Reflective Blog No. 1: Theory of Action

I'd like to start my third blog post with my favorite quote from "An Introduction to Action Research: It's Not All That complicated" that I found most reassuring at this point in the course, "Any graduate student is capable of readily applying sound research strategies to solve real problems in schools. Don't avoid research simply because it seems complicated. It's really very simple..." (Glanz, p. 22).

As a librarian who has responsibility for teaching bibliographic instruction sessions to CMU off-campus and online courses, I am interested in applying action research to my instruction practices. But where to begin? The text provided a simple, straight-forward approach outlined in four steps: (1) select a focus, (2) collect data, (3) analyze and interpret data, and (4) take action (Glanz, p. 24).

Selecting a focus has proved to be a somewhat difficult task so I was appreciative of the following questions for reflection (Glanz, p. 29):

1. What concerns me?

One of my most pressing concerns is based on my observation that many, if not most, graduate level students are unaware of how to construct success search strategies to find scholarly journal articles. 

2. Why am I concerned? 

During a typical instruction session, off-campus librarians highlight all of the library services and resources. When visiting an education course, I'll show students the best education-related databases for finding journal articles on education-related topics (e.g., ERIC, Education Abstracts, etc.). But I fear we spend too little time actually teaching them how to use these resources. As with any educational technology tool, students need to know what they're doing in order for the technology to enhance what you're doing. If they don't know how to construct a solid search strategy, the database won't do it for them.

3. Can I confirm my perceptions?

I should be able to confirm my perceptions by administering pre- and post-tests in order to measure students' level of understanding before and after instruction sessions.

4. What mistakes have I made?

I touched on these mistakes when addressing my concerns: Librarians spend too much time promoting their services and resources, and not enough time on teaching solid research skills.

5. If I was able to do it again, what would I do differently?

First, I'd assess students' level of research knowledge and then I'd focus more time and attention on how to construct a good search strategy before introducing the databases. Finally, I'd assess what they learned from the session. And most importantly, I'd get the students involved with hands-on exercises instead of simply "showing" them how do things via a boring lecture.

6. What are my current options?

Because bibliographic instruction sessions are only a one-time, one hour event, time is extremely limited. With so many options for instruction, I have to be focused in my approach. Covering everything isn't an option. So I must focus on building a strong foundation.

7. What evidence can I collect to confirm my feelings?

I can collect data on students' perceived success rate when searching before and after an instruction session. I can also collect data on specific research-related activities such as students' use of controlled vocabulary, truncation techniques, and use of Boolean logic.

8. Who might be willing to share their ideas with me?

I've already spoken with a colleague of mine who teaches a one-credit library course on-campus at CMU. We've discussed ideas for lessons plans which I am considering.

9. What have been my successes?

My biggest success is always those students who express excitement about the library services and resources available to them. I also count as a success comments like "wow, this is awesome" or "I wish I had known about this sooner". 

10. How might I replicate these success?

I'd like to hear these comments more frequently and might be able to do so by implementing technology that would enable me to reach more students at their point of need.

The following keywords resonated with me as I read the text. Hopefully, they will guide me as I conduct my own action research: problem-solving, self-reflection, decision-making, and user needs. The importance of reflection was perhaps one of the biggest takeaways. As someone who easily gets bogged down in the daily grind, I will follow the advice given and set aside time at the end of each day to reflect upon problems to be solved, successes gained, opportunities for improvement, and ways to get there!

Glanz, J. (2003). Action Research: An Educational Leader's Guide to School Improvement (2nd ed.). Norwood, MA: Christopher-Gordon Publishers, Inc.

*****