Feedback from Library Instruction Interviews

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Highlights some of the main ideas from interviews the ISU Coordinator of Instruction conducted with other librarians who are required to teach library instruction sessions. It shares thoughts on the purpose of library instruction, what librarians do and do not like about giving instruction, and some ideas for future instruction meetings/improving our instruction program.

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Feedback from Library Instruction Interviews

  1. 1. Feedback Interviews<br />The Highlights<br />
  2. 2. Purpose of Library Instruction<br />Words: acquaint, teach, make approachable, comfortable, public relations, find reliable resources<br />“To make the Library more approachable and make sure our resources are used and used appropriately.”<br />“So students can succeed.”<br />“Foster life-long learning and critical thinking.”<br />“Help users become more comfortable using our resources.”<br />“Finding and evaluating information.”<br />
  3. 3. Perceived impact<br />More effective at point of need [said more than once]<br />“Instructors seem to think we are providing a useful service.”<br />“I like to think we are helping them and not boring them.” [reiterated]<br />“Once we get our hands on students, they do better.”<br />“[Students] are more comfortable in the Library after having come here for instruction.”<br />Reference questions becoming more complex.<br />
  4. 4. Impact continued<br />Time = biggest deterrent for maximum impact<br />Knowing the students<br />Teach at an academic level<br />Good teaching = lead to the greatest impact<br />Library instruction = most important thing we do in the Library<br />Greater impact = when we meet the students’ needs<br />Communication & feedback increase impact<br />
  5. 5. Not our favorite things <br />Students have no topic in mind<br />Student attitudes<br />Not enough time<br />Feeling futile<br />Frustration<br />Seas of blank faces<br />Preparation time required<br />Student sense of entitlement<br />Being in front of people as an authority figure<br />
  6. 6. Things we like<br />Interested students<br />Appreciation from students <br /> and faculty<br />When material is received well<br />Learning the resources better <br /> i.e. improving skills<br />Variety<br />
  7. 7. More things we like<br />Interacting with the faculty<br />Getting out of the basement : )<br />Demystifying the Library<br />Helping students feel comfortable<br />Showing the big picture<br />
  8. 8. Coordinator of Instruction<br />The Library’s face for instruction to the rest of the campus community<br />
  9. 9. Ideas<br />Report on instruction program as a whole (%’s)<br />Promoting instruction as bibliographers<br />Focus on ACRL’s Information Literacy Standards<br />Less on teaching methods<br />More on teaching methods<br />Share feedback from interviews<br />Faculty evaluations: change them?<br />End-of-semester surveys<br />What has worked with Cathy & other colleagues<br />
  10. 10. More ideas<br />Encourage professors to bring students twice<br />Personal responsibility for teaching classes<br />Offering to correct or grade bibliographies<br />Outreach to high schools<br />Outreach to campus<br />Sell instruction program<br />Expand teaching repertoire<br />Offer impromptu workshops<br />Become embedded in a class<br />
  11. 11. Even more ideas<br />Making more ties with the regular faculty<br />Let the Coordinator of Instruction visit instruction sessions to offer constructive feedback<br />Address how the English dept. will change the 101 and 102 courses.<br />Reconsider the Comm.101 workshop plan<br />
  12. 12. The ideal student <br />Engaged<br />Asks questions<br />Does not need too much instruction<br />Receives instruction, runs with it, and wants to know the implications<br />Interested<br />Wants to solve problems<br />Insatiable learner<br />
  13. 13. Favorite songs<br />Layla<br />Any Beatles song<br />Beth Nielsen Chapman<br />“Don’t Worry, Be Happy”<br />Songs by the group Nightingale<br />“DowneastAlexa”<br />“And So It Goes”<br />Songs by Billy Joel <br />

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