Browsing by Author "Hayden, Katharine Alix"

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    Developing a Faculty-Librarian Community of Inquiry: A Blended Learning Approach to Facilitate Information Literacy Education
    (2018-06-21) Melgosa, Annette Alyce; Jacobsen, Michele; Hayden, Katharine Alix; Kim, Beaumie; Raffin Bouchal, Shelley; Hughes, Janette; Burns, Amy M.
    The purpose of the study was to explore how disciplinary understanding around Information Literacy (IL) might be achieved between faculty members and librarians through the design and implementation of a blended Community of Inquiry (CoI) (Garrison, 2011) Faculty-Librarians CoI Workshop (FacLibCoI) within a social constructivist epistemology. A mixed methods, design-based research (DBR) approach was used to build and test the FacLibCoI prototype and was based on Pool and Laubscher’s (2016) micro/meso iterative-cycle approach to McKenney and Reeves’ (2012) Generic Model for Educational Design Research. An environmental scan of the literature and the university where the study took place comprised phase one of the study. In addition to the review of literature, university reports were reviewed, and focus group interviews were conducted with university faculty members and students. Analysis revealed that faculty viewed research as discovery while students equated it with term papers. Students who had learned IL in general studies writing courses demonstrated good conceptual knowledge but poor implementation skills. Phase Two comprised the design phase. The FacLibCoI was designed to last two months and include three in-person sessions with accompanying asynchronous online discussions. The FacLibCoI workshop was implemented and analyzed in phase three. The design changed to four in-person sessions and two asynchronous discussions. Data included before-and-after participant interviews, transcripts, CoI questionnaires, and group artifacts. All CoI presences and metacognition were achieved in the FacLibCoI. Participants demonstrated group cohesion and disciplinary-based, shared understanding of IL, producing a disciplinary IL Model, IL learning goals mapped to disciplinary and IL standards, and an action plan for IL implementation. A CoI was established in less time than in studies reported in the literature and holds promise for scaling up. The online portion of the design proved unsustainable, and technology platforms and busy schedules were negative factors. Online collaboration between librarians and faculty may prove successful during a later departmental IL implementation phase. This phase should be considered in future iterations. Consulting participants on selection of a technological platform is advised.
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    Faculty Mentorship: A Comparative Case Study of Factors Associated with Academic Career Mentoring Programs
    (2016) Lorenzetti, Diane Louise; Beran, Tanya NA; Oddone Paolucci, Elizabeth; Casebeer, Ann Louise; Hayden, Katharine Alix; Lashewicz, Bonnie Mylinda
    Informal mentoring has long been a means of facilitating the transfer of knowledge, skills, and experience from senior to junior faculty. Although many continue to benefit from these relationships, others report that they lack mentorship. Formal mentoring programs are structured interventions designed to provide equitable access to mentorship. While previous research suggests that such programs can further professional development and career outcomes in academia, few studies have examined those factors which may impact on the success of these initiatives. The purpose of this dissertation study was to enhance conceptual understanding of faculty-to-faculty mentorship by exploring how academics perceive their roles, benefit from, and are challenged by their participation in formal programs. I employed a comparative qualitative dual case study approach to conduct an in-depth examination of the faculty mentoring experience. Faculty mentorship was explored against the backdrop of two emerging programs at the University of Calgary (Alberta, Canada): one a functional dyadic structure, the other a peer group model. This research was informed by data from 23 semi-structured interviews, program documentation, and observational field notes. Faculty share many similar beliefs, and concerns, with respect to mentorship, and their participation in, and satisfaction with, formal mentoring programs. Chief among these are an intrinsic belief in comfort, safety, and trust as innate attributes of mentorship, and an awareness that formal programs may do little to support the development of that depth of intimacy and trust that faculty associate with these relationships. While faculty appear to view mentorship as an inherent good, tensions can arise when they feel unprepared, and unsupported, in their efforts to engage in these relationships. In this study, I found that a lack of training, clear expectations, and dedicated time were key barriers to mentorship participation. My analysis further revealed that organizational cultures and priorities can influence attitudes towards, and participation in, these relationships. Efforts to address these educational, program-level, and organizational impediments may enable faculty to derive greater benefit from these experiences. Finally, my analysis of study findings informed the development of a best-practice framework for conceptualizing the design, implementation, and evaluation of faculty mentorship programs.
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    Lived experience of students searching for information
    (2003) Hayden, Katharine Alix; Hunsberger, Margaret
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    MEDLINE: save and edit a search
    (2018-06-08) Pawlick-Potts, Danica; Hayden, Katharine Alix; Ganshorn, Heather; Lee, Jennifer
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    Systematic Reviews Workshop Series - Lesson plans
    (2020-07-16) Premji, Zahra A.; Hayden, Katharine Alix
    These are the lesson plans for each of the 3 workshops that make up the Systematic Reviews workshop series. Initially developed in Spring/Summer 2019, and adapted for the Zoom environment in 2020.
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    Transforming an interactive systematic review methods workshop series from face-to-face to the virtual environment: Tools and strategies for synchronous instruction
    (2020-07-10) Premji, Zahra A.; Hayden, Katharine Alix
    Presented at ACRL HSIG Interactive Online Learning Webinar Series: Part 1, July 10th, 2020 via Zoom webinar. Abstract: How do you take a series of interactive scaffolded Systematic Reviews workshops that were designed around group activities and active learning, and transform them for the virtual learning environment? We will discuss how our activities were redesigned and how we chose which tool or software to use to facilitate each activity. Existing features of video conferencing software and common tools/applications such as those of the Google suite can be leveraged to create either collaborative group-based or individual activities to use in the virtual environment. The lesson plans mentioned in this presentation can be found at this link: http://hdl.handle.net/1880/112307