ERIC EJ1103397: Two Parts Reflection, One Part Selfie: A Visual Alternative to the Minute Paper

2016·0.59 MB·English

by  ERIC

Volume 10, Issue 1, 2016 [PERSPECTIVES]
T P R , O P
WO ARTS EFLECTION NE ART
S
ELFIE
A visual alternative to the Minute Paper
Kellie Meehlhause For almost 40 years, the Minute Paper has
University of Minnesota, Morris been a quick and easy means of learning
assessment, both in the college classroom and
in library instruction. More recently, the use of
social media, particularly selfies, has gained
popularity by connecting with students through
the technology with which they are most
familiar. This article makes the case for
combining the Minute Paper and selfies in
order to gain an insight into students’ skill
development and retention after a library
session. Adaptable to a variety of classes and
learning outcomes, the activity enables
students to actively use the skills they have
learned, rather than passively reflecting on
them.
[PERSPECTIVES EDITED BY CAROLYN GAMTSO]
14
Meehlhause, Two Parts Reflection, One Part Selfie Communications in Information Literacy 10(1), 2016
INTRODUCTION the late 1970s (Holtzman, 2007, p. 97). At
the end of each lesson, Schwartz’s students

For academic libraries, the so-called would hand in a sheet answering the
“Minute Paper” provides a quick and easy following questions: “What was the most
method of gathering library instruction significant thing I learned today?” and
feedback and measuring the effectiveness of “What question is left uppermost in my
a particular session through short, mind after this lecture?” (Schwartz, 1991).
instructor-posed writing prompts. However, The answers to these questions would not be
it may be noted that beyond student self- graded, however, as Schwartz merely
reflection of the learning experience, this wanted to record who was in class that day.
assessment technique doesn’t actively Yet, what began as a practical means of
measure retention or the use of the tracking attendance in a large lecture class
soon became a source of “marvelous
information and skills presented, especially
in a one-shot session (Cunningham, 2006). feedback” as well as “an important part of
the students’ learning process” (Schwartz,
Moreover, the Minute Paper’s textual
format doesn’t account for alternative 1991). Schwartz states:
learning styles and means of reflection. To
remedy these weaknesses, and to gain a Students who were uncomfortable
better understanding of how students about speaking up in class could
transfer what they learned in the library to express their questions and their ideas
their research assignments, librarians at the more freely. Students could disagree
Rodney A. Briggs Library at the University with the teacher in a non-threatening
of Minnesota, Morris (UMM) added a way. I would occasionally read
visual and creative component to the Minute portions of the students' minute
Paper in the form of a book “selfie” (or papers back to the class, so that
“shelfie”, as some in the library community students could appreciate the diversity
call it), a self-taken photo of the student and of views held by their peers, and this
his or her research material. This essay sometimes led to further illuminating
discusses the use of selfies in information discussion. (Schwartz, 1991)
literacy (IL) assessment, as well as their
potential applications in other library Wilson (1986) and Cross & Angelo (1988)
departments. —two early promoters of the Minute
Paper—highlighted this simple, two-way

flow of information as one of the most
LITERATURE REVIEW
effective classroom-based assessment

