Introduction & Background
As a librarian I offer 1-2-1 tutorials for students on the BA in Magazine Journalism and Publishing as part of their final major project. These offer a space for students to make a self-assessment of their research strategy, and where I can then help them develop the independent critical research strategies needed to carry out a systematic literary review.
Evaluation
These student sessions begin from an understanding of self-assessment as reflection on personal practice (Race, p.4 2001); and build on this premise noting that self-reflection where linked to the development of specific skill – information literacy in this case – can provide foundations for life-long learning beyond a given project (Grantz & Gruber, p.23, 2014). The tutorials start with the use of open questions – following standard library support protocols (Dunford, 2013) – asking the student to reflect and then assess the strengths and weakness of the material they have found; as well as identifying what they would like/need to find. Reflection becoming a baton-handing moment in the information-searching process. At this point I also introduce elements of critical information literacy (Elmborg, 2006) , asking students to assess the authority and socio-political meaning of the research sources they locate (Whitehorn, 2023). The aim being for them to critically assess a research landscape as they locate their sources, using skills and techniques I share with them.
Challenges and ways of moving forward
Academic staff’s’ framing of librarian support
One of the biggest challenges is the expectation set by (some) academic staff colleagues, who inform their students that librarians will find them the material they need for their study. This stands in contrast to the learning outcomes of the final major projects which require students to develop independent research skills. Part of any initial discussion requires the reframing of my offer, noting that I will be helping them develop an information-search strategy. Moving forward I would like to implement a submission form to be completed prior to a 1-2-1 tutorial, which clarifies this.
Quiet and unconfident students
Some students are unwilling to take the lead in these circumstances, with the danger of me falling back into a leading role, effectively doing the searching for them. This is always a delicate balance as being too forceful may push vulnerable learners away. Getting students to take control by driving the searches on their laptop, has proved to be a good transition method to enable students less willing or confident to engage with the task.
Talking too much
My biggest challenge though is to not get too excited or drawn into a project and instead keep quiet for large portions of the session. Students only achieve the results/learning if they reflect themselves on their searching strategy.
References
- Boud, D. (1995) Enhancing learning through self assessment. Abingdon: Routledge Falmer.
- Dunford, H. (2013) Successful enquiry answering every time (6th ed., previously published as Success at the enquiry desk). Australian Library Journal 62 (1) p.83–83.
- Elmborg, J. (2006) Critical information literacy: Implications for instructional practice. The journal of academic librarianship, 32(2), pp.192-199.
- Grantz, RE & Gruber, R. (2014) ‘“How Well Did I Learn What I Learned?” The Art of Self Assessment’, Journal of the Academy of Business Education, vol. 15, pp. 23–40, viewed 26 February 2024, https://search-ebscohost-com.arts.idm.oclc.org/login.aspx?direct=true&db=bth&AN=101788627&site=ehost-live&scope=site .
- Race, P. (2001) A briefing on self, peer & group assessment. York: Learning and Teaching Support Network.
- Withorn, T. (2023) Critical Online Library Instruction: Opportunities and Challenges. Communications in Information Literacy, 17(2), pp. 332-352.