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Chia - Assessing models of library instruction: a case of NTU libraries


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Chia - Assessing models of library instruction: a case of NTU libraries

  1. 1. Accessing models of library instruction: a case of NTU LibrariesJanice Chia  (email to: Technological University Library, SingaporePresentation for LILAC2011 conference20 April 2011, London, United Kingdom
  2. 2. Overview About Collaborative Information Literacy Programme Model o About o Review Library Instructional Matrix V.1 o About, Objectives, Features o Review Matrix V.2 o About Reflections Moving forward 2
  3. 3. About NTUNTU is an internationally reputed research‐intensive tertiary institution. Our broad‐based education covers science and technology, business and the arts, entrepreneurial and leadership skills to prepare students for the global working world. + 200 hectare residential campus with excellent amenities + 23, 480 undergraduates and 10,000 graduate students from 72 countries + 3,290 faculty and research staff from 72 countries 3
  4. 4. About NTU Library+ 7 Libraries at different locations around the  campus+ Professional staff dual role – subject &  operational role 4
  5. 5. About Instructional  Services Division (ISD)• Formed in 2004• Subsumed under Scholarly Communications  Group in 2010MissionEnsure the provision of quality campus‐wide library instructional programmes  so that students and staff of the university are empowered with the  necessary information literacy skills for their study, research, teaching  and work; thus enriching and contributing towards their advancement of  knowledge and lifelong learning. 5
  6. 6. Collaborative Information Literacy‐ Programme Model Taken from: “Enhancing Student’s Learning and Research with NTU Library’s Innovative Information Literacy Programmes” by Akbar Hakim & Jean Koh, Presented in A‐LIEP Conference, 3 – 6 April 2006 Online Face‐to‐face Reach Face‐to‐face Information Searching  1st year & 2nd Year  Subject Tutorial Skills workshop UndergraduatesreSearching  Advanced Research  Seminar (Literature  3rd & final Year  Resource Specific Information  Undergraduates Quest Review) Workshop Doing Library  Postgraduates Research Consultant Research WorkshopE‐Learning  Platform ‐edveNTUre Administrative Support Instructors Enablers Colleges Library  Subject  Instructional  Librarians Technology CED Services Division 6
  7. 7. About Collaborative  Model • Comprehensive and incremental model• Consolidates and rationalizes past programmes into a structure  suitable for learning and research environment of the university• Clear identified Primary objectives: – To empower students with necessary information seeking  skills to explore, find and exploit information that they need  for study, research and work – To equip students with added intellectual skill for lifelong  employability – To enrich the lifelong learning experiences of students 7
  8. 8. About Collaborative  Model• Learning outcomes clearly identified • Role of Subject Librarians is crucial enabler of all instructional  programmes• Requires advocacy and support from collaborative partners  within schools, university departments and student bodies.• Leveraging on Technology to deliver information literacy  programme anytime and anywhere – Researching InfoQuest  8
  9. 9. Librarians – Dual Role Serials &  Scholarly  E‐Resource Comms &  Bibliographic  Instructional Services Promotion Technology  Acquisitions Circulation & Systems Operational Role ‐ VerticalMechanical and Aerospace Engineering  Subject LiaisonPsychology Librarian Subject LiaisonBusiness Law Subject Liaison Other Subject Liaison Subject Librarians ‐ Horizontal 9
  10. 10. Review of the  Collaborative Model• Foreign students & staff have increased, hence different set  of challenges when designing and delivering instructional  programmes• Millennia to Z Generation – diversified learning styles• Require blended mode of delivering instruction that appeals  to diverse needs and level of understanding• Constant evolution of technology • How to extend reach of instructional programmes beyond  those who have not been reached – both students & staff?• How to increase number of people who attended our  sessions? 10
  11. 11. Face‐to‐face Face‐to‐face ReachInformation Searching  1st year & 2nd Year  Subject Tutorial Skills workshop Undergraduates Advanced Research  Seminar (Literature  3rd & final Year  Resource Specific  Review) Undergraduates WorkshopDoing Library Research  Postgraduates Workshop Research Consultant 1.1 1.2 1. Awareness 1.3 1.4 1.5 1.6 1.7 1.8 2.1 2.2 2. Research 2.3 2.4 2.5 2.6 2.7 2.8 2.9 3.1 3.2 3.4 3.5 3. Subject  3.6 3.7 3.8 3.9 3.10 3.11 4.1 4.2 4.3 4. Tools 4.4 4.5 4.6 4.7 4.8 4.9 11
  12. 12. Library Instructional Matrix V.1 ‐ About• 39 bite‐sized programmes• Divided into 4 tracks: o Awareness: To develop a complete awareness of NTU Library resources  and services o Research: To develop academic research skills – information seeking,  understanding citations, plagiarism, research methodologies o Subject: To develop understanding of information structure and  management that is specific to various subject discipline o Tools: To develop skills and competencies to retrieve needed  information from various systems like library catalogs, interdisciplinary  databases, internet• Mix and Match• With clear objectives, target audience and time required for each  module. • Library staff  ‐ customize class according to the needs/audience• Faculty – request customization for class to be conducted for students 12
  13. 13. Library Instructional Matrix V.1Objectives• To provide comprehensive list of instructional  courses offered by NTU Librarians• A guide for students to complement face‐to‐ face instructional sessions• A guideline for new instructors on board• Flexible Information Literacy framework for  the faculty to choose from 13
  14. 14. Library Instructional Matrix V.1Features• List of instructional courses/workshops grouped  under four categories catering to a variety of  research needs of NTU students and staff• Each course comes with a unique Tag Number,  Information Outcome, Brief Objective and  Estimated Time duration• Web version of the menu comes along with Online  Tutorials, Lesson plans, Notes, Worksheets,  Supplementary reading list and more 14
  15. 15. Findings of Matrix V.1• Conceptually suited for a larger infrastructure  with more resources• Well received by constrained by limited  instructional facilities & resources• Competing priorities with new schools hence  new libraries• Lack of continuity of leadership – went  through 4 changes to date! 15
  16. 16. Transition between V.1 & V.2 Instructional facilities Instructional posters NTU libraries YouTube videos 16
  17. 17. Matrix V.2• Update the matrix – to V2• Update the list of classes we have conducted• Include column for Medium  – Graphic (Print posters, online flyers) – Video (online) – Instruction • Target group is beyond students, to include  Research Staff, Faculty and Administrators 17
  18. 18. Matrix V2Workplan• Phase 1 – May 2011 – Inventory list of all classes  – Assign them according to 4 tracks – Put in place workflow to “label” new classes with tracks• Phase 2 – June 2011 – Update Matrix V2 with list of classes – Increased emphasis on Scholarly Communication Related  instruction. Target research staff, administrators – Update Media Column – Identify and phase out modules• Phase 3 – July 2011 onwards – Schedule master calendar – Communicate to heads – Roster classes – Include in Master Calendar 18
  19. 19. Reflections• Need for continuity of plans• Documentation and follow up• Evolving matrix • Matrix is living document 19
  20. 20. Moving forward• Clear objective for each module• Commit to scheduling a date for each class  communicated• Obtain buy‐in from respective Subject Heads• Continue to Champion, Support, Facilitate &  Enable all instruction classes 20
  21. 21. New web structure/page 21
  22. 22. Q & A Thank 22