Your options for hybrid and online approaches to research skills and information literacy instruction just keep growing! In addition to the suite of online modules created by UCLA Library staff https://uclalibrary.github.io/research-tips/, there are numerous videos, tutorials, and other resources available to you as well. In this interactive session, we will discuss how pre- and post-assignments can help you free up time in your library instruction sessions for more active learning and critical inquiry. We will also take a look at ways in which integration of research skills support into LibGuides and CCLE can help you extend access to information literacy skill development to more learners and researchers at UCLA. And then we’ll wrap things up with an open discussion of the future of hybrid and online approaches to research skills instruction and share ideas on future collaborations and next steps.

1. Exploring Your Options with
Hybrid and Online Research
Skills Instruction
Doug Worsham
Lead for Teaching & Learning
UCLA Library
@dmcwo

2. This is a research paper, so you must
incorporate 3 appropriate sources (i.e.,
NOT Wikipedia!) into your argument.
Does this writing prompt focus on the final product or the process?
What might be hidden or not clear to students?
What scaffolding or support would be needed to help students
succeed?

3. readings,
and drafts
,
many assignments describe this:
w/o adequately addressing these:
• “include 3 scholarly sources in your
paper”
• “citations in APA format, double-
spaced”
• “make sure your writing is both ‘clear’
and ‘concise’
• …..
• how do scholars ask and
answer questions in this
discipline?
• what constitutes evidence in
this discipline? why? how is
evidence presented/
formatted?
• what are the characteristics
of influential writing in this
discipline?
• What are the steps and
stages of a research and
writing process? How are
research papers created?

4. “[W]hile a ‘one-shot’ model with minimal
faculty engagement may indeed
encourage IL concept retention, a course-
integrated model with multiple diverse
pedagogical interventions at the syllabus
and classroom level consistently achieved
greater performance gains.
Booth, C., Lowe, M. S., Tagge, N., & Stone, S. M. (2015). Degrees of Impact:
Analyzing the Effects of Progressive Librarian Course Collaborations on Student
Performance. College & Research Libraries, 76(5), 623–651. https://doi.org/
10.5860/crl.76.5.623

5. ?
How do we work toward “a
course-integrated model with
multiple diverse pedagogical
interventions”?

6. In-Class Instruction
How can we help students
before and after our
instruction sessions?
multiple diverse pedagogical interventions

7. multiple diverse pedagogical interventions
Integration of Research & IL
Instruction + Library services
Directly into Syllabus, Writing
Prompts, & CCLE

8. Support for Project Planning,
Time Management, and Idea
Generation
multiple diverse pedagogical interventions

9. Online Pre-Assignments
multiple diverse pedagogical interventions

10. In-Class Instruction
multiple diverse pedagogical interventions

11. Research Assistance as Needed
multiple diverse pedagogical interventions

12. Post-Assignments Encouraging
Reflection and Self-Assessment.
multiple diverse pedagogical interventions

13. Integration into formative
and summative Evaluation…
multiple diverse pedagogical interventions

14. multiple diverse pedagogical interventions
Lots of ways to Mix, Match, and Provide
Different Pathways for Learners.

15. ?
What’s WI+RE?
WI+RE (Writing Instruction + Research Education)
is a UCLA community focused on helping all learners
succeed in their writing and research projects.
More information:
https://uclalibrary.github.io/research-tips/

16. 21 Research Skills Videos & counting!
📽
Research Tutorials (16 videos): http://bit.ly/ucla-research
Engineering Research Skills (5 videos): http://bit.ly/engineering-research

17. Interactive animations and web tutorials.
https://uclalibrary.github.io/research-tips/

18. CCLE Modules & Online Workshops
https://ccle.ucla.edu/course/view/wire

19. CCLE Modules & Online Workshops
https://ccle.ucla.edu/course/view/wire
You Can use the
Library’s CCLE site.
Copy the modules
into Course Sites.
OR

20. CCLE Modules & Online Workshops
https://ccle.ucla.edu/course/view/wire
When Students Complete the
Modules through the Library’s
CCLE site.
They Receive A Digital Badge VIA
email and on their CCLE profile
certifying Completion.

21. Process-focused research notebooks.
📓
http://j.mp/my-notebook

22. Research Guide Boxes
Visit the “*Master Boxes” Research Guide.
Under “Library Boxes” click on “Online Modules”

23. Research Guide
Boxes
Process-focused
research notebooks.📓
CCLE Modules &
Online Workshops
Interactive
animations and
web tutorials.
21 Research
Skills Videos &
counting!
📽

24. “Librarians at many institutions are now
focusing on:
• collaborating with faculty to develop thoughtful
assignments;
• designing online instructional materials
integrated into the curriculum;
• scaffolding research and writing assignments.
Adapted from: Jaguszewski, J., & Williams, K. (2013). New Roles for New Times:
Transforming Liaison Roles in Research Libraries (Report). Association of Research
Libraries. Retrieved from http://conservancy.umn.edu/handle/11299/169867

25. “Showing the seams, being open about how
educational experiences and scholarly content are
produced. Academia is a made thing, we can
show students the seams, and allow them to find
their way in.
Lanclos. (2016). Teaching, Learning, and Vulnerability in Digital Places: Library
Instruction West 2016 keynote. http://www.donnalanclos.com/teaching-learning-and-
vulnerability-in-digital-places-library-instruction-west-2016-keynote/

26. ty!
Amy Liu | Annie Pho | Annelie Rugg | Caitlin
Meyer | Courtney Hoffner | David Shorter | Ding
Yi | Elizabeth Cheney | Emily Appleton | Janet
Goins | Joanna Chen Cham | Judy Consales | Julia
Glassman | Kelly Kistner | Kelly Miller | Kumiko
Haas | Leigh Harris | Marc Levis-Fitzgerald |
Margarita Nafpaktitis | Mary Tran | Mike Franks |
Miriam Posner | Nisha Mody | Renee Romero |
Shannon Roux | Shushanik Stepanyan | Simon
Lee | Taylor Harper | Tom Hitchner | Tony Aponte
| Usability testers | Victor Fong | Whitney Arnold
| Yalda Uhls
CCLE | CDH | OID | Social Science
Computing | UCLA Library | URC -
Sciences | URC - HASS | Writing Programs

27. ?
What’s next?
What would help you foster
“multiple diverse pedagogical
interventions”?
How can we help?
Would you like to see WI+RE’s
work continue? Evolve?
How would you like to contribute
or get involved?

28. i
Focus on instructor Development: Graduate TA training 495 classes!!!!! CUTF!!!!! Writing Programs Orientation
Try out integration during-instruction (good for students and also works for instructor outreach)
Incorporate reflective post-assignment (See Annette Marines work at UCSC)
Outreach to high school students
Use for filling in the gaps for transitioning students (freshmen, transfers, graduate students)
Add link(s) to your Email signature! (could use bit.ly to track stats)
Follow WI+RE accounts on social media, likes, shares, RTs
Help each other feel confident collaborating with instructors
Explore cognitive learning theories (internally and w/ instructors)
Frame scaffolding in terms of supporting the research life cycle
Explore “decoding the disciplines”
Host viewing parties + Q&A Movie festivals
Solicit feedback - what would you like to see?
Host a design party around a new ideas (e.g., primary/secondary + scholarly & popular)
Create for new audiences, e.g., TAs/instructor
Gather more feedback from instructors on how they use the modules
Create a Web presence for TA/s and for instructors
Ideas and Feedback Collected During the session