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Introduction to Library Instruction in the ULS         Robin Kear, MLIS   Nazarbayev University Library            April 2...
What is Library Instruction?Demystifies libraryEmpowers studentsGenerates PR/Good willSupports mission of the libraryPromo...
Bibliographic Instruction vs.    Information Literacy              ULS has a long             history of library         ...
Bibliographic Instruction vs.           Information Literacy “Information literacy involves mastery over a complex set of...
A Few Differences Between             BI and ILResponsibility is librarian-    Responsibility is collaborativecontrolled...
Our Reasons for Information        Literacy Initiative Assessment requirements atthe University of Pittsburgh Middle Sta...
Information Literacy Objectives 1.   Develop a Research Strategy 2.   Select Finding Tools 3.   Search 4.   Use Finding To...
Role of ULS InInformation Literacy Assessment                 Online information literacy                test            ...
The Goal: Better IL Integration at   the Course/Program LevelEmbed into the researchprocess of the course orprogramColla...
Various, Simultaneous            IL Components One-shot classes as library/searching orientations One-on-one instruction...
Embedded LibrarianIntegral part of the  wholePart of the online  classroom  environment
ENGLIT 0500: Intro to Critical Reading Collaboration with a Pitt English Professor Tiered assignment I teach just befor...
Levels for Courseware ToolsMacro Level Library Courseware  Involvement, entails working with the developers  and programme...
Ideas for Courseware Create downloadable items that can be  imported into online courses Remind faculty of virtual refer...
The RealityThe research process is more difficult withinformation abundance:    •Technology issues now complicate    resea...
The Assignment    Write a 5-7 page paper on    the topic of your choice.    Use scholarly sources.    Due the last day ...
Things students feel…AnxietyAnnoyanceStressOverwhelmedFearConfusionExcitementDreadUncertainty
Things students say…   “I have no idea [about the dates or details of my topic].”   I can’t find this article in the cat...
Things students do… Procrastinate (80% of Head &Elison’s 86 students  procrastinate on 80% of their research assignments)...
The Result   Papers aren’t as good as   they could be   Research is associated   with negativity   Hard for library to ...
Goal: Better Research Assignments Process over Product Tiered Paper Approach Suggest Alternatives to the 5-7 Pages    ...
Goal: Tiered Research Assignments             Thesis/topic meeting             Research log/journal             Prelimi...
Goal: Embed Smaller Research            Components   Explain Citations   Explain Source Types   Suggest Disciplinary So...
Things students need… Collaboration between faculty and librarians Collaboration between academic departments and  libra...
The Result: Ubiquity Research is not disconnected from  the classroom Research is not an outside skill Research skills ...
LibGuide Companions Information Literacy  Fundamentals   http://pitt.libguides.com/infolit Information Literacy Tools  ...
Any Questions?
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Robin kear introduction to library instruction

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Transcript of "Robin kear introduction to library instruction"

  1. 1. Introduction to Library Instruction in the ULS Robin Kear, MLIS Nazarbayev University Library April 2012
  2. 2. What is Library Instruction?Demystifies libraryEmpowers studentsGenerates PR/Good willSupports mission of the libraryPromotes Information Literacy Set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.“ACRL Information Literacy Competency Standards for Higher Educationhttp://www.ala.org/acrl/standards/informationliteracycompetency
  3. 3. Bibliographic Instruction vs. Information Literacy  ULS has a long history of library instruction  Both traditional and innovative
  4. 4. Bibliographic Instruction vs. Information Literacy “Information literacy involves mastery over a complex set of concepts and skills and their interplay…knowledge of library skills is an integral part of information literacy… serving as tools for realizing its higher goals.”  Sharma, Shikha. “From Chaos to Clarity.” Journal of Academic Librarianship 33.1 (Jan. 2007): 127-35.
