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Semelhante a NCLA 2011 Panel Presentation
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NCLA 2011 Panel Presentation
- 1. The Frosh Freshen Up:Preparing Librarians for a New First Year Seminar Library Session Lisa R. Coats First Year Engagement Librarian & Anne E. Pemberton Instructional Services Coordinator (in abstentia) University of North Carolina Wilmington North Carolina Library Association 2011
- 3. Required next fall as 3 credit
- 4. 90% take a FYS
- 7. Feedback
- 8. Created PowerPoint… First Year Seminar Library Session …and Outline
- 10. SharePoint to Share Documents
- 11. Jing Videos
- 13. Observation & Practice Sessions
- 14. Feedback in Public Services Meetings…
- 15. …and via Email… …we also sent Email Updates
- 16. Wrap up…
Notas do Editor
- 2 credit hour courseNot required at this point but will be next fall as 3 creditIncluding HON 110, 90% are taking a FYSVariations: IBEC (Isaac Bear Early College) , TRANSFER, Learning Communities (i.e. Community Service), LINKED to classes (i.e. ENG 101)
- HISTORY:Library for almost 10 years has provided a required library session for every FYS sectionSessions have always been f2f, but recently have been supplemented with an online tutorial required before session, reading library chapter in FYS textbook for 2 years (written by librarians) Content of sessions has evolved (i.e. used to do tours, less on evaluation, etc.) to more critical thinking STATS: (mention this so they have a better sense)This semester we have taught 80+ classes total, 25 students in each, 7 librarians, AP and LRC do 30 total, other 5 split the rest (~10 each).
- Also looking at our instructional sessions holistically – FYS, ENG comp, majors – getting away from presenting the same content in each, to a more tiered approach
- Gathered feedback from librarians prior to revising the session (e.g. During fall 2010 and spring 2011)Gotfeedback from students in the “do you like us” questionnaires from FYS classesFYS instructors also gave feedback – f2f discussions directly after sessions; survey to instructors asking what they thought students should be learning; email feedback.
- Because this way to teach the FYS was a radical shift in how it had been presented before:AP created PowerPoint for sessions and teaching outline for timeframe on each activity/section.Theppt gives visuals, proposes questions, prompts activities and exercises. The outline is step-by-step how the librarian can use the ppt and teach the session.
- New elements were also assessment tools: Created an online Questionnaire to get a sense of their pass research(Help from Laura Wiegand, Information Systems Librarian, and Sharon Connelly, Technology Support Analyst)Creation of the two Worksheets (CRITIC, Websiteuse) for classroom use and some assessmentConsistency for assessment purposes – didn’t change anything that would impact the assessment of all the students (polleverywhere.com wasn’t working in the training session for librarians, for example)Library Assignment for more structured assessment that students completed within 2 weeks AFTER the library session. Online assignment via Course Reserves. Each student in a FYS had a distinct set of 3 resources to evaluate with CRITIC model. Once completed, email was generated to FYS instructor and the library has copy. Librarians only needed to mention the assignment and remind students that the CRITIC worksheet they would be doing in the library session would help prepare them for the Library Assignment.Consistency for assessment purposes – didn’t change anything that would impact the assessment of all the students (polleverywhere.com wasn’t working in the training session for librarians, for example, so it was removed from ppt and we used a suggestion from a librarian to replace it with color coated cards)
- We wanted all our ducks in a row, so we:Had icon/link to Questionnaire on all instruction lab desktops Stocked worksheet copies in instruction classroomsPut folder on desktops in classroom with everything librarians needed to teach[**Click for SharePoint text here:]We also…Utilized the collaborative document repository (SharePoint) for all instructional material so it is accessible Organized the information “For Librarians” folder with ALL they need to teach the class
- AP created Jing videos about how to approach parts of the presentation or where to find things on SharePoint(Play beginning of video linked here if audio and time)
- Provided mock session in which librarians “served” as studentsChallenge: Librarians not as quick to respond or active in participation for the mock session. Must be thick skinned and able to handle all personality types when training. Introverted, delayed reactions, etc.
- Offered observation and practice sessions with Instructional Services Coordinator and First Year Engagement Librarian AP and LRCtook the first several classes so the librarians could sit in on our sessions.
- We are gathering ongoing feedback through Public Services weekly meetings…
- …and feedback through e-mailProvided e-mail updates to librarians as issues and questions arose during the first few weeks of classesFor example:The color coated cards had A, B, C, D, E on the backs for another question, but they were in the ‘right’ order of the timing for publication of materials and students got wise.AP started asking about Chancellor’s specific area of research (mating rituals of wolf spiders) and this helped with the discussion of “peer review”, and who scholars/researchers are – plus it has the added bonus of waking them up a bit!
- Tosum up...