We r in yr dormz, helpn yer rsrch

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Presentation for Metrolina Information Literacy Conference.

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  • Profile:- Oldest living-learning community in NC (1971)- Small, co-ed student community;approx 120 freshmen and sophomore; next year will expand to include juniors and seniors (in a dorm across the street)- Small classes (approximately 15 to 20 students) with most taught in Mary Foust Hall- Curriculum focuses on liberal arts and interdisciplinary education. Integrated with the General Education Curriculum. - In-house advising and preregistrationIn-House Librarian: Started as office hours (2/week and more at midterms and exams); not much traffic initially Developed to include curriculum integration: consulting with faculty on assignment creation with research components; creating modules that can be inserted into regular courses that include info lit concepts (source evaluation, plagiarism, research ethics) Outreach events: primarily Library Trivial Pursuit, but I also attend various events (advice night, the unconference) Library instruction: We have had difficulty in past getting library instruction into these courses, but since this relationship started we have been teaching more instruction sessions. Also the ARC virtual presence has been popular, especially chat.Sam: Fall 2010 pilot project in which we trained a sophomore student who lived in the College on library resources and spaces Goal: have a library first-responder in the dorm who could direct students to good resources in the library; also familiarity with librarians and resources Training was 15 hours per week during my early office hours (because people weren’t using me in the early part of the fall). She also shadowed for about 6-7 hours at the reference desk. Has had some traffic, but not as much as expected We hired her as a student worker in reference in Spring 2011 and she will probably stay here until graduation Other models for this: USC is doing a library advocate model (pay students $500 award for a semester of library advocacy with a capstone project)
  • We r in yr dormz, helpn yer rsrch

    1. 1. WER<br />INYR<br />DORMZ,<br />rsrch!<br />hlpn<br />yr<br />
    2. 2. “… the education sector has a specific focus on learning and teaching, centred on a concentrated cohort and on an information landscape that is characterized by formal learning through the systematic use of text and technologies. In contrast, workplaces and workplace interests are incredibly diverse, complex, and messy.” (Lloyd, 2010, p. 71)<br />
    3. 3. Because that’s where the students are.<br />60% of student-submitted study logs at the University of Minnesota indicated home or dorm as a study location; 10.5% studied in the libraries. (Whiteside et al., 2010)<br />
    4. 4. Because that’s where the students are.<br />78% of students surveyed at Carleton College selected their living quarters as their preferred space to study and complete assignments; the library was the second most popular selection, with 57%. (Nixon, 2009)<br />
    5. 5. What activities do students participate in that require IL skills, but aren’t research papers?<br />[image credit: Brainstorm by marcos c. on flickr. CC BY-NC 2.0]<br />
    6. 6. Institutional Profile<br />17,500 students (14,500 undergraduates)<br />Research University with High Research Activity<br />Retention efforts<br />Student Affairs/Academic Affairs merged under Office of the Provost<br />The University Libraries<br />Librarians are tenure-track faculty<br />90 library staff members<br />Liaison programs<br />Departmental/program <br />Student Affairs Connection<br />
    7. 7. Variety of Special Interest Communities<br />UNCG Tomorrow, Strategic Plan: “Goal 3.3: Implement first-year learning communities for all first-time UNCG undergraduate students to encourage integration of learning across courses.”<br />
    8. 8. What is a learning community?<br />Combination of characteristics: academic component, common residential space, targeted co-curricular programming<br />Learning communities vs. special interest communities / themed housing<br />
    9. 9. Why are learning communities valuable?<br />Considered a “high-impact” educational practice (AAC&U, 2007)<br />Linked to retention, persistence, and academic achievement (Andrade, 2008)<br />
    10. 10. Oldest living-learning community in North Carolina<br />In-House Librarian<br />Office hours<br />Curriculum development<br />Outreach events<br />Library instruction<br />Library First-Responder<br />More information on Warren <br />Ashby Residential College<br />
    11. 11. First Year Experience<br />UNS Class<br />Research support<br />Grogan<br />Information literacy <br />Outreach<br />image source<br />College of Arts & Sciences LCs<br />Scaffolded approach to IL instruction<br />
    12. 12.
    13. 13. Be realistic. <br />Establish clear lines of communication.<br />Be innovative. <br />Assess your program. <br />
    14. 14. Contact us:<br />Lynda Kellamlmkellam@uncg.edu<br />Jenny Dale jedale2@uncg.edu<br />

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