WHAT’S A LIBRARY TO DO? Exploring our choices as educators in the academy

“ A college is an institution that exists to provide instruction.” Robert B. Barr and John Tagg, “From Teaching to Learning – A New Paradigm for Undergraduate Education” in Change , vol 27, Nov/Dec 1995, p.12-25 to…. “A college is an institution that exists to produce learning .”

Shifts in Higher Ed National Leadership Council and Association of American Colleges and Universities (2007) College Learning for the New Global Century: A Report from the National Leadership Council for Liberal Education & America's Promise

2008 Horizon Report by the Educause Learning Initiative and the New Media Consortium

At the time of receiving a bachelor's degree, it is the University's goal that its students: Can identify, define, and solve problems. Can locate and critically evaluate information. Have mastered a body of knowledge and a mode of inquiry. Understand diverse philosophies and cultures within and across societies. Can communicate effectively. Understand the role of creativity, innovation, discovery, and expression across disciplines. Have acquired skills for effective citizenship and life-long learning. University of Minnesota’s Student Learning Outcomes

At the time of receiving a bachelor's degree, it is the University's goal that its students:

Can identify, define, and solve problems.

Can locate and critically evaluate information.

Have mastered a body of knowledge and a mode of inquiry.

Understand diverse philosophies and cultures within and across societies.

Can communicate effectively.

Understand the role of creativity, innovation, discovery, and expression across disciplines.

Have acquired skills for effective citizenship and life-long learning.

1 st year comp students will be able to: Focus, develop, and organize claims and backing (evidence) to flesh out an argument. Distinguish between popular and scholarly sources; evaluate the credibility of sources Show an understanding of the principles of ethical and accurate documentation, and practice using a standard format for citing sources And more… University of Minnesota’s outcomes for first-year composition courses

1 st year comp students will be able to:

Focus, develop, and organize claims and backing (evidence) to flesh out an argument.

Distinguish between popular and scholarly sources; evaluate the credibility of sources

Show an understanding of the principles of ethical and accurate documentation, and practice using a standard format for citing sources

And more…

“ Students’ interpretive and evaluative skills have not kept pace with [the] information explosion. They can Google ―facts and information, but if they don‘t understand how knowledge is created and how information is interpreted, then how can they assess what they Google?” University of Minnesota’s Council on Liberal Education, Draft Report, 10/07

What do our students need in order to find a few books and articles for their paper?" OLD PARADIGM QUESTION Our Answer: THE GUEST LECTURE & THE ONE-SHOT WORKSHOP

What do our students need in order to navigate the world of information for the rest of their lives?" NEW PARADIGM QUESTION William Badke from Trinity Western University Our Answer: INFORMATION LITERACY EMBEDDED INTO THE CURRICULUM

Does the “one-shot workshop” go away?

Scalability is impossible with ~60 librarians on front-lines ~2,300 instructional faculty = ~3,350 class sections = ~50,000 students = 1:38 1:833 1:56

with ~60 librarians on front-lines

~2,300 instructional faculty =

~3,350 class sections =

~50,000 students =

1:38

1:56

Common model for who is responsible for “instruction” Assign a liaison to teach who is: responsible for many, many other things not someone who entered into this profession thinking teaching would be part of their responsibilities not someone who has received any training or coursework in teaching and learning not a teacher not an instructional designer not expected (or perhaps even allowed) to collaborate with colleagues in the design/teaching/assessment not evaluated on learner outcomes during performance reviews or tenure process

Assign a liaison to teach who is:

responsible for many, many other things

not someone who entered into this profession thinking teaching would be part of their responsibilities

not someone who has received any training or coursework in teaching and learning

not a teacher

not an instructional designer

not expected (or perhaps even allowed) to collaborate with colleagues in the design/teaching/assessment

not evaluated on learner outcomes during performance reviews or tenure process

Common Model for Teaching in Libraries Lecture…. Demo…. Hands-on

If we’re operating out of the new Learner Paradigm , the one-shot has to change The New Question: What do our students need in order to navigate the world of information for the rest of their lives?

One-shot in the new paradigm Release time for Subject Matter Expert (SME) collaborations with instructional designers Needs assessment Professional development for all liaisons with info lit responsibilities Graduate students for direct delivery E-learning and Library Performance Support System developers Assessment Strategies Changes in performance evaluations Develop plug-n-play learning modules & worksheets Hire instructional designers Learner-centered instructional design

How committed to moving the one-shot to the new paradigm do we want to be?

Discussion?