techniques. While the first question
Minute Paper
encourages students to reflect on what is
As is often the case with pedagogical tools,
being taught, the second question indicates
the Minute Paper has developed organically
any gaps in understanding, thereby allowing
over the last 40 years. Alternatively called
instructors to adjust their teaching practice
the “One-Minute Paper” or the “Half-Sheet
regularly as needed. Ultimately, both parties
Response,” the device is believed to have
benefit, as the students feel their opinions
been conceived by University of California
are valued and the instructor gains
at Berkeley Professor Charles Schwartz in
[PERSPECTIVES]
15
Meehlhause, Two Parts Reflection, One Part Selfie Communications in Information Literacy 10(1), 2016
immediate feedback about student learning. sessions. This speedier variation of the
popular pre/post-test method enabled the
This formative assessment tool gained librarians to “extend the opportunity for
further scholarly attention in subsequent discussion with researchers beyond the
decades, wherein it was advocated as defined period of a library research support
encouraging active learning (Anderson & session” (Wolstenholme, 2015, p. 19).
Burns, 2013; Cross & Angelo, 1988;
Holtzman, 2007; Wilson, 1986); The Minute Paper is not without its
highlighting emotional reactions to and weaknesses, however. Scholars have been
understanding of learning material (Chizmar quick to note that the activity can rarely be
& Ostrosky, 1998; completed in just one
Drabick, Weisberg, Paul, minute, thus diverting
& Bubier, 2007; Kloss, valuable time from
1993); and strengthening learning activities or
student-faculty eliciting less thought-
engagement (Lucas, 2010; provoking questions (Cross
Wilson, 1986). A major & Angelo, 1988;
part of its appeal can be Holtzman, 2007; Stead,
attributed to its low-tech 2005). The time constraint
nature and its adaptability is especially noted in
to different subjects and library science literature:
situations. Subject to whereas an instructor can
preference or need, the adjust lecture time and
Minute Paper can be respond directly, this is not
completed individually or always possible with time-
in small groups at the crunched, one-shot library
beginning, middle, or end instruction. Choinski &
of a lesson. Relying on a Emanuel (2006) offer the
mixture of individual solution of having students
notecards and in-class UMM STUDENT SELFIE complete the Minute Paper
group participation, Kloss after the library session and
(1993) and Holtzman (2007) both turn it in to their professor. Although these
emphasize the importance of varying the responses were not reviewed until the end of
questions asked in order to elicit a range of the semester, thereby preventing the
feedback. According to Kloss, “the potential immediate two-way flow of communication,
for the one-minute paper is limited perhaps the librarians still found the method
only by your ability to phrase precise beneficial in applying student learning to
questions or statements about the “ACRL-defined outcomes” (p. 154) quickly
information you would like” (p. 63). and easily. Indeed, these challenges appear
Likewise, Wolstenholme (2015) used to be minor for instructors and librarians
Google Forms to distribute “Polling One alike, and as indicated above, they may be
Minute Papers” before and “Reflective One easily overcome through varying timing
Minute Papers” after library instruction and/or content.
[PERSPECTIVES]
16
Meehlhause, Two Parts Reflection, One Part Selfie Communications in Information Literacy 10(1), 2016
Selfies in Learning building beyond the classroom. While no
Almost since their introduction, aspects of known literature has made a direct
social media have been incorporated into the comparison, the positive outcomes of this
college classroom as a means of engaging pedagogical tool are similar to those of the
the tech-crazed, millennial learner (Click & Minute Paper, especially when combined
Petit, 2010; Younger, Duncan, & Hart, with writing or oral communication in a
2013), and selfies are no exception. Defined meaningful way.
by the Oxford English Dictionary as “a
photographic self-portrait; esp. one taken To date, scholarship regarding the use of
with a smartphone or webcam and shared selfies in library instruction specifically is
via social media” (Selfie, 2016), the selfie just beginning to gain momentum. In a
serves as a form of experiential learning, study of library orientation sessions, Dennis
wherein students use the image for self- and Dees (2015) note that some librarians
reflection and practical application of sought “to encourage fun” (p. 7) by
learning outcomes. As with the Minute requiring students to take “shelfies” with a
Paper, this Internet trend is limited only by library book as part of a post-session quiz.
its user’s creative or technical abilities, The shelfies’ impact on quiz scores is not
enabling its use across academic disciplines reported, but the study does indicate student
(though most notably in writing and foreign- enthusiasm for the activity. Responding to
language courses). From deciding what to the new ACRL Framework for Information
photograph to sharing the resulting image Literacy for Higher Education’s concept of
with others, the entire process requires “Scholarship as Conversation”, Kraft and
students to actively reflect on their material Williams (2016) used a combination of
and then conceptualize its relevance to their hashtags, Twitter, and selfies to enhance a
overall understanding. For example, Al-Ali traditional library scavenger hunt. Not only
(2014) and Pek & Mee (2015) found that did the selfies make the library session more
assigning writing prompts to accompany interactive, but its content and desired
student-produced images simultaneously outcomes could easily be modified to
appealed to visual learners and different classes and research assignments.
contextualized the material in a way More formal assessment of the activity’s
students could relate to. Because many effectiveness is still in the works, but
students are already well-versed in social informal observation of student participants
media, they were thus more motivated and shows “a sense of self-efficacy in the weeks
involved in the learning process, leading to following the class” (Kraft and Williams,
an improvement in learning retention and 2016, p. 13). Indeed, both case studies
writing scores for ESL learners (Pek & Mee, highlight the low-risk, high-impact potential
2015, p. 8). Further supporting this research, of selfies in the library. Aside from the
Johnson, et al. (2014) incorporated selfies required camera/cell phone and, if
into an ice-breaker activity, a language applicable, a social media account, the
translation exercise, and extracurricular opportunities are endless.
publicity. In all three instances, this quick,
flexible activity proved an effective means
of facilitating engagement and community-
[PERSPECTIVES]
17
Meehlhause, Two Parts Reflection, One Part Selfie Communications in Information Literacy 10(1), 2016
OPPORTUNITIES FOR LIBRARY taking and sharing such images on their
smartphones, thus allowing them to be as
INSTRUCTION AND ASSESSMENT
creative as they wanted to be with the final

