Library Instruction Overview

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  • Think about what information you need/want to shareDifferent audiences, different media, different messagesMost discussion centers on academic settings—schoolagers through college studentsJen—topics, ideas and issues when dealing with Younger Users, School Library
  • Young children that come to the public library need help finding what they need and want. Between the Lions Visit to the Library orient them to the library. This is an activity that story time children can complete with their parents before or after story time. Parents and children love this activity. With a set of stickers and the bingo sheet they were off having a great time. Stickers make everything fun! Shelf markers are used in the elementary school so that children know where to put the book back on the shelf. The dump cart is used in the public library. Patrons can put unwanted books on the cart if they don’t know where it belongs on the shelf. All children in public or school setting need to know where to return their books and how long they can check out their books. Hours: when can students come to library during school-public ,or when is story time. Librarians: name, look for the name tag. Checkout desk: How many books can a student check out, where to go to complete checkout. Can students complete checkout-how to use self check in public library. Book drop: where is it. Library card: do students or teachers keep cards public parents co-sign for children. Fiction or non-fiction-where is it. More on that soon.
  • Library Instruction Overview

    1. 1. LibraryInstruction<br />Tools and strategies to empower users<br />Presentation by Jennifer Kot and Shelly Miller<br />
    2. 2. What do we mean by “Library Instruction”?<br />Many names, many forms… <br />Library Orientation<br />Information Literacy<br />Search Strategies<br />Resource Discovery<br />User Education<br />Library Resources<br />Research Planning<br />Bibliographic Instruction<br />Locations and Facilities<br />Library Services<br />
    3. 3. What do we mean by “Library Instruction”?<br />“All the activities involved in teaching users how to make the best possible use of library resources, services and facilities, including formal and informal instruction delivered by a librarian or other staff member one-on-one or in a group.”<br />Taken from the “Online Dictionary for Library and <br />Information Science,” http://lu.com/odlis/index.cfm<br />
    4. 4. Tools Tailored for Your Community<br />Opportunities for instruction…<br />for all ages and all types of institutions…<br />Public libraries, school libraries, college and university libraries, special libraries<br />Pre-schoolers, teenagers, professionals, teachers and students at all educational levels.<br />
    5. 5. How libraries are organized<br />Helping young children find their way around the library.<br />Hours <br />Librarians<br />Check out desk<br />Book drop<br />Library card<br />Fiction<br />Non-fiction<br />Shelf marker or dump cart<br />
    6. 6. How to find available resources <br />Help students and patrons find available resources<br />Students<br />Our Librarian Won’t Tell Us Anything, (Buzzeo, 2006)<br />InfoQuest –process oriented program<br />Dewey in the Classroom<br />Patrons<br />Out and About at the Public Library (Shea, 2006)<br />InfoQuest before and after story times<br />A Visit to the Library <br />
    7. 7. A Visit to the Library<br />
    8. 8. Library Detectives Learning About the Library<br />
    9. 9. Motivated to Learn on Her Own!<br />
    10. 10. Detectives Looking for the Inside Drop Box<br />
    11. 11. Bubbles Make the Library the Place to Be<br />
    12. 12. What is a media specialist<br />According to Peggy Milam in 2002<br />“Library media specialist…are the individuals in each school whose special training in utilizing technology and information-seeking strategies should make them a valuable resource in assisting classroom teachers.” (p.41) <br />How to accomplish this…PROBE<br />P rovide an information rich environment<br />R equire activities where students must seek information<br />O ffer multiple opportunities to practice information-seeking<br />B ring attention to a variety of information sources<br />E ncourage the information seekers (Milam, 2002, p.44)<br />
    13. 13. The Nine Information Literacy Standards for Student Learning<br />Information literate<br />Independent learner<br />Contribute positively to the learning community and to society<br /><ul><li>http://www.ala.org/ala/aasl/aaslproftools/informationpower/InformationLiteracyStandards_final.pdf</li></ul>Information Power: Building Partnerships for Learning<br />
    14. 14. Big6 and Super3<br />Created by educators Mike Eisenberg and Bob Berkowitz<br />http://www.big6.com/<br />Linda Jarvin, Ph.D., Associate Director, PACE Center, Yale University, says, “Data collected from thousands of students showed that students who were taught informative nonfiction using the Big6 approach with a combination of analytical, creative, and practical activities, outperformed students who were taught two alternative approaches. (www.yale.edu/pace) <br />Used by library media specialist K-higher education<br />The Big6 is an information and technology literacy model and curriculum<br />
