C.G. O'Kelly Library's OK Scholar's Institute

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C. G. O’Kelly Library’s OK Scholar’s Institute

Mae Rodney, Winston Salem State University

C. G. O’Kelly Library has a rich collection of print and electronic resources but traditional library output measures – questions asked, use of databases – declined despite an increase in instruction sessions offered.

The Internet gave patrons immediate fulfillment of their search requests; cutting and pasting information was effortless; so the Internet became students’ primary research tool. Informal assessments of students’ written papers confirmed the habit of cutting and pasting and not citing sources. Faculty members complained more about the quality of students’ final papers. To counter students’ reliance on the Internet, many faculty members’ assignments directed students not to use any Internet resources. This did not correct the problem! Faculty members remained unhappy with the quality of students’ papers.

Librarians wanted to teach students information literacy skills to help them locate, evaluate and use information. To achieve that goal, faculty members required more information about library services and collections along with techniques to develop quality library assignments.

A request was made for Title III funds to sponsor annual workshops for five years to help faculty members develop techniques to create assignments that require students to locate, use and evaluate library resources to complete their written assignments.

The O’K Fellows experience is positively impacting library services – the contact between students and librarians has increased by over 100 percent and the number of electronic searches completed rose by 300 percent during 2007-08. Instruction sessions offered in Fall 2008 already equal the total number for the entire 2006-07 academic year. Faculty members are recommending the institute to other faculty members.

Mae Rodney is the Director of Library Services in the C. G. O’Kelly Library at Winston Salem State University

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C.G. O'Kelly Library's OK Scholar's Institute