product. All selfies were subsequently
Similar to Charles Schwartz’s initial
collected in a PowerPoint presentation and
intention for the Minute Paper, my notion of
shared during the next day’s lesson. What
a “selfie-esque” version of the Minute Paper
surprised me most about this assignment,
was more an informal homework
however, was the informal feedback hidden
assignment than any formative means of
within some of the emails. For example, one
assessment. Every summer, UMM hosts
student whose photo featured herself with
STELLAR and Gateway, two transitional
two books commented, “There were so
programs for incoming and international
many great titles I couldnt [sic] decide
students, respectively. The itineraries
which one! Thanks for showing where they
include a joint week-long crash course in IL
are!” By engaging with the students where
and library skills.
they are in the process, this activity not only

brought an element of fun to a basic library
After one day’s lesson on the library
task, but also opened a student-librarian
catalog, I gave students the following
dialogue regarding the library and students’
homework assignment:
academic interests.

1. Search the catalog for a book
Before this point, I had often employed the
related to your major (or, if
Minute Paper for information literacy
undecided, to Minnesota history
assessment, implementing the same two
and culture).
questions as librarians and faculty before
2. Find the book in the library stacks
me. The activity’s efficacy, however, was
and check it out.
usually hit or miss. On the one hand, the
3. Somewhere outside of the library,
responses, especially from one-shot
take a selfie of yourself with said
instruction sessions, provided a clear
book.
snapshot of what worked and what didn’t in
4. Before 10am the next day, email
the sessions, as well as guidelines for
the selfie to the librarian.
planning future lessons. On the other hand,

as has been previously noted, there wasn’t
My initial purpose with this activity was to
always enough time to properly devote to
encourage the students to explore the library
the activity, and the time crunch was
while gaining experience in using the
reflected in the nature of the responses. By
catalog and Library of Congress call
having students submit feedback almost
numbers. Since most of the students chose
immediately after learning the material, I
to complete the assignment in their free time
found that their writing was typically more
directly after the session, I was able to
self-reflective (e.g., I now know X) or
observe their information-seeking processes
focused on trivial details (e.g., a funny
and address any issues as they arose. While
anecdote) rather than being an actual
I shared a sample selfie and technical
measure of learning. It is one thing to write
directions for the few students unfamiliar
that one knows “how to search for books,”
with the concept, a majority had experience
[PERSPECTIVES]
18
Meehlhause, Two Parts Reflection, One Part Selfie Communications in Information Literacy 10(1), 2016
but a whole other ball game for one to The email was to be addressed to both
actually conduct a search successfully a myself and the instructor; some instructors
week later. The Minute Paper needed chose to grade the assignment for
another element of active learning that participation, but this was not a necessity.
would require students to put knowledge Participation rates were around 80% when
into practice. ungraded and 95% when graded. In both
cases, the selfies were once again compiled
With the perceived success of the into PowerPoint slideshows and used as a
STELLAR/Gateway selfie assignment in starting point for the next session’s
mind, I decided to try adapting it for other discussion.
library instruction sessions during the fall
semester. All ENGL 1601: Writing for the The expansion of the written portion from
Liberal Arts classes are required to schedule two questions to four is yet another popular
a minimum of two library instruction Minute Paper variation meant to further
sessions, with the first session typically increase student engagement. Dietz-Uhler
focused on introducing IL concepts, and the and Lanter (2009) developed the four-
second reinforcing basic and advanced question model to encompass “multiple
search strategies. Therefore, this group of forms of active learning” by requiring
students seemed the most logical test students to “analyze the material, reflect on
subjects because, with instructor permission, it, relate it to some aspect of their personal
the activity could be assigned as homework lives, and generate at least one question
in between the two sessions. I could then about it that was unanswered by the
respond to the assignment at the second activity” (p. 38). The four questions
session if necessary. In addition to taking required only a little more time to complete
the selfie, students were asked to answer the than just two questions, but the additional
following questions in their email: questions encouraged a deeper
comprehension of the learned material that
1. Why did you choose this later translated to higher quiz scores. In the
particular book? How does it same vein, Houtman (2015) adapted the
relate to your topic or benefit your model as a means of “self-regulated
assignment overall? learning,” wherein students are empowered
2. Did you have any challenges in to regulate and evaluate their own IL skill
locating and checking out this development and retention. When presented
item? If so, what might you do over the course of two or more library
next time to avoid this happening sessions, this practice creates a habit of
again? perceiving one’s learning, setting goals for
3. List one “takeaway” or useful improvement, and modifying behavior
piece of information that you accordingly.
learned from this library session
in general. My own objectives were not as complex. As
4. What questions do you still have an assessment tool, the selfie-Minute Paper
about the library or conducting combination addresses multiple ACRL
research? Framework concepts, including
[PERSPECTIVES]
19
Meehlhause, Two Parts Reflection, One Part Selfie Communications in Information Literacy 10(1), 2016
“Scholarship as Conversation” and (e.g., parkouring on a rail while reading).
“Searching as Strategic Exploration.” After viewing the slideshow, it was natural
While the selfie serves as a learning artifact, for librarians to ask about students’
the writing prompts carry a two-fold experiences with the assignment and with
purpose of evaluating information-seeking researching in general, using the answers to
behavior and reflecting on the library reinforce IL concepts or segue into more
session as a whole. If more than one student advanced search strategies.
indicated an issue with, for example,
identifying a book’s call number, then that FUTURE PLANNING
knowledge gap would become evident to the

