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Reference and Instruction: creating dynamic and effective services

Reference and Instruction: creating dynamic and effective services

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  • 1. THE BIG PICTUREWho I am / my perspectiveReference and InstructionCore services / New directionsWhat is effective? How do we know?OPPORTUNITIESto stretch, to grow, and to demonstrate ourvalue
  • 2. BackgroundPerspectivePhilosophy
  • 3. BACKGROUND, PERSPECTIVE, PHILOSOPHYLarge, very busy, very diverse libraryTwo and sometimes three professionals on the weekdaysLarge print reference and index collectionPrint and static HTML pathfindersInstruction to required research and composition course
  • 4. BACKGROUND, PERSPECTIVE, PHILOSOPHYReference resources moved onlineE-journals and indexes proliferatedDiscontinued pathfinders in printInstruction expandedWeb/Library 2.0
  • 5. BACKGROUND, PERSPECTIVE, PHILOSOPHYFewer LibrariansShared service desk: Information CommonsReliance on electronic resourcesCustomizable research guidesMore instruction onlineFederated search and discovery layers
  • 6. BACKGROUND, PERSPECTIVE, PHILOSOPHYShrinking budgetsAttritionNew areas of Library workReorganizationSmaller, multi-function unitSaunders, L. (2012). The Reality of Reference: Responsibilities and Competenciefor Current Reference Librarians. Public Services Quarterly, 8(2), 114-135.
  • 7. BACKGROUND, PERSPECTIVE, PHILOSOPHYInformation is a rightStrive to serveReevaluateRenew
  • 8. Core ServicesNew Directions
  • 9. CORE SERVICES NEW DIRECTIONSCentral point of serviceUser comes to usface-to-facetelephoneemailIMtext-a-librarianappointmentsorientationtours
  • 10. CORE SERVICES NEW DIRECTIONSOutreachWe go to the user classroom visitscampus presentationsroaming referenceexhibits
  • 11. CORE SERVICES NEW DIRECTIONSVariations on a themeStrategic placementEmbeddingPartnerships andcollaboration
  • 12. CORE SERVICES NEW DIRECTIONSOne or two session visitResources and methodsAssignment based
  • 13. CORE SERVICES NEW DIRECTIONSDiversificationTeach conceptsIntegrating Information LiteracyNew active learning pedagogiesAssessmentSaunders, L. (2012). Identifying Core Reference Competencies froman Employer’s Perspective: Implications for Instruction College&Research Libraries, 73(4), 390-404.
  • 14. What is effectiveHow do we know?
  • 15. WHAT IS EFFECTIVE? HOW DO WE KNOW?Do effective library services contribute to studentacademic achievement?Quantifiable impactLibrary Instruction = retention?Assessment in Action:Academic Libraries and Student Success (AiA)- http://www.ala.org/acrl/AiA“Contribute to higher education assessmentwork by creating approaches, strategies andpractices that document the contribution ofacademic libraries to the overall goals andmissions of their institutions”
  • 16. WHAT IS EFFECTIVE? HOW DO WE KNOW?Information Literacy Competency Standards –2000Objectives for Information Literacy Instruction -2001LOEX conferenceP.R.I.M.O. Peer-Reviewed Instructional Materials OnlineE.R.I.A.L. Ethnographic Research in Illinois Academic LibrariesA.N.T.S. ANimated Tutorial Sharing project
  • 17. WHAT IS EFFECTIVE? HOW DO WE KNOW?RELATIONSHIPS
  • 18. WHAT IS EFFECTIVE? HOW DO WE KNOW?http://www.flickr.com/photos/oceanflynn/
  • 19. WHAT IS EFFECTIVE? HOW DO WE KNOW?http://www.flickr.com/photos/nacaseven/
  • 20. WHAT IS EFFECTIVE? HOW DO WE KNOW?
  • 21. OPPORTUNITIEST O S T R E T C H , T O G R O W, T O D E M O N S T R AT E O U R VA L U
  • 22. OPPORTUNITIEST O S T R E T C H , T O G R O W, T O D E M O N S T R AT E O U R VA L U E
  • 23. OPPORTUNITIESHow can I become known acrosscampus?commit to time away from the libraryseek out speaking opportunitiesvolunteer for student eventsWho are your faculty?what do they write?who do they cite?what do they teach?T O S T R E T C H , T O G R O W, T O D E M O N S T R AT E O U R VA L U E
  • 24. OPPORTUNITIESBut I’m not a designer!content always trumps flashy designT O S T R E T C H , T O G R O W, T O D E M O N S T R AT E O U R VA L U ELooking forInterlibrary Loan?Reserves?Here is some text about howto borrow from I-Share. Lotsof people end up here whoare looking for something else
  • 25. OPPORTUNITIEShttp://www.flickr.com/photos/smemon/T O S T R E T C H , T O G R O W, T O D E M O N S T R AT E O U R VA L U EBodnar, J., & Doshi, A. (2011). Asking the Right Questions: A Critique ofFacebook, Social Media, and Libraries. Public Services Quarterly, 7(3-4), 102-110.
  • 26. OPPORTUNITIESRelationships directly enhance learningRobust strategy providing focused and relevantinformationA predictably consistent scheduleEstablish related but distinct channels of contentT O S T R E T C H , T O G R O W, T O D E M O N S T R AT E O U R VA L U E
  • 27. OPPORTUNITIESWe are there and we should be there “just in case”…T O S T R E T C H , T O G R O W, T O D E M O N S T R AT E O U R VA L U EBut with ubiquitous multiple online options forresearch, and where efficiency is regarded aboveall …we might be overlookedTo compete with the alternative and perhaps dubiousinfo options, we need to be active content creators aswell as information managers, guides and providers
  • 28. OPPORTUNITIEShttp://www.flickr.com/photos/sifu_renka/T O S T R E T C H , T O G R O W, T O D E M O N S T R AT E O U R VA L U E
  • 29. Thank you!Slides, works cited, and suggested reading:bitly.com/bundles/brantles/3Contact: brantles@gmail.com