WiLSWorld 2016 - The Accidental Trainer
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This document discusses how public librarians have taken on an accidental role as technology trainers for patrons due to increasing demand. It provides strategies for librarians to enhance their skills as trainers, such as creating templates, incorporating assessment, and expanding class offerings. Specific tips are offered for class design, facilitation, and avoiding common pitfalls. Assessment results show positive impacts of the training program including increased classes, attendance, and involvement of librarians as trainers. Contact information is provided to learn more.
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WiLSWorld 2016 - The Accidental Trainer
- 1. The Accidental Trainer: Instructional Librarianship in the Modern-Day Public Library Melissa Bernasek, Information Services Director Monica Dombrowski, Technology Education Manager Phil Schneider, Digital Services Librarian TechEd@Gailborden.info 847-429-5970
- 3. "I'm a Librarian, not a Trainer!” Increasing demand for technology assistance from patrons Staff displaying symptoms of tech-fatigue Sporadic classes taught by librarians with no consistency Technology Education Manager
- 4. Librarians as Trainers Working the Information Desk or 1:1 with a patron Teaching a basic Microsoft Word class
- 5. Enhancing Your Librarian Toolkit
- 6. 1st Steps • Templates • Style Guidelines • Design Documents Create a Repeatable Design Process • Design Classes in a Series Format • In-Class Formal & Informal Activities • Post-Class Survey Incorporate Assessment Techniques • Write for the Beginner • Incorporate Additional Activities • More Numbered Sequences vs. Text Rework Existing Classes
- 7. Expand Class Offerings • Review customer surveys for topics • Plan for cyclical & seasonal events Socialize the Idea • Secure Support • Scout Resources • Leverage talent Recruit More Trainers • Librarians • Staff with Specific Expertise (SME’s) Charting the Course
- 8. Adult Learning Principles Freedom within Structure Experience and Knowledge Specific Objectives Hands-On Activities Practical Application Teacher as Facilitator Stretching the Boundaries Librarian as Designer
- 12. Facilitator Set the Stage Stick to Schedule Cover All Topics Think On Your Feet Keep Participants Engaged Manage Disruptive Participants Taking the Plunge Librarian as Trainer
- 13. Too Much Content or Not Enough Content Too Broad or Too Specific Lack of Thorough Copyediting No back-up plan Lack of Practice Common Newbie Pitfalls
- 14. Best Practices Network with others in similar roles See what’s already out there Become familiar with ID Principles
- 15. • Mirror class goals/purpose to reinforce learning concepts • Provide a structure for staying on track with class material • Are clearly defined, measurable, and observable Objectives • Determines if learning has occurred through objectives • Includes a variety of methods – Use those which best suit your objectives & purpose • Offers insight on participant comprehension and suggestions for improvement Assessment Objectives & Assessment
- 17. Results 49% Increase in Classes Offered 69% Increase in Attendance 38% Increase in Classes Taught by Librarians Wider availability of class days and times Professional Development More responsive to community *Between FY13-14 & FY 15-16
- 22. Questions? Thank you for attending! Contact Us: TechEd@gailborden.info 847-429-5980
Editor's Notes
- GBPL in Elgin, IL Serve 146,000 people and about 3,000 people come through our doors every day.
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- Step one was to talk with librarians about teaching classes Some librarians were enthusiastic about this new partnership with the Technology Education Department and others were skeptical While we could have just left it at that, we knew deeper conversations were important. Why was it that teaching a class was so much more intimidating than helping a patron at the Information Desk? When I really listened to librarians they were telling me that they were concerned about everything from personal humiliation to providing inferior service. I could see that they were having flashbacks to high school speech classes Apparently achieving learning objectives carries a whole lot more weight than helping a patron install and use the Overdrive app. These conversations allowed the librarians to decompress and be reassured that Monica and I were there to support them every step of the way.
- After the therapy sessions, librarians were considerably more open to the idea of teaching classes. Monica did special training just for the librarians on several topics including: How to prepare for a class And how to redirect disruptive participants In addition, everyone who is teaching, has or will participate in Toastmasters. Gail Borden has found that this training improves levels of confidence, organization of thought, and public speaking ability. Last year, Librarians began teaching with content created by Monica. As a result, they were far less stressed about creating powerpoint presentations for and the quality of our classes greatly improved. Now I will turn it over to Monica to explain more about her methodology.