  5. 5. A Few Differences Between BI and ILResponsibility is librarian- Responsibility is collaborativecontrolledContent is focused on tools Content is focused onand search interfaces overreaching concepts, critical thinking processes, and thinking standards Assessment is focused on Assessment is focused onlimited evaluations and skill- competencies and standardsbased measurements as yardsticks for outcomes based approaches
  6. 6. Our Reasons for Information Literacy Initiative Assessment requirements atthe University of Pittsburgh Middle States Commissionon Higher Education ARL’s call to transformresearch, teaching andlearningULS Long Range Goal
  7. 7. Information Literacy Objectives 1. Develop a Research Strategy 2. Select Finding Tools 3. Search 4. Use Finding Tool Features 5. Retrieve Sources 6. Evaluate Sources 7. Document Sources 8. Understand Economic, Legal, and Social Issues -Modeled on the SAILS Skill Sets
  8. 8. Role of ULS InInformation Literacy Assessment  Online information literacy test  45 questions dealing with a range of information seeking skills  Benchmark freshman IL skills  Assess senior class skills
  9. 9. The Goal: Better IL Integration at the Course/Program LevelEmbed into the researchprocess of the course orprogramCollaborate with theinstructor(s) or programdirector(s)Always tie instruction to theassignment
  10. 10. Various, Simultaneous IL Components One-shot classes as library/searching orientations One-on-one instruction Embedded librarians Classroom integrated tools Integrated discipline/IL goals and rubrics Curriculum mapping
  11. 11. Embedded LibrarianIntegral part of the wholePart of the online classroom environment
  12. 12. ENGLIT 0500: Intro to Critical Reading Collaboration with a Pitt English Professor Tiered assignment I teach just before the annotated bibliography is due Part of their CourseWeb Review annotated bibliographies
  13. 13. Levels for Courseware ToolsMacro Level Library Courseware Involvement, entails working with the developers and programmers of courseware to integrating into the software a generic, global library presence.Micro Level Library Courseware Involvement, involves individual librarians teaming up with faculty as consultants to participate in developing a customized library instruction and resource component for the courseware enhanced courses.
  14. 14. Ideas for Courseware Create downloadable items that can be imported into online courses Remind faculty of virtual reference desks and library web presence Offer to create and embed discipline specific IL rubrics “Librarian Role”
  15. 15. The RealityThe research process is more difficult withinformation abundance: •Technology issues now complicate research concepts further •Too many information choices, not enough orientation
  16. 16. The Assignment Write a 5-7 page paper on the topic of your choice. Use scholarly sources. Due the last day of the semester.
  17. 17. Things students feel…AnxietyAnnoyanceStressOverwhelmedFearConfusionExcitementDreadUncertainty
  18. 18. Things students say… “I have no idea [about the dates or details of my topic].” I can’t find this article in the catalog. This magazine isn’t online so I can’t get it. There is not enough on my topic, I have to change it. I don’t know what a primary or secondary source is. My professor said to use scholarly sources…what are those? Am I cheating if I use someone else’s bibliography?(Mary George, Admissions of Another Sort)
  19. 19. Things students do… Procrastinate (80% of Head &Elison’s 86 students procrastinate on 80% of their research assignments) Spend 3 hours on research, 2 hours writing Go to Wikipedia for context and to pre- search (8 out of 11) Go to the Internet or databases for sources Do “good enough” research to get by
  20. 20. The Result Papers aren’t as good as they could be Research is associated with negativity Hard for library to fulfill requests (reference and collection related) when students procrastinate
  21. 21. Goal: Better Research Assignments Process over Product Tiered Paper Approach Suggest Alternatives to the 5-7 Pages  Annotated bibliography  Literature review  Bibliographic essay  Evaluate and edit a Wikipedia entry  Grant or research proposal
  22. 22. Goal: Tiered Research Assignments Thesis/topic meeting Research log/journal Preliminary bibliography Outline/Introduction Mid-point check Drafts Final Paper
  23. 23. Goal: Embed Smaller Research Components Explain Citations Explain Source Types Suggest Disciplinary Sources Explain Terminology (primary vs. secondary) Explain Information Cycle
  24. 24. Things students need… Collaboration between faculty and librarians Collaboration between academic departments and libraries Connection between research-paper process and everyday life research Context: background, vocabulary, expectation, gathering resources Librarian as informational coach Frequent explanations of research (IL) concepts across courses and years from faculty and librarians
  25. 25. The Result: Ubiquity Research is not disconnected from the classroom Research is not an outside skill Research skills are necessary for all their work
  26. 26. LibGuide Companions Information Literacy Fundamentals  http://pitt.libguides.com/infolit Information Literacy Tools  http://pitt.libguides.com/infolittools
  27. 27. Any Questions?
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