Connecting the Concept Map with Library Research Taking

Connecting the Concept Map with Library Research: Taking the Concept Map One Step Further to Link to Library Research By: Paul Luft Science and Health Librarian Columbus State University 2016 Presented Oct 7 th at COMO 2016

My Short Story of Concept Mapping First-Year Seminar Institute for Instructors 9: 00 Introductions + what are our goals for CSU’s first-year students? 9: 15 HIP’s and why they matter (Stephanie Foote) 10: 00 Presentation of agenda / plan for Institute Work (Susan Hrach) 10: 15 -: 30 mid-morning break 10: 30 Common Read + HIALH film clip (Judi Livingston/Courtney George/Dan Ross)* 11: 00 Break-out session #1 11: 20 Experiential learning (Susan Hrach) 11: 40 Break-out session #2 noon - 12: 30 Lunch (Melody Shumaker) 12: 30 -1: 00 Student / faculty research with first-year students (Paul Luft) 1: 00 -1: 30 Break-out session #3 1: 30 -2: 30 Creative, real-world problem solving QEP (Mariko Izumi) 2: 30 -3: 00 Break-out session #4 3: 00 First-year problem-solving, academic and personal: how to help students acclimate and demystify college learning (Kimberly Mc. Elveen)

What is the Mix Today? 1 Part Information Literacy 1 Part Visual Literacy 1 Part Learning Theory 1 Part High Impact Practices 1 Part Demonstration ----------------= Connecting Concept Mapping to Library Research

Information Literacy & Visual Literacy Intersection Information Literacy INFORMATION LITERACY Visual Literacy VISUAL LITERACY Define Information Need Define Image Need Access Information Effectively and Efficiently Use Images Effectively Find Images Evaluates Information Evaluate Images Interpret & Analyze Images Use Information for a Purpose Create Visual Media Use Information Ethically & Legally Use Images Ethically & Cite http: //www. ala. org/acrl/standards/visualliteracy

Visual Literacy Standard Five: The visually literate student uses images and visual media effectively. Performance Indicator: 3. The visually literate student uses problem solving, creativity, and experimentation to incorporate images into scholarly projects. Learning Outcomes: a. Experiments with different ways of integrating images into academic work b. Uses visual thinking skills to clarify and solve problems http: //www. ala. org/acrl/standards/visualliteracy

Visual Literacy Standard Six: The visually literate student designs and creates meaningful images and visual media. Performance Indicator: 1. The visually literate student produces visual materials for a range of projects and scholarly uses. Learning Outcomes: a. Creates images and visual media to represent and communicate concepts, narratives, and arguments (e. g. , concept maps, presentations, storyboards, posters, etc. ) http: //www. ala. org/acrl/standards/visualliteracy

Columbus State University First PATENT

Concept Mapping vs. Mind Mapping vs. Argument Mapping I use the term Concept Mapping to mean Mind Mapping. The more accurate term is probably Mind Mapping… If you want to know the difference, please refer to this journal article: Davies, M. (2011). Concept mapping, mind mapping and argument mapping: what are the differences and do they matter? . Higher Education, 62(3), 279 -301. doi: 10. 1007/s 10734 -010 -9387 -6. http: //proxygsucol 1. galileo. usg. edu/login? url=http: //search. ebscohost. com/login. aspx? direct=true&d b=a 9 h&AN=64302100&site=ehost-live

Conceptual Learning • In 1986, Ausubel, Novak and Hanesian introduced a framework that learners organize and relate concepts into a cognitive structure. (That Sounds Stiff!) • Simple Version: Learners organize information through a hierarchical fashion. Learners do this through the following method: Rearranging and Reordering to create Conceptual Understanding / Meaning (Daley, 1999).