instructor and myself. The Formal assessment of the
issue could then be selfie-Minute Paper
addressed either to the
combination’s
student directly in a reply effectiveness is still in the
email or to the entire class planning stage, but
in the next library session. informal observation has
nevertheless opened a
It goes without saying that gateway of possibilities in
this activity takes longer to Briggs Library’s IL
complete than the Minute program. In the future, I
Paper (about 15 minutes, plan to offer the activity to
depending on students’ instructors for inclusion in
technological abilities). one-shot instruction,
Nevertheless, it can be wherein I will either
adapted to fit different respond to students’ emails
materials, collections, and individually, send a class-
student populations. Briggs wide email, or schedule a
Library has found this later classroom visit to
activity to be particularly answer questions.
helpful with international UMM STUDENT SELFIE Feedback from more tech-
students, as it both assesses savvy students has also
their ability to find materials and alerts the suggested alternative means of sharing the
instructor and/or librarian to any language images, such as uploading them to
or cultural barriers. Another ENGL 1601 Instagram with a predetermined hashtag, as
section didn’t rely on books for their Kraft and Williams (2016) successfully
research assignment, so the selfie implemented, or allowing video
parameters were changed to searching a documentation of the search process.
database for a relevant article and then

printing out the first page (or detailed The selfies can also be used in a variety of
record, if full text wasn’t available). assessment situations beyond library
Students seemed to enjoy viewing their instruction (e.g., collection assessment). A
classmates’ selfies during the next library quick search of Instagram and Flickr
session, laughing over ridiculous poses accounts reveals that book selfies are
[PERSPECTIVES]
20
Meehlhause, Two Parts Reflection, One Part Selfie Communications in Information Literacy 10(1), 2016
already being used in public and school Click, A., & Petit, J. (2010). Social
libraries for publicity and community networking and Web 2.0 in information
outreach to highlight particular collections literacy. The International Information &
or disciplines; this approach would be Library Review, 42(2), 137-142. doi: http://
especially appropriate when a library dx.doi.org/10.1016/j.iilr.2010.04.007
instruction session is not focused around a
research assignment. Selfies and social Cross, K. P., & Angelo, T. A. (1988).
media in general are already a large part of Classroom assessment techniques : a
our patrons’ daily lives, so the possibilities handbook for faculty. Ann Arbor, Mich.:
are as limitless as the librarian’s National Center for Research to Improve
imagination. Postsecondary Teaching and Learning.

