City University of New York (CUNY) CUNY Academic Works Open Educational Resources Hunter College 2015 SEEK Summer Bridge Program in the Hunter College (CUNY) Libraries 2015 Mason Brown CUNY Hunter College Stephanie Margolin CUNY Hunter College Sarah Laleman Ward CUNY Hunter College How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/hc_oers/4 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] SEEK Summer Bridge Program in the Hunter College (CUNY) Libraries 2015 Learning outcomes At the end of four 50-minute library sessions, students will be able to ● Generate questions based on material given in class ● Identify open-ended and researchable questions Project goal We are exploring what kinds of affective issues might prevent students from feeling comfortable interacting with library resources and faculty/staff. In future iterations of this project, we expect to be able to add an affective outcome to our list around this target. Authors This curriculum was created by librarians Mason Brown, Stephanie Margolin and Sarah Ward, with feedback from all participating instructors in summer 2015. The material is licensed under a Creative Commons license (see below). Thanks to our instructor/collaborators: Malin Abrahamsson, John Carey, Iris Finkel, Sarah Johnson, John Pell, Phil Swan and Clay Williams. Looking toward 2016 We produced this document based on our 2015 curriculum. For 2016, we are considering how best to implement the following changes: ● Including at outcome to explicitly reflect our affective learning goal for the workshop (e.g. getting students more comfortable in the ​ ​ library/seeking help from librarians) ● Modifying Session 1 in order to be clearer on what we are teaching -- and what we are NOT teaching (e.g. no library tours, no databases searching, etc. ) ● Beginning Sessions 2-4 with a reflection that is based on work done in the prior class. Reflections will be written in the students’ ‘zines. ● Fewer comic panels for selection. Last year, we offered each class approx. 20 panels. This year, we will offer 10 panels, no duplicates. ● May rethink our Ask Me Anything exercise (Session 3) ● For Ask Me Anything (Session 4), we are trying to invite some rising sophomores, so that the students can ask questions about college research to real-life former freshmen. ● We will remove the brief introduction to the library (Session 4). This was added based on issues that arose mid-workshop last year; we hope to better manage expectations from the outset in 2016, thus not needing to include this. Hunter College Libraries/SEEK curriculum by Brown, Margolin & Ward is licensed under a Creative Commons ​ ​ ​ Attribution-NonCommercial-ShareAlike 4.0 International License. 1 ​ Session 1 Activity Timing Instructor Cues Materials Pre-test: 00:20 Before students begin, remind them that there Pre-test hand-out will ask for ​ Students will complete a hand-out is no right or wrong answer – this isn’t a test. students’ names and a few provided by instructor. As hand-outs This is just an ice-breaker so that we can get to demographic questions. Students are completed, they will be posted know each other. will also be given the start of a around the room, forming a gallery. As you’re looking at the work, where possible comic panel and will be asked to When all the hand-outs are complete, make comparisons and find common threads complete their own 6-word spend approximately 5-10 minutes among the students’ work. Ask questions like, word-bubble responding to “How looking at and discussing the materials “In this comic, it looks like the student is feeling do you feel about doing college as a group. [anxious]. Is there anyone else who feels like research?” this?” Remember what we started with: there’s no right or wrong answer. Brief introduction to the workshop Instructors can introduce themselves and material explain that we’ll be meeting for 4 sessions over the next two weeks to develop skills that will make their freshman year easier. We will be using comic book panels to help build familiarity with beginning the research process. We’ll be building on skills that the students already have. Exercise 1: Brainstorming questions 00:20 Remind students that questions can be big, 10-20 panel selections will be To begin this exercise, put students in small, simple or complex, but try not to give provided. We will have 2 copies groups of 4. They will remain in these them an actual sample questions. If there is of each panel in each class. Each groups for all 4 sessions. Each group something that the student knows as a fact, s/he will be accompanied by a blank will select a single comic panel (choices should rephrase as a question (just like sheet for questions. provided), and the groups will be Jeopardy). These can be questions that may or instructed to ask as many questions as There will be one folder per may not be possible to answer. Hunter College Libraries/SEEK curriculum by Brown, Margolin & Ward is licensed under a Creative Commons ​ ​ ​ Attribution-NonCommercial-ShareAlike 4.0 International License. 