- How presentation will benefit audience: Adult learners are more interested in a subject if they know how or why it is important to them. Presenter’s level of expertise in the subject: Briefly state your credentials in this area, or explain why participants should listen to you.
- How presentation will benefit audience: Adult learners are more interested in a subject if they know how or why it is important to them. Presenter’s level of expertise in the subject: Briefly state your credentials in this area, or explain why participants should listen to you.
- How presentation will benefit audience: Adult learners are more interested in a subject if they know how or why it is important to them. Presenter’s level of expertise in the subject: Briefly state your credentials in this area, or explain why participants should listen to you.
- How presentation will benefit audience: Adult learners are more interested in a subject if they know how or why it is important to them. Presenter’s level of expertise in the subject: Briefly state your credentials in this area, or explain why participants should listen to you.
- How presentation will benefit audience: Adult learners are more interested in a subject if they know how or why it is important to them. Presenter’s level of expertise in the subject: Briefly state your credentials in this area, or explain why participants should listen to you.
- How presentation will benefit audience: Adult learners are more interested in a subject if they know how or why it is important to them. Presenter’s level of expertise in the subject: Briefly state your credentials in this area, or explain why participants should listen to you.
- How presentation will benefit audience: Adult learners are more interested in a subject if they know how or why it is important to them. Presenter’s level of expertise in the subject: Briefly state your credentials in this area, or explain why participants should listen to you.
- How presentation will benefit audience: Adult learners are more interested in a subject if they know how or why it is important to them. Presenter’s level of expertise in the subject: Briefly state your credentials in this area, or explain why participants should listen to you.
- How presentation will benefit audience: Adult learners are more interested in a subject if they know how or why it is important to them. Presenter’s level of expertise in the subject: Briefly state your credentials in this area, or explain why participants should listen to you.
- Objectives Objectives should be key important concepts Objectives create a structure Keep trainers on track and keeps each class similar and the same concepts emphasized from trainer to trainer Objectives should be to the point and easily measurable Examples 1) At the end of the session learners will be able to explain how to care for a laptop battery 2) Learners will be able to replace RAM on a desktop computer 3) Learners will be able to check for new e-mails messages Assessments Assessments are directly related to Objectives. Use different assessment types based off of class type Lecture=Question and answer Hands on= Completion of an activity sheet or project Gives immediate feedback to trainer to modify class on the fly if necessary Allows feedback to modify PPT, DD and other class material for future classes
- What Can a Post-Class Survey Assess? Provides information about the instructor Allows decisions to be made about how well the instructor is at specific materials Allows for the instructor to get feedback on their teaching style to improve for future classes Provides information about the content Allows students to tell us about content density, speed, etc Allows students to inform us if the material and information gained matched their expectations according to the title and description Where the students heard about the class allows us to know what our best marketing strategies are Section for them to make general comments An area for them to suggest future classes Allows us to know exactly what our population wants so when we make a class we know people will be interested and show up
- In the past two years, increased efficiency and librarians training has led to… 49% increase in classes offered 69% increase in attendance 38% Increase in classes taught by librarians Wider availability of class days and times because we are not solely relying on contract trainer availability, which was usually only evenings. With librarians as trainers we can now offer more daytime classes. Librarians have increased skills relating to curriculum development, time management, classroom management and other professional development skills. Because of the efficiency of the system as well as multiple types of feedback, trainers are able to quickly learn and improve, which led to… Increase in class creation quality Increase in confidence Increase in training quality Because the classes are well organized with all materials and a design document any librarian or trainer can quickly get familiar with the class and material and teach it. With the implementation of this model we have been more responsive to community wants and needs and been able to engage with patrons we may not have encountered before. We even earn groupies!
- To see all of class offerings and what we are up to please come to Gailstoolkit.com. This is our main page.
- By clicking on tracks and classes on the top of the page you can choose classes by subject that you are looking for as well as our templates so that you can make your own classes using our standards.
- When you choose a tract each class will give you a description as well as all of the files you need to run the class
- If you are looking for more help with training, creating classes, technology, etc. Please visit our learning in libraries tab to find sources to help you succeed.
- If you are looking for more help with training, creating classes, technology, etc. Please visit our learning in libraries tab to find sources to help you succeed.