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Bringing Underserved Staff Online @ LMU

Andrade and Hazlitt collaborated to design a Library Orientation & Tour workshop to predominantly Spanish-speaking staff in the university’s Facilities department, who had been underserved in opportunities for professional development. Using word-of-mouth networks on campus to promote the program, and a an organization called “Viernes Por La Tarde” to recruit faculty, staff, and student volunteers from all walks at LMU, a five-part series of workshops was created. Included is the history and evolution of the Computer Literacy Workshops; the description of the results of an LMU Service Staff Technology and Library Skills Survey; and the provision of strategies for implementing a similar program at other institutions.
–Jamie Hazlitt, Outreach Librarian, William H. Hannon Library, Loyola Marymount University
–Raymundo Andrade, Library Assistant III, Loyola Marymount University

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Bringing Underserved Staff Online @ LMU

  2. 2. PROJECTBACKGROUNDAugust 2009
  5. 5. FALL 2010PILOT PROJECT• Pilot project preceded survey• 5 workshops modeled after program atSanta Ana Public Library• Grass roots promotion to faculty, staff,and students for volunteers
  6. 6. INTRODUCTION TOCOMPUTERS• Part 1: What is a computer? Functions ofthe Keyboard & Mouse• Part 2: Microsoft Word
  7. 7. INTRODUCTION TOTHE INTERNET• Part 1: What is the Internet? Websites,domains, and browsers; fraud anddangers of the Internet• Part 2: Searching & Google “en español”• Part 3: Email - What is it?• LMU’s email system
  8. 8. WHAT WORKED?• Series of classes promoted cohort/community• Grass roots promotion generated sufficientfaculty, staff, and student volunteers• The “Buddy” system• Incentives• Community partnerships …
  9. 9. PARTNERSINCLUDE …William H. Hannon LibraryFacilities AdministrationInformation Technology Services (ITS)Viernes Por La Tarde – (a grassroots advocacy group)• The Latino Staff Association• The Latino Faculty Association• Ethnic & Intercultural Services• Chicana/o Latina/o Student Services• The Center for Service & Action• The Spanish Club• El Movimiento Estudiantil Chicana/o de Aztlán (M.E.Ch.A)• Students for Labor and Economic Justice (SLEJ)
  10. 10. WHAT DIDN’T WORK?• Only one workshop for each topic• Lengthy PowerPoint presentations• Inconsistent schedule / location• PowerPoints were in Spanish• Pilot project targeted Spanish speakers at thecost of excluding English speakers .• Workshop on LMU’s email system
  11. 11. 2011 SURVEY• Designed by library & IT• English & Spanish, online & paper• 47% response rate
  12. 12. 2011 SURVEY
  13. 13. 2011 SURVEY
  14. 14. 2011 SURVEY
  15. 15. REVISED WORKSHOPS2012 - 2013• Back to basics: focus on mouse ortyping skills• “Drop in tutoring” format• Consistent / predictable scheduleand location• Staff volunteers during summer;student volunteers during fall• Bilingual• More incentives!
  16. 16. 2012 - 2013 WORKSHOPS• Back to basics: focus on mouse or typing skills
  17. 17. • Back to basics: focus on mouse or typing skills2012 - 2013 WORKSHOPS
  18. 18. SUMMER 2013• Keep drop-in format• More assessment (post-survey)• Expand curriculum to include:• Language resources• Citizenship resources• LMU payroll/HR tools• Fieldtrip to Los Angeles Public Library
  19. 19. ATTENDANCE• Fall 2010: 10 attendees over 5workshops. 100% attendance.• Summer & Fall 2012: anywhere between5-29 attendees per workshop.• Spring 2013: 19 unique attendees – 10attended more than 1 workshop.
  20. 20. ATTENDANCE• Average attendance consistently higherthan in “traditional” professionaldevelopment opportunities offered towhite collar university staff.• But… varies widely depending on thetime of the year.
  21. 21. WHAT’S NEXT AT LMU?• Spring 2013: received universityInclusive Excellence Grant• Fall 2013 / Spring 2014: reviseworkshops & communication strategybased on summer assessment• Spring 2014: revisit all-facilities staffsurvey (based on 2011 survey)
  22. 22. THINGS TO THINK ABOUT…• Workplace culture• Communication• Variant work hours• Language• Recruiting volunteers• Scalability• Sustainability• Assessment
  23. 23. FINAL THOUGHTS• Explore relationship between InformationLiteracy and Computer Literacy• Create new advocates in unexpected places• Build community• Change the perception of the academic library
  24. 24. REFERENCES“Ratoneando” – online mouse exercise in Spanish from PalmBeach County Library (FL):http://www.pbclibrary.org/raton/intro.htm“Mousercise” – online mouse exercise in English from PalmBeach County Library (FL):http://www.pbclibrary.org/mousing/mousercise.htmwww.cursomeca.com – free online typing exercises inSpanish.www.goodtyping.com – free online typing exercises inEnglish.LibGuide from ALA Poster Session, with survey results:http://libguides.lmu.edu/facilitiesoutreach
  25. 25. QUESTIONS?Ray AndradeCataloging Assistantrandrade@lmu.eduJamie HazlittOutreach Librarianjamie.hazlitt@lmu.edu@jamiehaz