Are We There Yet?
The objectives of this session are two-fold: (1) To share and analyze the effectiveness of tool-based vs. concept-based pedagogical approaches to scaffolding for library labs in a large first year class at the University of Toronto Mississauga (UTM); (2) To elicit a discussion of my results and next steps in the light of the literature on the subject and my audience’s experiences and insights.
The quantitative study from which I am presenting data is the effectiveness assessment of two scaffolding pedagogies for a library assignment in PSY100 at UTM. Two groups of students in summer PSY100 labs were given a SAILS-based pre-test of their information literacy (IL) skills. One group received concept-based instruction in IL skills. The second group received tool-based instruction geared towards completing the assignment. Student performance on a SAILS-based post-test served as the basis for comparison of the two groups. The group which received concept-based IL scaffolding appeared to have better post-test scores. The implications of this outcome for IL scaffolding in large first year classes serve as the starting point of our discussion.
After this session, the participants may be able to: (a) identify the challenges of providing information literacy (IL) instruction in large classes; (b) reflect, using the PSY100 example, on approaches for assessing the effectiveness of IL instruction in large classes; (c) identify and analyze practical scaffolding pedagogies.
Szurmak, Joanna, "Re-Tooling the Factory: Scaffolding for Library Labs in Large First Year Courses" (2011). LOEX Conference Proceedings 2009. 35.