  1. 1. 2008 - C. G. O’Kelly Library, Winston-Salem State University
  2. 2. Mae L. Rodney • Winston-Salem State University • Director of Library Services 1983
  3. 3. Background Click here to start video
  4. 4. O’K Scholars • Title III grant for 2008-2012 – Stipend for 40 faculty members to participate ($900) – Consultants to offer instruction services • Faculty • Librarians
  5. 5. Mission statement • O’Kelly Fellow Institute will provide faculty members relevant information about combining effective teaching strategies, library resources and services to accomplish the goal of producing information literate graduates
  6. 6. Objectives • At least one-third of the full-time faculty will participate in the institute by 2012 • All instructional disciplines will be represented in the institute • Sufficient disciplines will be represented to ensure that students will have information literacy learning experiences across the curriculum which will help the university produce information literate graduates • Document the impact of the experience on the library, faculty and students
  7. 7. Components of the program • Overview of the Institute things faculty should do and know: fill out papers, assessment forms; O’K Fellows Libguides, develop library assignment • Redesigning library assignments experience (consultant) • Modifying class assignments: one on one session • Reviewing collections, resources and services looking at the collection with the assignment in mind - online catalog, electronic resources, Libguides • Building librarian and faculty collaboration librarians work with faculty to select the best databases and offer suggestions to improve assignments that lead to students using library resources • Developing assignment strategies librarians continue to offer suggestions about what works, having stages, chunks in the assignments
  8. 8. Additional segments • Attacking plagiarism - lively discussion • Reviewing information literacy sessions (new perspective on instruction as it relates to new assignment) • Introducing media production services - new types of assignments using media and research • Reflections from previous participants - experience working with librarians, quality of assignments, revisions are part of the process and students reactions
  9. 9. Additional learning experiences • Readings about information literacy • Web site on Plagiarism ( strategies for combating,Turnitin.com)
  10. 10. • Introduction to Libguides • Readings about librarian and faculty collaboration
  11. 11. Participants • New full-time faculty members • Full time faculty members all disciplines • Full time faculty who teach research and writing • Faculty members involved in the SACS QEP – writing across the curriculum effort • 25% of QEP cohort have graduated from the institute
  12. 12. Recruitment/marketing strategies • Send invitations to faculty members • Ask department chair persons to recommend potential participants • Request library liaisons to recommend participants • Make presentations to academic council • Identify faculty members who teach writing/ research courses – invitations • Recommendations by past participants • Post information on LCD panels & library website
  13. 13. Presenting Certificate and Medallion –English Composition Coordinator
  14. 14. O’K Fellows’ promo Click here to start video
  15. 15. Admission to the Program • Faculty members are invited to participate – New faculty members – Faculty members who teach research/writing courses – English Composition Coordinator
  16. 16. Requirements of the Program • Must attend a two day workshop • Select an information literacy skill students should develop (locate, evaluate and use information) • Modify a library assignment to include: – Consultation with a librarian – Library instruction session (s) – Students have interventions with a librarian – Students use electronic resources
  17. 17. The Workshop • Opportunity to understand information literacy (readings)
  18. 18. The Workshop • Participate in active learning experiences
  19. 19. • Work one on one with librarians
  20. 20. • Discuss library assignments
  21. 21. • Become better acquainted with resources and services
  22. 22. Consultation With Librarian (Faculty) • Faculty members can receive suggestions from librarians regarding what aspect of the assignment will work • What requirements should be modified because of resources or the number of persons within a class
  23. 23. Librarians are available to continue working with faculty on assignments
  24. 24. Comments from Faculty Click here to start video
  25. 25. Library Instruction Sessions • Using electronic resources • Writing term papers • Avoiding plagiarism
  26. 26. After the instruction session • Librarians begin working with the students • Make an appointment • Keep the appointment
  27. 27. Intervention (Student) • Librarians assist students with – Understanding the assignment – Selecting the best database to use – Refining search strategies – Choosing the best keywords – Occasionally reviewing topic outlines – Using style guides
  28. 28. Student comments Click here to start video
  29. 29. Impact of the program on library services
  30. 30. Instruction 400 309 256 300 189 200 100 0 2006-07 2007-08 2008-09 Library Instruction
  31. 31. Faculty Consultation and Contacts 2,364 2,500 2,012 2,000 1,500 1,169 1,000 500 0 2006-07 2007-08 2008-09 Faculty Consultations and Contacts
  32. 32. Student Consultations and Contact 1,407 1,420 1,400 1,380 1,361 1,360 1,340 1,320 2007-08 2008-09 Student Consultations and Contacts
  33. 33. Reference Desks 11,773 11,496 12,000 10,000 8,000 6,000 4,284 4,000 2,000 0 2006-07 2007-08 2008-09 Reference Desks
  34. 34. Electronic Database Searches 1,500,000 1,274,101 1,000,000 728,128 500,000 130,356 0 2006-07 2007-08 2008-09 Database Searches
  35. 35. Outcomes -direct • Faculty members acquire a better appreciation of library services and resources • Students will be information literate • Library resources and services are utilized to complete assignments • Students correctly use citation style guides in their written assignments in progress • Plagiarism is reduced in written assignments in progress
  36. 36. Number of participants • Who continue to utilize the O’K Fellows experience is over 60 percent.
  37. 37. Outcomes • Faculty member who have not participated in the program are requesting library instruction sessions • More respect for individuals’ responsibilities in instruction • Hire a Coordinator for the Institute
  38. 38. Indirect outcome • Master Teacher Librarian certification program • Workshop for Writing Center Tutors
  39. 39. Other outcomes • Some faculty members saw a decline in plagiarism • Some faculty members offered sufficient library experiences and interventions within their classes that students’ writing did improve • The Writing Center plays an integral role in the writing experience • Faculty members learned more about library and campus services available to help students
  40. 40. Other outcomes • Master librarian/teacher program – Presentation skills – Electronic resources – Active learning presentation • Apprentice reference librarian • Seeking ways to incorporate the requirements in all English composition classes • Developing assessment tool for students
  41. 41. Other outcomes • Students feel they are now ready for graduate school • Students become aware of services librarians provide • Students and faculty members know librarians’ names • Faculty are saying to librarians let’s write an article
  42. 42. Master teacher librarians
  43. 43. Master teacher librarian • Quality researcher (look and look so more) • Knowledgeable researcher (databases) • Excellent communicator • Skills to organize and present information • Know the exact information needed for the class • Customer friendly
  44. 44. Writing center tutors • Information on library resources • How to use style guides
  45. 45. Librarians comments Click here to start video
  46. 46. Impact on written assignments • Faculty members are modifying their assignments • Clearer directions and specific expectations are being provided • Faculty are beginning to understand students’ writing issues and assignments are being made to counter those problems
  47. 47. Student comments • Students are reporting to faculty members they are now ready for graduate school
  48. 48. Communication between participants • Let’s Stay in Touch
  49. 49. Relation to QEP • QEP • O’K Scholars • Develop writing skills • faculty develop quality • Writing assignments writing assignments in all courses • Identify steps and achievement levels • Include bench marks – Seeking assistance – Type of information required
  50. 50. Points Learned • Keep institute class size small (human touch students and faculty) – Number of faculty members requesting library instruction and the number of sessions requested – The time required to consult with faculty members – The interventions required by students
  51. 51. Points Learned • Keep librarians’ knowledge and techniques fresh – Electronic resources – Teaching and presentation skills – Research skills • Communication among the team is imperative • Expect librarians to be friendly
  52. 52. O’K Scholars is our future! • We must create a place for the library within students’ learning process • Our competition is winning! my space, Internet • Faculty members need assistance! • Students need assistance!
  53. 53. Learning and Teaching is Hard Work • Repetition • Repetition is imperative • Start quality library assignments early in the curriculum • Students must consistently be required to use library resources in all disciplines • No one can allow Wikipedia into their written assignments
  54. 54. Research opportunities • Compare students performance – Students who followed the guidelines – Individuals who did not – Students who did not receive instruction and interventions – Impact of student perceptions of libraries and the actual use of library services – Librarian faculty collaboration and students’ response to library assignments
  55. 55. Challenges • Finding a time to offer the institute • Finding a way to pay the faculty. • Dealing with the large number of classes being requested in September & October • Rising need for larger and more instructional sites • Getting faculty and students to schedule consultations throughout semester vs last minute • Reaching groups that really need the experience
  56. 56. Bibliography - Readings Walter, Scott, et al. "Case Studies in Collaboration: Lessons from five exemplary programs." Raspa, Dick and Dane Ward. The Collaborative imperative: librarians and faculty working together in the information universe. Chicago: Association of College and Research Libraries, 2000. 39-60, 64-71. Dewey, Barbara I. "The Embedded Librarian: Strategic Campus Collaborations." Resource Sharing & Information Networks 17.1/2 (Mar. 2004): 5-17.
  57. 57. Questions • Will faculty members stop coming if we do not provide the stipend? • How many classes are offered during the busiest period of the semester? • How many persons are on the instruction team?

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