6. First-Year Seminar
Library Instruction Program
• Seminars taught by classroom faculty
across the disciplines
• Students’ first core course with a
mandatory library research component
7. First-Year Seminar
Library Instruction Program
• Seminars taught by classroom faculty
across the disciplines
• Students’ first core course with a
mandatory library research component
• Collaboratively designed – highly
customized
13. Formative Assessment
“Anonymous surveys provide us with
the means to … learn about how our
teaching is perceived, while asking
students to reflect on their learning.”
Meretsky, V.J. (2013). Anonymous online student surveys anywhere.
Journal of Teaching and Learning with Technology, 2. Retrieved from
http://jotlt.indiana.edu/article/view/3194
42. Lessons Learned
• Measures of learning are hard
Original Q: When we used the CAARP test
to evaluate potential sources for a
hypothetical college-level research paper,
what is one question you asked yourself
about the source or one clue you found in
the source that helped you in your
evaluation?
43. Lessons Learned
• Measures of learning are hard
Revised Q: Today you used the CAARP test
to evaluate a source. Would you use that
source in a college-level research project?
Why or why not? If your answer is maybe,
list some pros and cons.
46. Lessons Learned
• Classroom faculty = interested, but
overworked!
• Measures of learning are hard
New Q: WHAT'S LEFT? -- As you finish
your project, which of the following do
you anticipate might still be challenging
for you?
48. Lessons Learned
• Measures of learning are hard
• Classroom faculty = interested, but
overworked!
• Perpetual beta
49. Resources
Angelo, T.A. & Cross, K.P. (1993). Classroom assessment techniques: A
handbook for college teachers. San Francisco, CA: Jossey-Bass.
Boston, C. (2002). The concept of formative assessment. ERIC Digest.
Retrieved from http://files.eric.ed.gov/fulltext/ED470206.pdf
Crossfield McIntosh, J. (2013). Teaching the digital native: Using LibGuides
and web 2.0 to engage students in the classroom [Prezi presentation].
Retrieved from http://prezi.com/dx_giqnuynwj/teaching-the-digital-
native/
Gao, W. (2011). Teaching from LIbGuides: Engaging students with activities
and embedding other media [online tutorial]. Retrieved from
http://people.morrisville.edu/~gaow/nelig/
Leibiger, C.A. & Aldrich, A.W. (2013). ‘The mother of all LibGuides’: Applying
principles of communication and network theory in LibGuide design.
ACRL 2013 proceedings. Retrieved from
http://www.ala.org/acrl/acrl/conferences/2013/papers
May, D. & Leighton, H.V. (2013), Using a library-based course page to improve
research skills in an undergraduate international business law course.
Jounral of Legal Studies Education, 30. 295-319.
50. Resources
Meretsky, V.J. (2013). Anonymous online student surveys anywhere. Journal
of Teaching and Learning with Technology, 2. Retrieved from
http://jotlt.indiana.edu/article/view/3194
Miller, S. (n.d.). Embedding a Google form into LibGuides. Retrieved from
http://libguides.lib.msu.edu/content.php?pid=504469&sid=4150414
Springshare (n.d.). LibGuides CMS. Retrieved from
http://www.springshare.com/libguides/cms.html
Springshare (2013). Springshare is the teacher’s pet. Springy News. Retrieved
from http://help.springshare.com/news-19
Staley, S. (2007). Academic subject guides: A case study of use at San José
State University. C&RL, 68. Retrieved from
http://crl.acrl.org/content/68/2/119.abstract
Yelinek, K., Neyer, L., Bressler, D., Coffta, M., & Magolis, D. (2010). Using
LibGuides for an information literacy tutorial. C&RL News, 71. Retrieved
from http://crln.acrl.org/content/71/7/352.full
My name is Linda MilesI’m the Public Services Librarian at Yeshiva University in New York CityToday we’ll be discussing a solution that I have worked out, based on a desire to Teach reflectively:Understand how much of what I was teaching was “landing” with studentsSo that I could improve my teaching practiceStrengthen collaborative relationships with classroom faculty:Develop data about student learning as a basis for collaborative discussions about supporting students’ research practice
For those of you who may not have heard this terminology, “The Library ‘One Shot’” refers to:A very common teaching context in library or information literacy educationThe library instructor has one single “shot” to help students learn about access to library services and resources, good research practices,ethical information useWhatever information-related topic appropriate to the course curriculumImplications for approaches to teaching50-75 minutes, totalOften everything from finding books to information ethics/proper citation – and everything else in-between!Students often unsure /dismissive of our standing /authorityNo student preparation for the session or follow-up
Yeshiva College is Yeshiva U’s undergraduate men’s liberal arts collegeRecently completely reinvented the core curriculumThe first-year sequenceFirst-Year Writing about writing, not researchtaught by writing facultyFirst-Year Seminar meaningful research componentsignificant library instructionIn on the ground floor
English literature to chemistryMany faculty who have never taught library research or academic writing
Overall goal for the library instruction component vis-à-vis student outcomesIn the nearer term: To prepare students to complete their major research project
Formative: ungraded and nearly always anonymous
Context-Specific: you, your students, your learning objectives, your institution
Learner-Centered: a mechanism for improving the quality of student learning
Teacher-Directed: instructor responds based on collected informationAdapted from: Angelo, T.A. & Cross, K.P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco, CA: Jossey-Bass.
