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Continuing instruction education


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How do we keep instructors at the top of their game? From assessing staff needs to implementing training programs, this panel will discuss how libraries are keeping their staff's instructional skills current.

Lisa Cook (UNC-W)
Emily Daly (Duke)
Kim Vassiliadis (UNC-CH)

Published in: Education, Technology
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Continuing instruction education

  2. 2. WHERE? UNC-Chapel Hill Academic Affairs Library
  3. 3. WHO? Heather Gendron Suchi Mohanty Jacqueline Solis Kim Vassiliadis
  4. 4. WHAT? What do librarians think about when they think about the instruction?
  5. 5. WHY? New liaison model for subject librarians
  6. 6. HOW? Ask them!
  7. 7. WHEN? Spring 2011 – Present
  8. 8. SURVEY SAYS…. 29 useful responses
  9. 9. HOW DO YOU IDENTIFY WHAT YOUWANT YOUR STUDENTS TO LEARN?Answer Response %By discussing learning outcomes with instructor 26 90%By reading the assignment 25 86%By reading the syllabus 22 76%By defining specific skills or learning outcomes for the session 20 69%Other 6 21%By creating a rubric based on the class syllabus 4 14%
  10. 10. HOW DO YOU STRUCTURE YOUR CLASS? Answer Response % Longer lecture/demo, with less work time 12 41% Evenly split between lecture/demo and work time 11 38% Shorter lecture/demo, with most of the session for 5 17% work time Lecture for the entire session. 1 3%
  11. 11. TEACHING WEAKNESSES Making sure Im Figuring out how to do meeting the students more hands-on and still where they are. cover necessary material.Strong start & finish to my sessions, Less rambling &really getting the message across more focused.that they can ask me for help later.
  14. 14. IMPORTANCE OF INSTRUCTION I think instruction is important in the sense that it exposes students to some of what the library has to offer. More importantly perhaps, it lets students know that there are professionals who are available to help with their research. I feel like most students get by without a lot of library instruction. Google and library databases have made finding "good enough" information pretty easy for many topics.
  15. 15. COMMENTS I make itI often throw together a course page and a priority.lesson plan the day before a scheduledclass without spending adequate timethinking about what students need tolearn. Sometimes the planning is even anhour before the class...Instruction is a major component of my job, yet I feel that I do nothave enough time to develop new teaching methods andactivities. Sometimes I feel bored by myself and would just like totry something different.
  17. 17. EVALUATING YOUR INSTRUCTION SESSIONS Answer Response % I have not evaluated any of my instruction sessions 12 41% less than 25% of my sessions 8 28% 25%-49% of my sessions 5 17% 50%-74% of my sessions 2 7% For more than 75% of my sessions 2 7%
  18. 18. TYPES OF ASSESSMENT CONDUCTED Answer Response % I got feedback from students on what they thought they learned 6 67% from my instruction Feedback was requested from course instructor on how the 5 56% session went Evaluation of my teaching style and delivery 4 44% Other, please describe: 3 33% I evaluated student worksheets or gave a post- test in order to 1 11% determine what they learned from my instruction
  19. 19. OTHER METHODS OF ASSESSMENTPeer coaching to self-evaluate Students send me e-mailteaching messages. I typically invite them back for an individual session and many take advantage of Evaluation with instructor of this offer effectiveness as related to final assignments
  20. 20. REASONS WHY WE DON’T EVALUATEOUR SESSIONS Answer Response % I don’t have the time in the library session to conduct 12 60% evaluation I’m not sure that the information would be meaningful. 8 40% I don’t know of any effective methods of evaluation 8 40% Other 8 40% I don’t know what to evaluate 7 35%
  21. 21. OTHER REASONS I think I just dont have time to think about or create anIf you mean so I ask evaluation toolthe students to before the classevaluate, theres no session.time. If you meanhaving someoneobserve me, Id beinterested in this. I think it is asking too much of the students.
  22. 22. WHICH OF THE FOLLOWING SESSIONS WOULDYOU BE INTERESTED IN ATTENDING?• Evaluating student learning (learning outcomes/learning objectives)• Evaluating your teaching (style, content, presence etc.)• Active learning activities and/or theory• Fostering critical thinking skills
  23. 23. TURNING FEEDBACK INTO ACTION• September: Learning Outcomes Assessment Workshop w/ Diane Harvey from Duke• October: Assessment practices already happening at UNC• November: Topic TBA
  24. 24. THANK YOU!
  25. 25. ContinuingInstructional Educationfor Library Staffat Duke LibrariesEmily DalyPerkins LibraryInstruction & Outreach Department
  26. 26. Lean and mean team• Two full-time staff, a part-time intern and a field experience student• Not part of Research Services• Key functions: • Coordinate instruction • Gather statistics • Develop support tools • Maintain tutorials and help pages • Provide professional development
  27. 27. Instructors Forum• Bimonthly event• Fairly good attendance and support from admin• Organized and led primarily by I&O staff• Topics: • Instructional technologies • Reports of user studies • Teaching Summon
  28. 28. Special workshops• Approximately 4 per year• Topics: • Advanced LibGuides functionality • Assessing student learning outcomes • Shared student learning outcomes for Writing 20 • Using PollEverywhere or other survey tools
  29. 29. Spring instruction retreats• Began with a fall retreat in August 2006• Have offered event every spring since May 2008• Topics: • Active learning • Evaluating teaching and assessing student learning • Integrating special collections into instruction • Understanding digital literacies • Incorporating data into instruction
  30. 30. Retreat goals• Introduce new concept• Give librarians day to talk with their colleagues about instruction• Other benefits • Engagement with Duke faculty and support staff • Engagement with TRLN+ librarians and faculty • Opportunity for follow-up programming
  31. 31. Planning & logistics• Begin planning in January• Location and budget have varied• Day runs 9am-2pm and includes breakfast and lunch• Speakers include Duke and non-Duke librarians, faculty, students and support staff• Day includes hands-on portion in our lab• Invite guests from TRLN libraries
  32. 32. 2009 | Special collections
  33. 33. 2010 | Digital literacies
  34. 34. 2011 | Data in the classroom
  35. 35. Evaluating success• Devote last 15 minutes of retreat to planning next steps• Include participant evaluation form• Respond in project and program planning Great range of sessions and speakers. Could really benefit from follow-up. I’d love to hear more experiences of librarians using data
  36. 36. Thank you for your interest! Feel free to get in touch:Emily Daly | | 919.660.5879
  37. 37. The Frosh Freshen Up:Preparing Librarians for a New First Year Seminar Library Session Lisa R. Coats First Year Engagement Librarian & North Carolina Library Association 2011 Anne E. Pemberton Instructional Services Coordinator (in abstentia) University of North Carolina Wilmington
  38. 38. What is First Year Seminar?  2 credit hour course  Required next fall as 3 credit  90% take a FYS  Variations: IBEC, TRANSFER, Learning Communities, LINKED to classes
  39. 39. Library Chapter in FYS Text FYS Resource Page Online Tutorial
  40. 40. Feedback
  41. 41. Online WorksheetsQuestionnaire
  42. 42. CreatedPowerPoint… First Year Seminar Library Session …and Outline
  43. 43. SharePointto ShareDocuments
  44. 44. JingVideos
  45. 45. Provided Mock Session
  46. 46. Observation& Practice Sessions
  47. 47. Feedback inPublic ServicesMeetings…
  48. 48. …and via Email……we alsosentEmailUpdates
  49. 49. Wrap up…