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This document outlines strategies used by librarians at Horry Georgetown Technical College to increase faculty engagement. It discusses establishing library liaisons within academic departments, providing customized library guides and embedded librarian programs, clear communication methods, and assessment of the impact on faculty participation in library instruction sessions, accreditation processes, collection development and use. The goal is to demonstrate the benefits of faculty engagement for the library.
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The document describes a case study of academic writing courses developed and taught by librarians at the University of Cambridge Medical Library. The librarians saw a need to fill a gap in writing instruction, as users were asking for help with academic writing. They drew on their own experiences, learned from others providing similar instruction, and conducted research to develop courses teaching skills throughout the research process from discovery to publication. Feedback showed the courses were popular and increased visibility of the library's research support services. The librarians plan to continue evaluating and expanding their writing instruction.
The embedded librarian
The Embedded Librarian presentation by David Oberhelman at the 2016 Oklahoma Library Association Annual Conference.
Library Technicians in Schools
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Building Our Practice: Integrating Instruction and Student Services
Consider first year experience as a framework for successful collaboration between instruction and support services;
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Discuss literature relevant to integrating instruction and support services; and
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C.G. O'Kelly Library's OK Scholar's Institute
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Mae Rodney, Winston Salem State University
C. G. O’Kelly Library has a rich collection of print and electronic resources but traditional library output measures – questions asked, use of databases – declined despite an increase in instruction sessions offered.
The Internet gave patrons immediate fulfillment of their search requests; cutting and pasting information was effortless; so the Internet became students’ primary research tool. Informal assessments of students’ written papers confirmed the habit of cutting and pasting and not citing sources. Faculty members complained more about the quality of students’ final papers. To counter students’ reliance on the Internet, many faculty members’ assignments directed students not to use any Internet resources. This did not correct the problem! Faculty members remained unhappy with the quality of students’ papers.
Librarians wanted to teach students information literacy skills to help them locate, evaluate and use information. To achieve that goal, faculty members required more information about library services and collections along with techniques to develop quality library assignments.
A request was made for Title III funds to sponsor annual workshops for five years to help faculty members develop techniques to create assignments that require students to locate, use and evaluate library resources to complete their written assignments.
The O’K Fellows experience is positively impacting library services – the contact between students and librarians has increased by over 100 percent and the number of electronic searches completed rose by 300 percent during 2007-08. Instruction sessions offered in Fall 2008 already equal the total number for the entire 2006-07 academic year. Faculty members are recommending the institute to other faculty members.
Mae Rodney is the Director of Library Services in the C. G. O’Kelly Library at Winston Salem State University
acrlmd/milex2014 kostova
Presentation on development of library instruction to
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The librarian as lecturer: experiences on the other side of the fence. Clark ...
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The document discusses curriculum planning and development. It states that the quality of a school's curriculum shapes the quality of thinking and minds of students. Effective curriculum planning stimulates change, raises awareness, and ensures activities are documented as a resource. Curriculum planning involves setting goals, choosing resources, and assessing progress. The staff room is where teachers can discuss problems, research improvements, and develop a shared vision to enhance student learning outcomes. Evaluation of the curriculum measures the achievement of objectives and smooth implementation of educational programs. Ultimately, the curriculum encompasses all subjects, content, programs, resources, and experiences that occur in school.
Advising_AFACCT2023_Final.pptx
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Partnering with academic deans to pay for online reading list help by Anne Wo...
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UC Honors Orientation Preparation Training 2011
The University Honors Program comprises the top 5-8% of students at the University of Cincinnati. It challenges students through honors seminars and experiential learning projects focused on community engagement, global studies, leadership, and research. Students are admitted based on their ACT/SAT scores, GPA, personal statement, and extracurricular activities. The program helps students maximize their educational opportunities through honors courses, seminars, advising, and the development of an e-portfolio to showcase their work.
Battle of the_online_kingdoms
The document discusses several topics related to online education programs, including convenience and cost, training and preparation of faculty, curriculum and course design, and retention and success. Some key points include: online programs offer flexibility for working professionals; costs are typically lower than traditional programs; faculty receive training on instructional design, technology skills, and teaching online; courses follow a standardized design process and template; and schools use strategies like advising, orientation courses, and peer mentoring to support student retention and success.
Integrating Library Resources into the Course Development Process in an Onlin...
Integrating Library Resources into the Course Development Process in an Onlin...The Conference for Entrepreneurial Librarians
The document discusses a model for integrating library resources into the course development process at an online college. Key aspects of the model include:
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2) A proactive process involves librarians meeting developers' needs, determining what resources would help students succeed, and following up on course progression.
3) Communication is important for successful relationships between librarians, course developers, and other teams to enrich students' experiences.
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Academic libraries can show their contributions to student success by documenting their collaboration on proven high impact educational practices.
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Credo Presentation
- 1. Nicole Romyak, MLIS Academic Programs Librarian Coordinator of Technical Services Chris Williams, MLIS Reference Librarian Coordinator of Reference Services PATHS TO FACULTY Engagement
- 2. •Conway (Main) •Grand Strand •Georgetown CAMPUSES Fall 2015 FTE – 4,715 STUDENTS About Horry Georgetown Technical College •Full-time reference & instructional librarian (all campuses) •Part-time reference & instructional librarian (main campus, DVS only) •Academic Programs Librarian Professional Librarians Fall 2015 workshops •151 total sessions •50 required •101 elective LIBRARY INSTRUCTION
- 3. PATHS TO SUCCESS 4 WHO’S INVOLVED? • Academic Programs Librarian • Select Departmental Faculty • Reference Librarians • Department Chairs
- 5. • Library table at meet and greet • Welcome notes • Attend social events • New faculty presentation • Library liaison program
- 6. Library Liaison A discipline or certificate program representative appointed by the Department Chair. • Disseminate library communications • Answer discipline related questions • Update course textbooks • Complete library stipends Time commitment may be recognized as part of a faculty member’s yearly objective.
- 7. PLAY STAFF 2
- 8. Clear and concise messages Communicate to your faculty in the manner they prefer Have a predetermined goal and measure of success ASSESSMENT: Can you show that there was a return on your time investment?
- 10. • Embedded Program • Program LibGuides http://libguides.hgtc.edu/crj • Customized LibGuides http://libguides.hgtc.edu/bio210_guenther
- 17. HGTC FACULTY WERE: • More willing to bring courses for library instruction • Fall 2015 -151 total sessions • 67% were elective • Enthusiastic in the piloting of new library services • Embedded Librarian program • Had to limit number of participants • BIO 211 & 225, BKP 220, ENG 101, 102 & 209, MKT 240, NUR 217, and SOC 205 • Quicker to respond to correspondence • 24-48 hour response turn around
- 18. HGTC FACULTY WERE ACTIVE PARTICIPANTS IN: • Departmental accreditation documents • Review bibliographies • 100% pass rate for library with no additional recommendations • Departmental collection development • 87-94% participation rate in library stipend program for each of the last five years • Collection utilization and promotion • Total circulation, 2014-15: 23,438 • Academic items purchased in: Past 6-12 months - 31% circulated 2014 - 44% circulated 2010 - 65% circulated
- 19. Questions or comments? Nicole Romyak Nicole.Romyak@hgtc.edu Chris Williams Christopher.Williams@hgtc.edu