Week #1 - Fink Worksheet on Situational Factors

1. Specific Context of the Teaching/Learning Situation

The library instruction scenario that I'll be focusing on for Instructional Design Essentials is a one-shot session that I do for a sophomore-level Introduction to Political Inquiry class in our Political Science department.  The class is 3 credits and meets twice per week for 75 minutes. The enrollment is typically between 12 and 24 students.

In the past, the librarian has been invited to provide information literacy instruction during one class period. This has always been a face-to-face session in the library's instructional lab.

2. General Context of the Learning Situation

Introduction to Political Inquiry is a required course in the Political Science and International Relations majors.  It's the prerequisite for all upper-level Political Science courses and has several learning outcomes which the library component of the class helps fulfill, including:

• Use key methods of inquiry in political science
• Conduct research in political science
• Demonstrate improved critical thinking skills

 

3. Nature of the Subject

Students are applying their knowledge of political inquiry to a topic of their choice, so I would consider it a combination of theoretical and practical knowledge.  The subject is very divergent; students begin by learning the methods of political research, and from there each learner will explore their own (instructor approved) topic. In the past, the subjects for student research have varied widely.

4. Characteristics of the Learners

The students are enrolled in a full-time, residential undergraduate program, and many are either Political Science or International Relations majors. They come to this course likely having completed a 100-level College Writing  course or having scored high enough on standardized tests (SAT, ACT, etc.) to exempt them from the introductory writing. Many students will have had at least one interaction with an instruction librarian prior to taking Intro to Political Inquiry.

5. Characteristics of the Teacher

 In preparing for the past sessions, faculty teaching this course have stressed the importance of students finding topics of appropriate scope and the need for students to make better use of library resources.

If I consider myself in the role of the teacher (if only for one class session), I would say that my attitude to the students is welcoming. Since I will see many of them in upper level political science classes or in consultation on their senior seminar, I really want them to view me as inviting and as a resource for future help. My attitude towards the subject is one of interest but not expertise. My background is not in political science, but I know enough about their research methods and use of primary and secondary sources to work with undergraduates.

"A year (or more) after this course is over, I want and hope that students will___"

I hope that students will be able to determine what type of information is needed to answer a research question and give thought which resources might best assist them. I also hope that they will remember that librarians are available and eager to help them with their research.

Foundational Knowledge Goals

In the types of assignments the students are completing for Political Inquiry, it will be important for them to have a working knowledge of different resource types -- texts on political theory, case studies, data and government information, etc -- and the format that each type of information is likely to take. What types of information are most likely to be found in journal articles? What is likely to be found in books?

Application Goals

Students need skills that will help them to view their research question critically and consider their information needs. They will be using their resource evaluation skills to make choices about which sources to include in their literature reviews.

Integration Goals

Students should consider how the process by which they gather information for their Political Inquiry paper is both similar and dissimilar to decisions in everyday life. Reflecting on how a research paper compares to other information seeking habits will help them critically examine the type of authority valued in academic work versus other types of daily activities. Reflecting on the requirements for credibility can show students the contextual nature of authority and appreciate the fluid nature of information's value.

Human Dimension Goals

Students will be more reflective about their chosen topic. Thinking about the information they need for their topic will hopefully equip them to better critique and interpret the writings of others.

Caring Goals

Students will hopefully develop a feeling of being comfortable in the library. They will recognize the librarian as a person interested in their success and feel that their continued success is valued by the library. 

Learning How to Learn Goals

Ideally the Political Science majors in the course will learn the basic research methods and resource types for their field of study, and this knowledge will help the students be successful in future classes. The underlying ability to understand the processes and purposes behind different information formats will serve them well in other classes and their everyday lives.