00:06:02 Colby Moorberg: https://ksuemailprod-my.sharepoint.com/:b:/g/personal/moorberg_ksu_edu/EajXthRQwQhFn2S5SsgtXDYB0WIKOoFwLymbpGCiJG8Wjw?e=zhtJhY 00:11:54 Sara K. Kearns (she/her/hers): New Prairie Press: https://newprairiepress.org/ 00:14:25 Don Saucier (he/him/his): I still sweat a little thinking about being cold called on in my UG classes 00:15:31 Andie Faber (she/her, ella/la): @Don - I give my students some of the big questions I'm going to ask them in class when I assign the reading. Students say they like being able to prepare what they're going to say in discussion beforehand. 00:16:11 Andie Faber (she/her, ella/la): I love the idea of posting a picture of the whiteboard 00:16:11 Don Saucier (he/him/his): I like that idea of priming them, Andie. 00:17:07 Sara K. Kearns (she/her/hers): https://open.library.okstate.edu/makingopentextbookswithstudents/ 00:18:12 Sara K. Kearns (she/her/hers): https://guides.lib.k-state.edu/citations/zotero 00:21:08 LaBarbara Wigfall: Thanks Colby for reminding us of our land grant mission, to educate the public as well as the students. 00:25:39 Don Saucier (he/him/his): I love your Twitter handle! 00:26:48 Sara K. Kearns (she/her/hers): Open/Alternative Textbook fund is now accepting applications: https://www.lib.k-state.edu/open-textbook 00:29:37 Andie Faber (she/her, ella/la): Years ago someone shared with me an article titled "shitty first drafts" that asserts that first drafts are terrible pretty much always. I've shared this with students in the past to push them to write and rewrite 00:30:18 Don Saucier (he/him/his): I would love that article - do you have a doc or a link? 00:30:34 Melissa Glaser Wanklyn: @Andie - that's such a great approach! Quick google search...is this the article you use? https://wrd.as.uky.edu/sites/default/files/1-Shitty%20First%20Drafts.pdf 00:30:45 Tucker Jones: @Andie - That’s amazing! I would also love to read that article. 00:30:52 Melissa Glaser Wanklyn: Is it Anne Lamott? 00:31:08 Andie Faber (she/her, ella/la): Yes! 00:31:27 Sara K. Kearns (she/her/hers): I love Anne Lamott - Bird by Bird is one of the best writing books 00:31:51 Melissa Glaser Wanklyn: Love her. I have the book, Bird by Bird. That story about "one bird at a time" when helping her son with a school project is also excellent. 00:40:09 Melissa Glaser Wanklyn: Oh! Traci Brimhall has a game for this too! Pass an object around the room while music plays and when it stops, that person answers. 00:40:23 Sara K. Kearns (she/her/hers): Hot potato? 00:40:32 Don Saucier (he/him/his): Coach Traci has a game for everything! 00:40:35 Melissa Glaser Wanklyn: @Sara, yes. 00:42:04 Tucker Jones: Here is a recording of Traci Brimhall’s activity in action — https://www.youtube.com/watch?v=n5ucWxWfd-c 00:44:46 Don Saucier (he/him/his): I was the highly intelligent slacker 00:45:08 Sara K. Kearns (she/her/hers): I was the overly prepared nerd 00:45:46 Melissa Glaser Wanklyn: @Andie YES to all of this 00:46:24 Logan Britton: I don't have assigned readings, but I perceive students get worried about having the "right" answer versus the valuable insights. 00:47:56 Don Saucier (he/him/his): @Logan - and I empathize with that. No one wants to be publicly wrong, or to offer the off-base or unpopular perspective even if things are not strictly factual 00:48:00 Brandon Savage: I will occasionally start the class with an open-ended question that they complete online (Socrative) about a chapter topic. This gives them a chance to share what they remember (or already know) in a little less non-confrontational way. I also have a chapter-ending Reflect/Application assignment in a Discussion board where they are asked to reflect on the things they learned in the chapter that stood out to them the most and how they can *apply* the principles they’ve learned in the chapter to their future career. 00:48:02 Colby Moorberg: "Hypothes.is" 00:48:03 Andie Faber (she/her, ella/la): @Logan - definitely! I think it's important to try to get away from "closed answer" questions 00:49:44 Melissa Glaser Wanklyn: I like to ask students to write marginal notes/annotations in assigned reading and bring them to class. Then we can compare note-taking strategies alongside of discussing the reading. For students who DO read but struggle, this allows them to demonstrate effort and engage in class without the pressure/fear of being wrong. (Please forgive me if this has been shared already...I am attending here while my 1st-grader needs my attention.) 00:49:53 Carol Sevin (she/her): If you could go back and give yourself advice at the beginning of embarking in co-writing an annotated bibliography with students what would it be? 00:50:30 Andie Faber (she/her, ella/la): @Melissa - that's a great idea 00:50:48 Sara K. Kearns (she/her/hers): @Melissa I love that modeling and sharing 00:51:06 Livia Olsen: There's a movement amongst agriculture librarians to make research and extension publications available through HathiTrust with a copyright release 00:52:14 Sara K. Kearns (she/her/hers): @Livia, is there a clearinghouse for research & extension pubs? I thought MI or MN had something. 00:53:08 Andie Faber (she/her, ella/la): @LaBarbara - I love the idea of giving students additional materials to reinforce ideas. Sometimes I give students a reading and then share a video in class and then ask them which source seems more biased / reliable and why 00:55:41 Livia Olsen: @Sara Many research & extension publications were digitized through the Google Books Project in MI which ended up in HathiTrust so there are a lot there. Here's some info about it https://www.hathitrust.org/blogs/perspectives-from-hathitrust/hathitrust-members-opening-state-and-local-agriculture-documents The National Ag Library is also digitizing historical ag publications 00:56:58 Sara K. Kearns (she/her/hers): Thanks, LiviaA! 00:57:41 Colby Moorberg: 2nd question: How do you teach students to seek credible information sources? 00:58:00 Don Saucier (he/him/his): Library workshops on academic databases! 00:58:14 Sara K. Kearns (she/her/hers): We also teach about other sources! 00:58:31 Don Saucier (he/him/his): Libraries do all the things! 00:58:36 Sara K. Kearns (she/her/hers): Truth 00:59:39 Carol Sevin (she/her): @Colby, an adapted pass the problem assignment lets them see how others are thinking of evaluating sources. Some questions could be about bias or type of information and how the information will be used... https://www.projectcora.org/assignment/pass-problem 01:01:53 Melissa Glaser Wanklyn: @Colby - I teach English (expository writing), so during one of the units, students have an assignment where we explicitly discuss what makes sources credible or not. The Expos program offers a framework of 5 criteria for credibility (current, relevant, authoritative, accurate, and have a trustworthy purpose). Students locate a credible source and describe how it meets each criteria. Honestly...I also think that students enjoy "ripping apart" sources that are NOT credible and saying why. It's fun. 01:02:22 Livia Olsen: Thank you, Colby! 01:02:33 Tom Hallaq: Thank you!! 01:03:51 Melissa Glaser Wanklyn: Thank you!