REFERENCES Cunningham, A. (2006). Using “ready-to-
go” assessment tools to create a year long

Al-Ali, S. (2014). Embracing the selfie assessment portfolio and improve
craze: Exploring the possible use of instruction. College & Undergraduate
Instagram as a language mLearning tool. Libraries, 13(2), 75-90. doi: http://
Issues and Trends in Educational dx.doi.org/10.1300/j106v13n02_06
Technology, 2(2), 1-16.
Dennis, M., & Dees, A. S. (2015). It's SO
Anderson, D., & Burns, S. (2013). One- boring: Improving library orientation
minute paper: Student perception of sessions for first-year students. The
learning gains. College Student Journal, 47 Southeastern Librarian, 63(2), 2-10.
(1), 219-227.
Dietz-Uhler, B., & Lanter, J. R. (2009).
Association of College and Research Using the four-questions technique to
Libraries. (2015). Framework for enhance learning. Teaching of Psychology,
Information Literacy for Higher Education. 36(1), 38-41. doi: http://dx.doi.org/10.1080/
Retrieved from http://www.ala.org/acrl/ 00986280802529327
standards/ilframework
Drabick, D. A., Weisberg, R., Paul, L., &
Chizmar, J. F., & Ostrosky, A. L. (1998). Bubier, J. L. (2007). Keeping it short and
The one-minute paper: Some empirical sweet: Brief, ungraded writing assignments
findings. Journal of Economic Education, facilitate learning. Teaching of Psychology,
29(1), 3-10. doi: http://dx.doi.org/10.2307/ 34(3), 172-176. doi: http://
1182961 dx.doi.org/10.1080/00986280701498558

Holtzman, R. G. (2007, 2007 Summer).
Choinski, E., & Emanuel, M. (2006). The
one-minute paper and the one-hour class. Adapting the one-minute paper for active
Reference Services Review, 34(1), 148-155. learning. Academic Exchange Quarterly, 11
doi: http://dx.doi.org/10.1108/ (2): 97-101.
00907320610648824
Houtman, E. (2015). “Mind-Blowing”:
[PERSPECTIVES]
21
Meehlhause, Two Parts Reflection, One Part Selfie Communications in Information Literacy 10(1), 2016
Fostering self-regulated learning in minute paper. Active Learning in Higher
information literacy instruction. Education, 6(2), 118-131. doi: http://
Communications in Information Literacy, 9 dx.doi.org/10.1177/1469787405054237
(1), 6-18.
Wilson, R. C. (1986). Improving faculty
Johnson, S. M., Maiullo, S., Trembley, E., teaching: Effective use of student
Werner, C. L., & Woolsey, D. (2014). The evaluations and consultants. The Journal of
selfie as a pedagogical tool in a college Higher Education, 57(2), 196-211. doi:
classroom. College Teaching, 62(4), 119- http://dx.doi.org/10.2307/1981481
120. doi: http://dx.doi.org/10.1080/
87567555.2014.933168 Wolstenholme, J. (2015). Evidence based
practice using formative assessment in
Kloss, R. J. (1993). Stay in touch, won't library research support. Evidence Based
you? Using the one-minute paper. College Library and Information Practice, 10(3), 4-
Teaching, 41(2), 60-63. doi: http:// 29. doi: http://dx.doi.org/10.18438/b8d60j
dx.doi.org/10.1080/87567555.1993.105322
49 Younger, D. W., Duncan, J. E., & Hart, L.
M. (2013). Tuning into YouTube in the
Kraft, A., & Williams, A. F. (2016). # classroom: Improving assessment scores
Shelfies are encouraged: Simple, engaging through social media. Retrieved from ERIC
library instruction with hashtags. College & database. (ED543108)
Research Libraries News, 77(1), 10-13.

Lucas, G. M. (2010). Initiating student-
teacher contact via personalized responses
to one-minute papers. College Teaching, 58
(2), 39-42. doi: http://dx.doi.org/0.1080/
87567550903245631

Pek, L. S., & Mee, R. W. M. (2015). Selfie:
A new trend in writing. Paper presented at
the International Conference on Languages,
Kuala Lumpur, Malaysia. Retrieved from
www.academia.edu

Schwartz, C. (1991). An academic
adventure. 2015, from http://
socrates.berkeley.edu/~schwrtz/Minute.html
Selfie. (2016) In Oxford English Dictionary
online. Retrieved from http://www.oed.com/
view/Entry/390063?redirectedFrom=selfie

Stead, D. R. (2005). A review of the one-
[PERSPECTIVES]
22