2 ​ they can about their panel. They In total, we’d like to provide about 15 minutes of group with team names already should take turns, making sure that question-asking time with the students assigned. At the end of the every group member has a chance to alternating among who is asking the question, session, collect their panels, speak, and alternating the “scribe” and who is recording the questions. Students questions and booklets all in their position. take turns asking questions, one question at a folders. time, so that each student has an equal chance. We expect to get through about 5-10 minutes of question-asking in this session. Collect the panel(s) and the questions at the end of class – be sure that the group members’ names are on it. They will get it back next time. Give students time-checks every 5 minutes. Hunter College Libraries/SEEK curriculum by Brown, Margolin & Ward is licensed under a Creative Commons ​ ​ ​ Attribution-NonCommercial-ShareAlike 4.0 International License. 3 ​ Session 2 Activity Timing Instructor Cues Materials Recap from last session: TBD Before you return students folders, group discussion: What is the point of all this? Discuss how and why asking questions is important to the research process -- both for college research papers and for research on the job/for their personal life. While this is often a step that we skip, it is valuable to take the time to ask yourself some questions before you start -- and to think about research as a process to get answers for your questions. Exercise 1: Brainstorming questions, pt 2 Get students back in their groups and give the panel and the questions back to them. They should determine the following: - Total number of questions that they came up with - First question - Last question - Most interesting question. This last one is subjective; students in the group don’t have to agree. Each student can Hunter College Libraries/SEEK curriculum by Brown, Margolin & Ward is licensed under a Creative Commons ​ ​ ​ Attribution-NonCommercial-ShareAlike 4.0 International License. 4 ​ write his/her most interesting question Class discussion: Show the panels on the board in the booklet for Day 2. and write down each group’s total, first, last Brainstorming questions, pt 3 and most interesting questions. Did the other Each group passes their panel and their ​ group agree on the most interesting question? questions to a nearby group (instructors sort out swap). As a group, look at the panel, take a look at all the Possible prompts: questions, and select the most ● How easy or hard was this exercise? interesting one. Circle or highlight it. ● How did you came up with your questions? ● Did your questions change as you spent more time on them? How come? Exercise 2: Reading for answers Read: REASSURE: Both before and after the reading, One full page/student, materials Each student is given the full page that 00:15 remind students that we don’t always find depend on students’ original relates to his/her original panel. They what we’re looking for when we read. We panel selections. are asked to read their panel with two Talk: can’t always answer our questions with the first questions in mind (from the last 00:15 source that we use. exercise): their first question and their If a student completes the reading/answering most interesting question. Students before the time is up, s/he can read through a should take notes on whether their second time, using different questions. questions are answered (and what the answer is), can be partially answered, Class discussion: or can’t be answered at all. Have any new questions occurred to you following the reading? What kinds of questions could be answered? Could you partially answer any of your questions? What kinds of questions could not be answered? Any idea why? How do you use a reading to help answer questions? Hunter College Libraries/SEEK curriculum by Brown, Margolin & Ward is licensed under a Creative Commons ​ ​ ​ Attribution-NonCommercial-ShareAlike 4.0 International License. 5 ​ Is there a source outside the comic book that you think would help answer a question? * Talk about what questions you’d ask a librarian in this situation, and how * Hunter College Libraries/SEEK curriculum by Brown, Margolin & Ward is licensed under a Creative Commons ​ ​ ​ Attribution-NonCommercial-ShareAlike 4.0 International License. 6 ​ Session 3 Activity Timing Instructor Cues Materials GAME: Ask Me Anything 00:10 - FULL CLASS PARTICIPATION - Go around the room and have each person ask a question about the library.