“Librarians use [LibGuides] to curate knowledge and share information by creating online Guides on any topic, subject, course, on any process, on any thing.” Springshare websitehttp://www.springshare.com/libguides/index.htmlTo manage information – publish to the webTraditionally: guides forThe library resources specific to a discipline, a program, a course, an assignmentOften developed in collaboration with classroom facultyLibrary orientation – how to access library resources & servicesInformation literacy – navigating the information landscape, finding, accessing, evaluating and appropriately using informationIn some cases a platform for the library’s websiteOther uses:Tenure & promotion portfoliosStaff training & knowledgebase accessSharing of research and teaching materials with other instructorsPresentation tool
Easy to useLimited if any tech knowledge neededUbiquity – close to 3,000 higher ed library subscriptions – just for basic LibGuides
Incoming Students’ Guide for undergraduates
Library guide for graduate students in the education program
LibGuides Community – SpringshareWhen you set up a guide – you can set it to either allow or disallow other LibGuides users from recycling your material“Best Of” guide of guides
Video tutorialsChat widget
As a presentation tool:Brings together and displays classroom activities, resources, information about relevant library servicesMakes them available throughout the semesterUpdates immediately available –no need to resend the slides/materials to studentsSearch boxes directly accessing library catalog /database resourcesPoll EverywhereSoftChalkPowerPointPreziYouTubeGoogle Docs
Example of a quiz/survey box – standard feature of the premium LibGuides product
I didn’t have access to that premium packageSo I used Google Forms to devise my assessment instrumentsPotential alternatives: SurveyMonkey, QuestionPro, KwikSurveysPollEverywhere
Just as you don’t need specialized technical knowledge to configure and publish a LibGuide online,You don’t need particular tech expertise to configure a Google Form questionnaire.
Easy to grab the embed code
Easy to paste the embed code
The finished product, from the students’ view
Sara Miller from Michigan State UniversityHas provided step-by-step instructions online to embedding a Google Form into a LibGuide(see resources list at end of presentation)
Lessons Learned#1 Measures of learning are hard – the technology is the easy partMy questions needed a lot of improvement –good news, had data to help me decide how to make changesMany of my initial question tested recall –in the hopes that the act of recalling would help student learning “stick”Original Q: When we used the CAARP test to evaluate potential sources for a hypothetical college-level research paper, what is one question you asked yourself about the source or one clue you found in the source that helped you in your evaluation?
Revised Q: Today you used the CAARP test to evaluate a source. Would you use that source in a college-level research project? Why or why not? If your answer is maybe, list some pros and cons.
Lessons Learned#2 Classroom faculty interested & overworked value added question: WHAT'S LEFT? -- As you finish your project, which of the following do you anticipate might still be challenging for you?Turned out that classroom faculty were interested to hear this
3) Perpetual Beta -- Truly formative – changes to my teaching approach class-by-classCan be summative for that one, individual session, but not comparativeData not suitable for comparative analysis because my teaching approach is in perpetual beta
