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Similar to Connecting students to a world of resources - NMLA 2013
Similar to Connecting students to a world of resources - NMLA 2013 (20)
Connecting students to a world of resources - NMLA 2013
- 2. A. Send them to Google because that’s what they’re using anyway B. Give them a paper encyclopedia so that they won’t use Wikipedia C. Point to your library’s web page and wish them good luck D. Engage them with library resources through exciting teaching and friendly reference
- 3. A. Technology in your teaching B. In class exercises C. Pre and/or post assessment D. Some combination of the above E. Who needs any of that when I’m there?!
- 4. Do we have the appropriate resources? How do we get those resources marketed to faculty and students? What does our teaching look like and how is it being received?
- 6. Build relationships with faculty Get library instruction as requirement of one class
- 8. 2010-11 Academic Year 2011-12 Academic Year % Difference English 111 classes 16 28 75.00% English 111 students 237 506 113.50%
- 9. 2010-11 Academic Year 2011-12 Academic Year % Difference Total # of all classes 65 104 60.00% Total # of all students 985 1721 74.72% Gate Count 64,777 (2009) 106,665 64.66%
- 10. What we were doing Lecture based instruction Did not have agreement with ENGL No marketing What we’re doing now Less lecture, more hands-on, ipads Required for all ENGL 111 classes Marketing to various departments
- 11. • Determine the type and extent of information needed based on the class assignment and be able to extrapolate that need for personal or work needs • Identify, use, and search appropriate library resources, both physical and electronic, to support their information needs • Evaluate information based on currency, relevance, authority, accuracy, and purpose • Understand and differentiate between popular and scholarly resources • Understand plagiarism and how to avoid it by properly citing resources
- 12. Fall 2011 Fall 2012 Difference The librarian kept my students engaged during the presentation. Strongly Agree 90.90% 100.00% 10.01% After the instruction session, I received positive feedback from my students about the presentation. Strongly Agree 72.70% 66.70% -8.25% After the instruction session, I saw an increase in the usage of library resources in student's papers/ presentations. Strongly Agree 36.40% 50.00% 37.36%
- 14. Students will work in teams of 2 or 3. Each team will receive 1 envelope each round, with enough clue sheets for each team member. Team members may share a computer or divide the work, but each team member must FULLY and ACCURATELY complete his or her clue sheet. When all members have completed their clue sheets, put them back in the envelope. One team member brings the envelope up front to the Librarian. If all the clue sheets are accurate, the judges will provide the next round's clues. Teams that complete all three rounds will receive prizes…or bragging rights!
- 22. Guide on the Side, http://www.library.arizona.edu/applic ations/quickHelp/tutorial/searching-jstor Incorporate Assessment Get all ENGL 111 instructors to bring classes in for two sessions instead of one
- 23. A. Incorporate ipads B. Incorporate clickers C. Incorporate hands-on activities D. All or some of the above E. Nothing, I’m fine the way I am
- 24. A. Great, really helpful and useful. B. Got me thinking about new approaches to teaching C. So wonderful you should take it on the road. D. All or some of the above. E. Not so much…
- 25. Ask us questions Share your experiences Ideas for the future
Editor's Notes
- We all have extensive resources and we all have the internet. What are we doing to get our students to those resources and to quality resources?
- Let’s play.
- Pre assessmentHelp us know who you are?
- Continue to evaluate current collection and database subscriptionsGiving yourself the freedom to stop subscribing to things that aren’t being used (while possibly keeping some things that are just cool)Looking at new productsBuy useful things – ebooks, films, our latest Livemocha languages, etc.
- Talk about underused libraries and limited number of instruction sessions
- Building relationships with facultyOne-on one, join committees, ask to talk to departments, anything you can think of (find the ones that read!)Internal library discussion of how to get library instruction included in specific classes Chose 1st college level Eng class – required for all degrees and many certificates. Research paper componentDevelopment of a proposal which included why this was importantDiscussion with chair of EnglishMeeting with English facultyAgreed to the value requirement in all English 111 classes and instituted that
- Numbers speak.
- Talk about increase in gate count In 2009 – 64,777 In 2012 – 106,665Trickle down to other classes as a result of requirement
- On of the basic questions we asked was what did our instruction look like and how could we change itMarketing -- we are providing workshops at every opportunity – convocation, lunch time conversations, department meetings
- Developed a standard for what is taught in all classesDetermine the type and extent of information needed based on the class assignment and be able to extrapolate that need for personal or work needsIdentify, use, and search appropriate library resources, both physical and electronic, to support their information needsEvaluate information based on currency, relevance, authority, accuracy, and purpose Understand and differentiate between popular and scholarly resourcesUnderstand plagiarism and how to avoid it by properly citing resources
- Results
- Explain how game would really workHow I incorporate into classWhat say as playing?Learning outcomesDetermine the type and extent of information needed based on the class assignment and be able to extrapolate that need for personal or work needsIdentify, use, and search appropriate library resources, both physical and electronic, to support their information needsEvaluate information based on currency, relevance, authority, accuracy, and purposeUnderstand and differentiate between popular and scholarly resourcesUnderstand plagiarism and how to avoid it by properly citing resources
- Explain how game would really workHow I incorporate into classWhat say as playing?Learning outcomesDetermine the type and extent of information needed based on the class assignment and be able to extrapolate that need for personal or work needsIdentify, use, and search appropriate library resources, both physical and electronic, to support their information needsEvaluate information based on currency, relevance, authority, accuracy, and purposeUnderstand and differentiate between popular and scholarly resourcesUnderstand plagiarism and how to avoid it by properly citing resources
- Discussion and questions ideas