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Robin kear   introduction to library instruction
Robin kear   introduction to library instruction
Robin kear   introduction to library instruction
Robin kear   introduction to library instruction
Robin kear   introduction to library instruction
Robin kear   introduction to library instruction
Robin kear   introduction to library instruction
Robin kear   introduction to library instruction
Robin kear   introduction to library instruction
Robin kear   introduction to library instruction
Robin kear   introduction to library instruction
Robin kear   introduction to library instruction
Robin kear   introduction to library instruction
Robin kear   introduction to library instruction
Robin kear   introduction to library instruction
Robin kear   introduction to library instruction
Robin kear   introduction to library instruction
Robin kear   introduction to library instruction
Robin kear   introduction to library instruction
Robin kear   introduction to library instruction
Robin kear   introduction to library instruction
Robin kear   introduction to library instruction
Robin kear   introduction to library instruction
Robin kear   introduction to library instruction
Robin kear   introduction to library instruction
Robin kear   introduction to library instruction
Robin kear   introduction to library instruction
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Robin kear introduction to library instruction

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  • 1. Introduction to Library Instruction in the ULS Robin Kear, MLIS Nazarbayev University Library April 2012
  • 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. Bibliographic Instruction vs. Information Literacy  ULS has a long history of library instruction  Both traditional and innovative
  • 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. 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. 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. 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. 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. 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. 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. Embedded LibrarianIntegral part of the wholePart of the online classroom environment
  • 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. 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. 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. The RealityThe research process is more difficult withinformation abundance: •Technology issues now complicate research concepts further •Too many information choices, not enough orientation
  • 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. Things students feel…AnxietyAnnoyanceStressOverwhelmedFearConfusionExcitementDreadUncertainty
  • 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. 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. 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. 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. Goal: Tiered Research Assignments Thesis/topic meeting Research log/journal Preliminary bibliography Outline/Introduction Mid-point check Drafts Final Paper
  • 23. Goal: Embed Smaller Research Components Explain Citations Explain Source Types Suggest Disciplinary Sources Explain Terminology (primary vs. secondary) Explain Information Cycle
  • 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. 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. LibGuide Companions Information Literacy Fundamentals  http://pitt.libguides.com/infolit Information Literacy Tools  http://pitt.libguides.com/infolittools
  • 27. Any Questions?

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