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SCIL Works 2012
SCIL
Works 2012
Back to Basics: The Ubiquitous One Shot
Friday,
February 3, 2012 - 9:15 am
– 2:00 pm
The Claremont Colleges
Honnold/Mudd Library Founders Room
800 N. Dartmouth Avenue
Claremont, CA 91711
(Directions)
Most of us
spend the bulk of our time teaching one-shot library
instruction sessions of one type or another. For some, this work has a
Zen-like pleasure: We can engage in an endless honing of our craft. For
others it can be frustrating: We feel like we have little formal
contact with the students or input into the curriculum.
What can we do to facilitate students' development of information
literacy skills throughout college and life?
SCIL Works 2012 explored how colleagues are:
- making
the most of opportunities
for collaboration with colleagues and discipline faculty
- piquing students' interest
- applying
instructional design
principles to online or face-to-face instruction
- assessing
what students have learned
Research &
Practice
Presentations
Hour-long presentations on effective programs or practices.
Rethinking
handouts for
library instruction sessions: They’re
not as bad as you’ve been told!
John Hickok, Instruction/Outreach Librarian
California State University, Fullerton
Powerpoint Presentation
Presentation pdf
These and other materials available on John Hickok's website.
Handouts have gotten a bad rap over the past years. Many
librarians have abandoned them because (a) they seem old-fashioned; (b)
they appear inconsistent with being “green”
(eco-conscious) today; (c) librarians are just deferring to e-guides
instead. However, handouts are not bad! Quite the
contrary; they can be powerful learning aides, and green-friendly, when
used effectively. This presentation will make you rethink
handouts! First, this
presentation will dispel the view that handouts are old
fashioned. Not so! Handouts directly address active
learning principles. Nearly all educational theorists, from
Vygotsky to Piaget, note the impact of “doing”
while learning. Handouts—as this presentation will
show—can greatly increase the “doing”,
rather than just passive listening. Second, this presentation
will show how handouts can indeed be green-friendly. Multiple
strategies will be shown to reduce paper use while still harnessing the
power of active learning though handouts. Third, this
presentation will show the advantages handouts have over generic
e-guides, and how they can make a huge difference (with student
testimonial data supporting this). Principles of
dynamic and effective handout design (generating high interest among
students) will be shown. These will not be your
grandmother’s handouts! Attendees of this
presentation will come away with a host of ideas, tools, and strategies
for using handouts to increase student learning in library
instruction. Handouts or e-handouts will be provided (of
course!)
Methods
Behind the
(One-Shot) Madness: Enhancing Instruction through
Portfolios, Mapping, and Rubrics
Natalie Tagge, Instruction Librarian, Char Booth, Instruction Services
Manager & E-Learning Librarian, and Sean Stone, Science
Librarian
The Claremont Colleges
Presentation
Slides
In-class techniques and e-learning tips can undeniably improve one-shot
sessions, but collaborative management and outcomes-driven assessment
of an overall instruction program is key to increasing instructor
effectiveness and student learning in even the briefest of
interactions. This presentation explores three pilot initiatives
designed to build a structured and strategic framework behind
"traditional" undergraduate instruction at the Claremont Colleges
Library: instructor portfolios, curriculum mapping, and information
literacy rubrics. Instructor portfolios collect teaching materials,
student work, and coordinated evaluations in an integrative attempt to
holistically assess one-shot library instruction from the perspective
of faculty, students and librarians. Curriculum and knowledge mapping
is a way of visualizing the path a learner takes through a discipline,
department, or degree, as well as an engaging planning and
brainstorming tool. Rubrics help define specific student outcomes as
well as provide a quantifiable tool for assessment of information
literacy skills. When applied in tandem, these approaches can
be used to gather powerful insight into the learner experience and
create the impetus for more collaborative, creative, and lasting
library instruction.
“But
it’s not enough!" Confronting reality and
optimizing learning--the 50 minute one shot
Kristin W. Andrews, Research Librarian for Romance Languages, Latin
American
Studies & Classics
University of California, Irvine
Presentation
Presentation Handouts
Librarians are experts in research, but our strength is often a
weakness: we want to teach students as much as possible, but instead
can overwhelm them with too much information. There is a difference
between what we think is enough and what students can absorb.
Developing learning outcomes & objectives is critical in
helping librarians find a balance between what we would like students
to know versus what students can realistically learn in 50 minutes.
Attendees will learn a model that will help them develop learning
outcomes that blend mechanics (how to use databases) and concepts (how
to think about research) and stay on target when teaching a
time-limited one shot instruction session. The example model will be
based on one library’s program for freshman writing students,
but the approach can be adapted for one shot sessions at any level
(undergraduate or graduate). Participants will also have the chance to
brainstorm and share ideas for their own instruction programs.
Lightning Round
Presentations
A set of 5-minute poster sessions describing a program or
initiative, highlighting an online tool or tutorial, or exhibiting an
assessment process or instrument.
