Be where your users are: libraries in content management systems
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Academic institutions acquire and use content or learning management systems for online teaching and learning. Faculty and students log into their CMS daily to peruse readings, check schedules, turn in assignments, and connect with content. Integrating library resources, both librarian expertise and materials, into the CMS enables users to connect with the library without leaving the ‘classroom’ the CMS provides. This session will cover different approaches to embedding librarians and library content into the CMS using examples with Sakai, and open source content management system. Use of CMS tools for instruction, reference, and communication will be addressed as well as different options for creating or interacting with course sites will be covered.
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Be where your users are: libraries in content management systems
- 1. Be where your users are Libraries in Content Management Systems Jezmynne Dene Claremont University Consortium
- 2. Embedded: Integrated into the community as a part of the whole
- 3. Why do we have to embed?
- 4. The CMS is an opportunity
- 5. Why the CMS? • Faculty and students are already using it for courses • Natural way to organize information in a similar manner to course sites – Users then understand what information to expect from the tools used in the site
- 6. Open Source CMS Sakai is in use at over 200 Universities, colleges and schools throughout the world. •coursework •collaboration •portfolios •libraries http://sakaiproject.org 6
- 7. Sakai Looks Like... Site Tabs Site Tools 7
- 9. Work with a class in a course site
- 10. Pros, Cons, & Best Practices • Pros: – Intensive one on one – Content tailored to the course • Cons: – Time intensive – Heavy Workload • Best Practices – Minimal classes per semester – Participate only in sections of the course – Recycle content 10
- 11. Create a Project Site
- 13. Instruction
- 17. Reference
- 20. Communication
- 24. Pros, Cons, & Best Practices • Pros: – You define your content • Cons: – No one is forced to use your stuff • Best Practices: – Use as or link to a central repository – Share content with peers – Update. Then update again! 24
- 25. Electronic Reserves 25
- 26. Sakai’s Copy & Paste 26
- 27. Brainstorming Buy In • Ideas in the google page below http://docs.google.com/View? id=dd7ctzw6_2hnrgg6fh 27
- 28. Thank you! Jezmynne Dene jez91711 on Gmail 28
Notas do Editor
- Used a geology definition – “embedded as an integral part of a whole” “integrated into the community”
- we have to change. we have to modify how we interact with our users, as they’ve modified how they interact with us.
- INVADE THE CMS
- Problem – workspace users, both faculty and student, use for information management outside the confines of the library Solution - use the technology they’re using for coursework to embed librarians and library materials where the user is working Users go to what they know, they know google, but we already know they don’t ‘know’ the library properly, but they also know their content management system. It’s a great tool for placing your information, links to your information, or copies of your information Has the ability to replace other systems (reserves, course guides, file sharing)
- Work hand in hand with a class or two, following assignments, readings, and participating in discussions Some ideas – new graduate students, emphasize graduate level research skills, first year experience courses, freshmen seminars, senior thesis classes (utilize your subject liaisons)
- Enrolled as a student – I participate just as students in the class participate – in discussion forums, posting resources specific to the class, &c Create and grade assignments, polls/surveys/test & quizzes for assessment)
- Open, joinable project site – listed in a directory and users find it. Automatic enrollment – the library is a course tab that everyone belongs to Tailor to focus – Faculty, undergraduates, graduates, or by subject (science, art, business, govermnet, &c) Create an open, joinable site enabling users to add it or register for it as they need it
- Example course site - All the tools used by faculty to create an online course with learning objects (continuity across formats – users know what to expect from the tools and the structure) Voluntary opt in/out – 253 students/faculty enrolled in the site. Averages about 10 uses a day (object uses, not logins)
- Use it for online instruction modules or stand alone instruction objects
- Three step assignment process – pre and post assessment Other traditional library assignments - annotated bibilography – wikipedia assignment -
- Test and quizzes, in order to gauge pre and post assessment from instruction sessions
- Melete tutorial builder – step learners through a process to achieve an objective Add links, images, video files,
- Define terms, offer handouts and guides, link to web resources, subject guides, pathfinders, &c
- Resources – repository for handouts, maps, guides, pathfinders, links, alternate sites, &c Share – faculty can copy across sites, move into course sites Students can download and ‘take away’ as needed in digital form.
- Glossary – define library jargon, unfamiliar terms.
- Meebo/chat widget Discussion forums FAQ lists Email lists – people can opt in, or used judiciuously for mass emailing
- Announce list – merge with other resources as well – email out (allowing people to opt into email communications if they like) Discussion lists inside a course site – Q&A in a site for a specific class, or a thread discussing research for example.
- Communicate open office or reference hours, open classes. Email events to participants enrolled in the site Change permissions to allow users to book appointments with you (class assignment for seniors example)