispositions:

Authority is Constructed and Contextual

A2 - develop and maintain an open mind when encountering varied and sometimes conflicting perspectives

Strategies used:

• using why as inspiring question that forces them to think about the research questions
• encourage reasons why student need to ask why
• have a wider perspective
• clarify their own biases
• refrain from expressing own beliefs

Information Creation as a Process

B5 - accept that the creation of information may begin initially through communicating in a range of formats or modes

Strategies used:

• communicating with them by asking open-ended questions to start the conversation
• getting students more comfortable when they seem frustrated
• discuss steps it takes from starting point to finish product with a timeline

Information Has Value

C1 - give credit to the original ideas of others through proper attribution and citation

Strategies used:

• discuss importance of giving credit where credit is due and use MLA or APA standard for citation
• show them how to format by issuing templates or OWL Purdue
• correcting students that claim content is common knowledge -- letting them know it should always be cited

Research as Inquiry

D4 - draw reasonable conclusions based on the analysis and interpretation of information

Strategies used:

• try to show in article how you can get a reasonable conclusion
• try to related to logos, pathos, or ethos rationality, related to some system of logic to make sense
• show them articles and listen to students' interpretation to help clarify

Scholarship as Conversation

E3 - recognize that a given scholarly work may not represent the only or even the majority perspective on the issue

Strategies used:

• often give bad review on the article they have selected or oppose their view to get them going
• oppose what the students are using as a "scholarly" article -- is it possible they may not be totally correct?

Table 6 chose the following shared Framework knowledge practices and/or dispositions:

Searching as Strategic Exploration

F1 - utilize divergent (e.g., brainstorming) and convergent (e.g., selecting the best source) thinking when searching

Strategies used:

• list keywords
• question
• seek relevancy
• ask probing questions

Searching as Strategic Exploration

F3 - use different types of searching language (e.g., controlled vocabulary, keywords, natural language) appropriately

Strategies used:

• presentation to practice
• no time to explain?
• model strategies
• faster - try two strategies

Searching as Strategic Exploration

F4 - understand that first attempts at searching do not always produce adequate results

Strategies used:

• peer power to build this concept