How Does Concept Mapping Relate to Learning? First, a quick You. Tube video https: //www. youtube. com/v/A 625 Yh 6 v 6 u. Q By Eric Brehens, Associate CITO at Swarthmore College

QEP: Real-World Problem Solving

Concept Maps Develop Student Skills Critical Thinking 1. Daley, et al. (1996) Concept maps: A strategy to teach and evaluate critical thinking. Journal of Nursing Education, 38(1), 42 -47. (SEE NEXT SLIDE) 2. Bell, et al. (2015) Nursing identity and patient-centeredness in scholarly health services research BMC Health Services Research, 15(1), 1 -16. Organization 1. Surapaneni, et al (2013) Concept mapping enhances learning of biochemistry. Medical Education Online, 181 -4. (Biochem. Test Scores) 2. Kassab, S. E. , & Hussain, S. (2010). Concept mapping assessment in a problembased medical curriculum. Medical Teacher, 32(11), 926 -931. Communication 1. International students Additional Skills 1. Writing (Developing Thoughts, Outlining) 2. Note Taking (my personal reflection with visual learning) 3. Collaboration (teamwork) 4. Many professions utilize Concept Maps 5. Information Literacy (we are about to see) Works well with different types of instructional delivery Works with F 2 F & Online

Concept Maps Used to Evaluate Progression of a RN Student (Daley, 1999)

Progression of a RN Student (Daley, 1999)

A RN Student’s Thought Baccalaureate student: “I believe that concept maps should be taught earlier in the nursing curriculum. Concept mapping is very beneficial, and I wish I learned it much earlier in my nursing program. It was hard to make switch this late in the game. ” Barbara J, Ph. D. , R. N. , Shaw, Christine A, Ph. D, R. N. , F. N. P. , Balistrieri, Toni, M. S. N. , R. N. , Glasenapp, Kate, M. S. N. , R. N. , & Piacentine, Linda, MSN, R. N. C. N. R. N. (1999). Concept maps: A strategy to teach and evaluate critical thinking. Journal of Nursing Education, 38(1), 42 -47. Retrieved from http: //proxygsucol 1. galileo. usg. edu/login? url=http: //search. proquest. com/docview/203935 785? accountid=10196

How Concept Maps Fit into Student Research Students have problems with when it comes to: 1. Developing a research question 2. Organizing their thoughts 3. Not understanding the connections between ideas 4. Developing structured search strategies 5. Locating research material

Linking Concept Maps to Library Research Let’s Create a Teaching Scaffold for Our Students. How to Create a Concept Map? Mindomo Demonstration Create a Mindomo Account at https: //www. mindomo. com/login

If Internet Connection Breaks Down Beginning of the Scaffold If NP then click HERE

Information Literacy

Pillar Identify

Pillar Plan

Pillar Scope

Final Product

References 1. 2. 3. 4. 5. 6. Barbara J, Ph. D. , R. N. , Shaw, Christine A, Ph. D, R. N. , F. N. P. , Balistrieri, Toni, M. S. N. , R. N. , Glasenapp, Kate, M. S. N. , R. N. , & Piacentine, Linda, MSN, R. N. C. N. R. N. (1999). Concept maps: A strategy to teach and evaluate critical thinking. Journal of Nursing Education, 38(1), 42 -47. Bell, et al. (2015) Nursing identity and patient-centeredness in scholarly health services research BMC Health Services Research, 15(1), 1 -16. Daley, et al. (1996) Concept maps: A strategy to teach and evaluate critical thinking. Journal of Nursing Education, 38(1), 42 -47. Davies, M. (2011). Concept mapping, mind mapping and argument mapping: what are the differences and do they matter? . Higher Education, 62(3), 279 -301. doi: 10. 1007/s 10734 -010 -9387 -6. Kassab, S. E. , & Hussain, S. (2010). Concept mapping assessment in a problembased medical curriculum. Medical Teacher, 32(11), 926 -931. Surapaneni, et al (2013) Concept mapping enhances learning of biochemistry. Medical Education Online, 181 -4. Special Thanks: Eric Brehens, Associate CITO Swarthmore College for allowing the use of his You. Tube THANK YOU FOR ATTENDING

Extra Slides

Incorporating Concept Maps into the Lesson Part I Introduce general topic(s) A. B. C. Instructor introduces general research question – Groups produce Concept Maps Create a concept map in an online forum event Individuals develop own concept maps Part II Utilize the concept maps to produce a research statement Part III Utilize the concept maps for search strategies A. Keywords B. Resources (see next slide)

Why I Like Concept Maps 1. 2. 3. 4. 5. Organize Thoughts Draw Connections between Concepts Narrow or BROADEN a topic(No Plan B) Gauge students own understanding of a topic Allow students to begin to think of the resources they need to acquire 6. Drill down on a focused research question