“The purpose of scaffolding is to help the learner or builder to reach higher tasks than can be performed at just the base level. Acquiring the base skills gives a foundation for building higher levels of skills that may become both more complex or more refined and precise.” “Information Literacy Progression.” School Library Monthly. November 2011, Academic Search Premier.
“Breaking up the learning into chunks and then providing a tool, or structure, with each chunk.” Rebecca Alber. “Six Scaffolding Strategies You Can Use with Your Students.” Edutopia, May 24, 2011.
We recommend -
Sharing and collaborating with library faculty the student learning outcomes of the entire research (writing) process / assignment.
Dividing the research process into separate Critical Research experiences.
Expecting and requiring student accountability for each scaffolded learning activity: for example, Critical Research worksheet, journal entry, reflection work, graphic organizer, portfolio artifact, or outline.
Scheduling the research and resource learning experience close together, two to six weeks if possible.
Reviewing with library faculty what worked and what can be changed.