Incorporating library resources intoremedial/developmental English classes
...are we working with?Primarily nontraditional students and unprepared learners
...are we trying to do? The library is responsible for: 1. Educating patrons/ students in information retrieval 2. Critical thinking 3. Evaluation of resources
...do we do that? Reduce library anxiety. Demystify the library!
...do we do that?“Students’ self-esteem, often challenged by library mystery and seeming complexity, may plummet if students feel lostin the library. Students may suffer further when they enrollin college-level courses in which the professor expects thestudents to utilize the library’s resources.” (Thomas, 2000)
...do we do that?It is essential to: Create a positive attitude towards the library Adapt students to an academic library environment Increase confidence in utilizing library resourcesWhy? The goal is to create an environment inwhich students feel connected to the library,its staff, and using its resources.
Ways to incorporate the library:Promote library resources Library displays Printed materials Personal contact Campus newspaper items and radio spots Special events University of Washingtons Information School performs Lady Gaga remix Short films
Ways to incorporate the library:Promote library resources Urge faculty to promote services: Reserve books Bibliography services Interlibrary loan Database access
Ways to incorporate the library:Promote library resources Specialized library instruction Specialized library projects Library courses paired with a developmental course Library collaboration with a skills lab
Outreach! Collaboration between librarians and staff The library needs to bepresented as an integral part ofcontent courses by faculty inorder to be effective Discuss assignments in contextof the library Redesign preexistingassignments to include libraryskills
Outreach! Collaboration between librarians and staff Examine textbooks Review curriculum Participate on committees Faculty instruction
Design library assignments for developmental courses that have a probability of success Topic selections Limit resources Put students into the right place at the right time to minimize frustration
Design library assignments for developmental courses that have a probability of success Develop confidence Ideally assignments should be tailored to a students specific interest and needs There is no one size fits all approach for all students.
*Things to keep in mind*Use instructional practices that build on each other“For a given objective to be attained, a student must have experiences that give him an opportunity to practice the kind of behavior implied by the objective.” (Knapp, 1956)
*Things to keep in mind* Instruction sessions need to have clearly defined objectives. Skills taught in isolation are less likely to be applied to further coursework A student does not learn by being told how to use the library but by using it
*Things to keep in mind* Instruction that is integratedwith other instruction willreinforce itself Instruction cannot be presentedas another form of “busywork”
Hands on/active learningMultiple smaller sessionsbuild upon prior knowledgerather than one shotsessions How do you find a book? How do you find an article? Difference between searching the internet and using databases?
Hands on/active learningFor example: Students read a novelfor class Locate backgroundinformation on the topicof the novel Identify key eventsduring the novels timeperiod Complete research onthe author
Hands on/active learningSelf-Paced Modules Computer assisted instruction Incorporate audio/visual materials Step-by-step instructions with screen shots rather than simply describing an assignment
Thank you!Please contact me with any questions. Kevin Wadlow email@example.com 520-665-1457
...references Baughman, S. (January 01, 1983). The Community-Junior College Library andthe Educationally Disadvantaged Student. Community & Junior College Libraries,1, 2, 25-32. Farrell, S. (January 01, 2005). Start-Up of a Mandatory Library OrientationProgram in Developmental Education. Community & Junior College Libraries, 13,1, 51-54. Gerlaugh, K., Thompson, L., Boylan, H., & Davis, H. (2007). National study ofdevelopmental education ii: Baseline data for community colleges. Research inDevelopmental Education, 20(4), 1-4. Knapp, P. B. (July 01, 1956). A Suggested Program of College Instruction in theUse of the Library. The Library Quarterly, 26, 3, 224-231. McMillan, V. K., Parke, S. J., & Lanning, C. A. (March 08, 1998).Remedial/Developmental Education Approaches for the Current CommunityCollege Environment. New Directions for Community Colleges, 100, 100, 21-32.
...references Roselle, A. (2008). community college library practices in developmental education. Journal of Developmental Education, 32(2), 24-26, 28, 30, 32. Roselle, A. (January 01, 2009). Preparing the Underprepared: Current Academic Library Practices in Developmental Education. College and Research Libraries, 70, 2, 142-157. Schneider, A., & Fuhr, M. (January 01, 1983). The Librarys Role in Remediation. Community & Junior College Libraries, 1, 2, 47-58. Thomas, S. E. (January 01, 2000). The Necessary Library Revolution in Community College Developmental and Remedial Programs. Community & Junior College Libraries, 9, 2, 47-57. Unknown. (2006). Remedial and developmental education in the university of
...references Unknown. (2006). Remedial and developmental education in the university ofhawai′i community college system. Manuscript submitted for publication, WhitePaper Group Committee, University of Hawai′i Community Colleges, Hawai ′i.Retrieved fromwww.hawaii.edu/offices/../remedial../Remedial_Dev_Ed_Paper.pdf Watters, R. D. (September 06, 1986). A Climate of Excellence: Paving the Wayfor Student Success at Miami-Dade Souths Library. Community & Junior CollegeLibraries, 4, 4, 7-27. Wine, E. (January 01, 1983). The Library Instruction Program at Miami-DadeSouth. Community & Junior College Libraries, 2, 2, 57-63. Yee, S. (January 01, 1982). Library Instruction in the Community CollegeSetting. Community & Junior College Libraries, 1, 1, 53-56.