    15. 15. Research Techniques<br />Super3<br />Technique used for PreK-3.<br />Combines skills with appropriate vocabulary for young learners<br />Super3 Dinos<br />http://www.climbinghill.com/super3/super3.html<br />Big6<br />http://www.big6.com/go/wp-content/2008/02/Big6Handouts.pdf<br />There are 6 steps with 2 subset each<br />Without knowing we use them<br />Steps are not linear-we go back and forth between steps<br />Game for 5-6 graders who have received some instruction<br />http://www.kn.pacbell.com/wired/big6/overview.html<br />
    16. 16. Services and Strategies for Adults<br />Guidelines and Resources<br />ACRL—Information Literacy and Instruction, www.acrl.org/ala/mgrps/divs/acrl/standards/infolit.cfm<br />LOEX—Clearinghouse for Library Instruction, http://www.emich.edu/public/loex/index.html<br />ALA—Professional Tips Wiki on Information Literacy, http://wikis.ala.org/professionaltips/index.php/Information_Literacy<br />ALA—Sample Programming Ideas to Showcase Library Resources, www.ala.org/ala/issuesadvocacy/advocacy/publicawareness/campaign%40yourlibrary/prtools/sampleprogramming.cfm<br />
    17. 17. Services and Strategies for Adults<br />Instruction Formats<br /><ul><li>Face-to-Face
    18. 18. Computer-assisted Instruction
    19. 19. Virtual/Gaming Interface</li></ul>Using a variety of formats has many benefits…<br /><ul><li>Improves learning outcomes
    20. 20. Increases reported user satisfaction
    21. 21. Alleviates burn-out for staff
    22. 22. Standardizes library instruction
    23. 23. Provides alternatives for users with differing learning styles
    24. 24. Individualizes the learning experience
    25. 25. Increases staff’s and users’ exposure to technology.</li></ul>Kraemer, Lombardo, & Lepkowski (2007)<br />
    26. 26. Services and Strategies for Adults<br />Interfacing Tools<br />The Online Tutorial<br />The Embedded Librarian<br />The Subject Guide<br />“If libraries continue to evoke, for writing teachers and their students, images of the quick field trip, the scavenger hunt, the generic, stand-alone tutorial, or the dreary research paper, the fault remains, in large part, rhetoric and composition’s failure to adequately theorize the role of libraries and information literacy in its own rhetorical self-understanding and pedagogical practice.”<br />(Norgaard, 2003, p. 124)<br />
    27. 27. The Online Tutorial<br />Benefits<br /><ul><li>Accessible to all users with Internet connectivity
    28. 28. Available on the user’s schedule—accessible 24/7
    29. 29. Reviewable—users can revisit the resource as many times as necessary
    30. 30. Saves the time of the user and the librarian</li></ul>Challenges<br /><ul><li>Software choices—potential for incompatibility or changing platforms
    31. 31. Technological fluency—for the staff and for the user
    32. 32. Time-consuming to produce—but time saving in the end?</li></li></ul><li>The Online Tutorial<br />Taken from the OPAL (Ohio Private Academic Libraries) search screen<br />
    33. 33. The Online Tutorial<br />http://staff.opal-libraries.org/wp-content/uploads/2007/08/renewing.html<br />
    34. 34. The Embedded Librarian<br />Part of the on-line instruction team<br />Provides course-specific suggested resources<br />Teaches research skills on an appropriate and applicable timeline<br />Course-integrated instruction is the easiest way to bring together teachers and librarians in a common cause.<br />(Bowles-Terry, Davis & Holliday, 2010)<br />
    35. 35. The Embedded Librarian<br />Benefits<br />Recognizes holistic nature of information literacy<br />Reaches distance learners<br />Expands the presence of the library<br />Builds beneficial relationships<br />Allows for tailored, course-specific instruction<br />Challenges<br /><ul><li>Requires strong staff commitment
    36. 36. Requires faculty buy-in
    37. 37. Increases the need for planning, collaboration and communication
    38. 38. Requires instructional skill development for library staff</li></li></ul><li>Tools for Resource Discovery<br />Getting Started with Subject Guides<br />Share subject-specific resources<br />Direct users to appropriate databases<br />Direct users to related terms and topics<br />
    39. 39. Tools for Resource Discovery<br />http://www.library.kent.edu/page/15072<br />
    40. 40. Tools for Resource Discovery<br />http://www.library.kent.edu/page/10114<br />
    41. 41. Tools for Resource Discovery<br />http://www.library.kent.edu/page/14042<br />
    42. 42. Getting Beyond the Subject Guide<br />Where can you find…<br />subject-specific resources<br />ways to submit ideas and share feedback<br />tools for facilities orientation<br />resources for information skill development<br />tools for assessment and evaluation<br />built-in chat features<br />…all in one place?<br />
    43. 43. Getting Beyond the Subject Guide<br />www.springshare.com/libguides<br />
    44. 44. Getting Beyond the Subject Guide<br />http://library.osu.edu/find/subjects/design/<br />
    45. 45. Getting Beyond the Subject Guide<br />http://libguides.bgsu.edu/ampd<br />
    46. 46. Getting Beyond the Subject Guide<br />http://libguides.bgsu.edu/<br />
    47. 47. Getting Beyond the Subject Guide<br />http://libguides.bgsu.edu/<br />
    48. 48. Getting Beyond the Subject Guide<br />http://explore.westervillelibrary.org/<br />
    49. 49. Opportunities Abound!<br />Lots of chances to provide instruction all around…<br />Assess needs<br /> Implement changes<br /> Evaluate results<br />

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