Another learning outcome profile – this one is especially challenging to accomplish in a one-shot library session, but it can play a key role in assessment.
Frame: Scholarship as a Conversation
Outcome: Students will be able to contribute to the scholarly conversation at an appropriate level, such as in a guided discussion, undergraduate or graduate research article, or conference presentation/poster.
Base Time: 40-50 min. or several months/weeks
Primary Strategy: The librarian asks students to use the results of their research to create an appropriate, often technology-based and/or creative product to share with classmates.
- The students create visual products to share at a public research fair on campus.
- Students create virtual exhibits using a web 2.0 tool.
- Librarian works with a department to create an undergraduate research journal which students contribute to every year.
- Students evaluate their classmates contributions to a virtual discussion.
Why this learning outcome is important:
Without the ability to effectively communicate and synthesize the research they have conducted, students lack the ability to make use of that research in a productive way.
- Information literate students are able to effectively communicate information.
- Students are contributors to the scholarly conversation.
- There are a variety of ways in which students can contribute to the scholarly conversation.
- Students in a department could create and run a peer-reviewed journal.
- Students could collaborate with faculty to conduct research projects and/or present their projects to faculty.
- The librarian could have a discussion about how professionals in a particular field tend to share their research.
Students will often be called upon to contribute their expertise in an appropriate format in the workplace.
- Projects, final products, presentations (assessed with a rubric)
- Scholarly journal
- Research fair
- Formative assessment of a class discussion
Use of Technology