Strategies
for Success:
Helping Online Students Discover the Library
Terri Bogan, Reference & Instruction Librarian
Hope International University
Presentation
We are always looking for ways to reach out to our online students and
let them know that we are here for them and have resources and services
to help them with their research. Many of our online students are
returning adults who are very concerned about doing well, yet do not
feel confident in their study and research skills. The first class our
online students take is called Strategies for Success. This class
includes an assignment with a simple library research component. Prior
to working on this assignment, students view three video tutorials
(each under 10 minutes) created by a Hope librarian. These videos
address:
- Online
access points to
library resources, our online reference help system (LibAnswers), and
how to navigate the Library Home Page
- Using
our ILS (OCLC WMS) as a
discovery tool to begin the research process
- How
to search for journal
articles using our research databases (keyed to their library research
assignment)
Memory
and Color:
Developing Instructions Citations Guide
Eric P. Garcia, Psychology and Educational Psychology & Counseling
Librarian
California State University, Northridge
Instructions are very important in our daily lives, in our jobs, and at
home. In the academic community, students are presented with
instructions on performing a task ranging from how to build a paper to
how a citation should look like. While instructions in many cases can
help students it also can hinder their performance depending on how the
diagrams are designed. In creating a citation, students will have to
manipulate the source data in order to build a citation, yet they will
find it ease and simplistic if diagrams are easy to follow versus
overly text heavy diagrams descriptions. It is important to note that
one-time instructions do not led to the individual learning or
memorizing the process of building a citation. The instructions for
citation creation generally only provide a frame of reference for the
user. By building an instructional citation guide that is simplistic,
clear and using color to highlight designated areas, students will be
able to build a citation with an understanding or framework of how to
build a citation in the future.
Super
Stats!!!
Michelle Jacobs-Lustig, Librarian for Instructional Design, Outreach
and Training
Pepperdine University
Pepperdine University has revamped its library instruction program and
changed the way statistics are gathered. In Fall 2011 we implemented
two new products, from Springshare: LibCal and LibAnalytics.
LibAnalytics is an assessment tool that allows us to track our
instruction program, including the number of courses taught, students
reached, as well as the amount of prep time for these sessions. This
has given us an opportunity to demonstrate the impact that our
instruction program has on both the student body and staff time. The
ease of use of the product allows us to quickly (in a manner of
seconds) extract the data requested by peers and
administrators. We are also using it to gather data on our
reference and research support transactions. There are a variety of
ways to gather this kind of data (Excel, Google Docs, home grown and
corporate products); however the ease of use, flexibility and visual
components built into LibAnalytics makes it a perfect product at an
affordable price.
The
“What
Stuck?” Game
Joan Kaplowitz, Ph.D., MLIS
University of California, Los Angeles Librarian Emerita
The “What Stuck?” game is my take on the minute
paper. I like to end my sessions with some kind of
wrap-up/review/assessment and methods like the minute paper give a lot
of bang for the buck. In a very short period of time, the students get
to reflect on what they learned and the instructor gets a chance to
obtain some assessment data on how well the students attained the
expected learning outcomes set for the session. I have always liked to
do the minute paper as an oral exercise in one-shots since it is rare
that I got any further contact with the students. Doing it out loud
allows for everyone to benefit from the experience. However, a few
years ago I realized that I rely heavily on collaborative experiences
in my teaching and have done little that might appeal to the more
competitive types of learners. So I morphed the minute paper into a
game. The class is divided into small groups or teams. Since most of my
sessions take the form of small group exercises, these groups are
generally already in place. Each team is given five minutes to list as
many things that “stuck” from the session
– concepts, methods, exercises, assessments etc. I use five
minutes for sessions that last 90 minutes or more, but this could be
cut down to one or two minutes in a 50 minute long session. When the
time is up, I review each team’s list and declare a winner. I
usually give the members of the winning team some kind of prize (pens,
post-it pads, highlighters) and the rest of the class gets some small
token because no-one should leave feeling like a loser. The students
always seem to have a great time playing this game. I like this version
of the minute paper because it creates an upbeat ending to the session,
lets the students do the reviewing and summarizing themselves in a
lively and active learning type format, and offers a way for me to
assess the attainment of expected learning outcomes. And this is all
done in just a few minutes – thus proving that assessment can
be done even in the 50 minute one-shot.
iPad 2s
for
everyone! Catching students’ attention
in library one-shots
Ngoc-Yen Tran, Manager, Collection Development
California Lutheran University
Presentation
“You are an exercise science major and you have a
mid-term essay due in two weeks. You’ve chosen to write about
the benefits of yoga. The assignment requires you to find at least 2
peer-reviewed articles (also known as scholarly articles).”
This is the scenario that I have given to students during one-shots and
although that does not excite them, seeing iPads being distributed in
conjunction with the activity certainly does. But, instead of using the
iPad as a parallel to a computer (meaning that students use the web app
to find materials), the students use the iPads to scan the QR codes
that I have generated and then take the iPads out to the periodical
stacks in teams to find the differences between scholarly and popular
articles, primary v. secondary sources, and to use WorldCat Local to
find their own articles. At the end, we all come back together to talk
about what they found, and for me to show them some last minute things
and to assess their learning.
Find out more about how the activity is set up and whether or not it is
possible to have such an elaborate session all within the limits of a
50-minute one-shot.
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