Students do not have quality nor enough supporting materials for speech assignments.
Students need to learn how to use library resources to improve the quality and quantity of sources for the organization and delivery of thier speeches.
A Persuasive Speech assignment was adapted to include scaffolding. This new three step assignment, with a goal of reinforcing information literacty, directs students to authoritative sources of information. The assignment takes place over a 3 week period which allows students to begin research early with another goal to improve quality and depth to this assignment. See attached.
Through an observational qualitative review of prior semesters to now, there was a noticable difference in the quantity and quality of supporting materials used by students. There was a considreable change in the depth of thought for speeches, too. Students reported using the library resources in other classes and increased thier own personal learning networks.
I will continue to use this scaffolded assignment for the Persuasive Speech assignment in my COM 225 courses. My next step is to add research requirements using EMCC library resources into speeches that occur earlier on in the semester. Further, I will continue to analyze the research component of my courses so I can improve on ways to reinforce academic success through information literacy.
Not only does this assignment address the current ILO of Information Literacy, but this also aligns to the CLO for COM 225: Students will be able to effectively present a persuasive speech orally to an audience. Lastly, by finding ways to improve teaching and learning, this is also a small way to contribute to the larger college goal of "increase the number of graduates/completers by 25% with equity."