Assessment techniques that visualize students’ analytical strengths and weaknesses can help students and instructors stay on class during a one-shot. The examples here are of a content, form & function grid and a defining features matrix that students can fill in as they search, or afterwards. If you use these for a one-shot, you should collaborate with the course instructor to prepare ahead of time as necessary, by reading, searching, or doing other homework (Bowles-Terry 27).
Content, Form & Function Grid. Useful for in-class search exercises, or as a guide to evaluating search results after class.
Defining Features Matrix. Useful for highlighting differences between difficult-to-distinguish concepts, such as the difference between primary & secondary sources or popular & scholarly sources. Could be used as a quick assessment before and after a lesson.
“Think-pair-share asks students to respond to a question, first individually and then in small & large groups…(however) it is important that students have background knowledge on a topic, through either a shared reading, an activity, or a lecture”” (Bowles-Terry and Kvenild 32).
Think-Pair-Share. “Think-pair-share can provide a snapshot for the librarian of where students are at with their thinking” (34). The example below is from a series of questions created by Linda Blake, Science Librarian at West Virginia University Libraries.*
Think-Write Pair Share. This was used as a think pair share at a recent LOEX session, then these were collected and mailed to participants (if they wanted to do that). I like the idea of doing something like this for a faculty or graduate students session. Might not be appropriate for undergraduates.
Many thanks to Linda Blake, Science Librarian at West Virginia University Libraries, shared the scenario with the ACRL Framework listserv on May 17, 2016.
