Presented at LILAC 2019

1. When the library
one-shot goes
online:
What to let go, what
to keep, what to
build.
Lorrie Evans and Karen Sobel
University of Colorado Denver – Auraria Library
LILAC 2019 / Nottingham, UK

2. Logistics
• Group work or individual work – your choice!
• There is a vocabulary handout so we minimize confusion.
• There is a handout to guide you on your own lesson planning.
• Lorrie and Karen will use a timer to stay on track. We will also roam
around to help you out.
• Ask lots of questions and make comments as we go. Most of all be
sure to have fun!

3. Our perfect teaching comfort zone.
What makes it comfortable?
• It is personal and engaging.
• It’s great working with the students and
collaborating with the faculty.
• Feedback is instant.

4. Does the same hold true when we teach virtually?

5. In the face to
face library
class…
Time is on our side.
It provides a structure

6. In the face to
face library
class…
Students are
present in the
moment.

7. In the virtual
library class…
• Unsustainable expectations from the course
professor.
• Unsustainable expectations from ourselves.
• Teaching into the abyss.
• What does engagement even look like?
It seems we have to work harder to
build the same learning environment
and
overcome some challenges:

8. Toss
Build
Keep
Keep
• Most important objectives.
• Engaging activities.
Toss
• Content that can be packaged for
later/supplemental use.
Build
• Elements that require engagement.
• Sustainable structure.
Trust in what you do best and
move it online.

9. Rethink the teaching – setting limits
What is essential for the students to know?
How will you know they are engaging with the
lesson? Learning?
What content can be provided as a supplemental
and recyclable guide?

10. Example: A request came in for virtual library
instruction, Social Work Research Methods.
“Students need to learn how to do most of
the following…
Find resources
Locate databases (and social work/psychology sources)
Learn how to navigate the library
Learn how to navigate resources/services
Learn effective ways to search in databases
Send themselves resources via email

11. And also this…
how to modify and narrow down search
how to locate videos, if needed
how to limit results within 10 years
how to locate original sources
to limit your sources to APA citations
how to locate articles and online
journals, etc
(and more if you have other ideas)

12. Prior assessment and student consultation indicated that
students could navigate, search, email and use “the library”
quite well.
Based on our experience Students were not recognizing how
evidence from different sources were related or even of value to
their own research.
Source evaluation, the scholarly conversation, and reading
became the focus of this class. We didn’t cover search
mechanics.
The librarian’s reply to the request:

13. Converting/creating our lesson plans
• Define the scope and relevance of the lesson for the
students.
• Will students understand how to complete activities without
additional help?
• Clear directions
• Supplemental materials
• Linked tutorials if needed.
• Will the student work be assessed?

14. Lesson Plan Planning
• Pick just one or two content areas in the request for actual
teaching and activities.
• Can the other content areas be taught outside of class? Using
screencasts, online guides, etc.
• What Could Go Wrong?
Minimize problems to the extent you can.
Get your
handout!

15. Time to build! Create a draft lesson plan or
activity for a virtual library instruction session.
Each group takes a sample instruction request or f2f lesson plan.
Create an outline of what a virtual library session might looks like.
Put your ideas on the flip charts for sharing.
You could use your own lesson plan if you have one.
You could use one of ours.
You could make one up on the fly.
You could work in pairs, in groups, or individually.
Your turn!

16. It’s time to share our new lesson plan
outlines!

17. Challenge: making a personal connection
You are scheduled to facilitate an online
library instruction class in two weeks.
The lecture content and assignments
are finished and ready to launch.
What might you do to feel more connected to
the student learning? Brainstorm together!

18. Pre-survey results
Our students:
• Can we assume they have appropriate technology?
• Can we assume they are comfortable with the technology?
Ourselves
• Do we have institutional support (technology, accessibility, etc.)?
• Is the perfect tech tool (easy, free, intuitive, learner centric,
aesthetically beautiful) out there but I just can’t find it?
Get your
handout today!

19. Lorraine Evans
Teaching & Learning Librarian
University of Colorado Denver
Email: Lorrie.Evans@ucdenver.edu
Telephone: 1 303 315 7744
Twitter: @LorrieEvans303
Karen Sobel
Teaching & Learning Librarian
University of Colorado Denver
Email: Karen.Sobel@ucdenver.edu
Telephone: 1 303 315 7709
Twitter: @kslovesbooks