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Robin kear   western trends in academic librarianship - instruction

Robin kear western trends in academic librarianship - instruction






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  • Open access, altmetrics,google,
  • Student learning outcomes based on the IL objectives; active learning exercises related to the objectives; and creation of lesson plans, activities, etc.Use of tutorials and/or screencasts.
  • Faculty response has been overwhelmingly positive. Can embed tutorials, screencasts, video, RSS, relevant resources.

Robin kear   western trends in academic librarianship - instruction Robin kear western trends in academic librarianship - instruction Presentation Transcript

  • Western Trends inAcademic Librarianship: Instruction Robin Kear, MLIS Eurasian University, Kazakhstan April 2012
  • Change Reexamining our role in our university and how to best interact with faculty and students They are changing their research habits and the way that they produce scholarship
  • 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
  • Information Literacy InitiativeDemystifies 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
  • ACRL StandardsCreated in 2000 and modified by the AmericanCollege & Research Libraries division of theAmerican Library Association http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/standards.pdf
  • Standards ToolkitThe Standards Toolkit is a set • Standard One: Knowof tools, web pages and other • Standard Two: Accessresources that will help you • Standard Three: Evaluateto use the Information • Standard Four: UseLiteracy Competency • Standard Five: Ethical/LegalStandards for HigherEducation. http://www.ala.org/acrl/issues/infolit/standards/standardstoolkit
  • 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
  • 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
  • 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
  • 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 before the annotated bibliography is due Part of their CourseWeb Review annotated bibliographies
  • 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.
  • 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”
  • Techniques for Effective Library Instruction  Follow the Instruction Cycle  Creation of instructional outlines (lesson plans)  Use Learning Objectives tied to Information Literacy  Active learning exercises related to objectives  Use of tutorials and screencasts  LibGuides (or research guides)  Evaluation and Assessment
  • • Online guides to using the library’s resources that can be designed around a subject or for specific classes and assignments.• Can be built around the course syllabus or an assignment to connect students with the specific library resources they will need to be successful.• Faculty can link to the guide or embed it into their CourseWeb class.• http://pitt.libguides.com
  • RubricsThe ULS has created several rubrics that can be used by faculty and librarians to incorporate appropriate structure and assessment to the development of their instructional sessions.These rubrics are based on the ACRL Standards and the eight skill sets identified by the SAILS (Standardized Assessment of Information Literacy Skills) test currently in use. There are four levels for all of the ULS rubrics. These include: novice, developing, proficient and accomplished.
  • Accomplish Novice Developing Proficient ed Shows an increased Understands understandin Unable to nature & g of Able to adapt narrow scope of information search topic; Unsure assignment; needed process toDevelop of Determines for topic; topic;Research how to find general Refines Knows whatStrategy information keywords keywords keywords needed in relation to and and phrases for topic develops to employ assignment to begin synonyms searching for search terms
  • What is a Curriculum Map?Grid for subject specific informationliteracy instructionScope and Sequence of skillsCustomizable to needs of a particulardepartment or major
  • Engineering Library: Judy Brink
  • Keeping Up with Technology Keep up with technology developments and tools Learn various (standard) technology applications Develop understanding of pedagogical use Implement in appropriate instructional settings Assess if the technological tool accomplishes desired outcomes
  • Integrating Information Literacy…Can be done in the faculty classroom, online, or through the library classroom.It is imperative to collaborate with faculty, whether you will be embedding, be there in person, or through the web.
  • The RealityThe research process is more difficult withinformation abundance: •Technology issues now complicate research concepts further •Too many information choices, not enough orientation
  • 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
  • Goal: Tiered Research Assignments Thesis/topic meeting Research log/journal Preliminary bibliography Outline/Introduction Mid-point check Drafts Final Paper
  • Goal: Embed Smaller Research Components Explain Citations Explain Source Types Suggest Disciplinary Sources Explain Terminology (primary vs. secondary) Explain Information Cycle
  • 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
  • The Result: Ubiquity Research is not disconnected from the classroom Research is not an outside skill Research skills are necessary for all their work
  • LibGuide Companions Information Literacy Fundamentals  http://pitt.libguides.com/infolit Information Literacy Tools  http://pitt.libguides.com/infolittools
  • Robin KearReference/Instruction LibrarianUniversity of PittsburghG22 Hillman Library3960 Forbes AvenuePittsburgh, PA 15260+1-412-648-7728rlk25@pitt.eduhttp://www.linkedin.com/in/robinkearTwitter: @rkearMeebo Chat: rkearSkype: robin.kearhttp://pitt.libguides.com/profile.php?uid=18189