This is the slideshow that was used during the CARL 2010 Conference at the Friday afternoon session called "People Make Research Guides" with presenters Jacqui, Jade and Kathlene.

1. People Make Research Guides:
Transforming the Boundaries of Librarianship
By
Jade G. Winn, University of Southern California
Jacqui Grallo, California State University, Monterey Bay
Kathlene Hanson, California State University, Monterey Bay

2. Introduction
• Presenters
•Topic Introduction
• Growth
• User centered
• Librarian as part of information
package

3. Software Introduction
•Springshare
•Library a la Carte
• Customizable/specific
• Web 2.0 integrated
• Statistics
• Photo

4. Institutional Differences &
Potential Impact
•Age
•Size
•Graduate & International Students

5. Subject Specialist Librarians
•Personalized library
•Collection development
•Traditional resources & web-based
resources
•Instruction/Pedagogy
•Collaborations

6. Librarian as Piece of the Information
Resource Package
•Knowing your librarian
•Departmental acceptance
•Student interactions
•Reference
•You become a resource!

7. Intellectual Property and Academic
Freedom
•Open the conversation
•Who owns research guides?
•Content restrictions?

8. Best Practices at USC
•http://libguides.usc.edu/
•Resource selection
•Outreach
•Instructional practices
•Using statistics

9. Library a la Carte
• Open-source
• Free but not free
• Modular design
• 2.0 ready
• Dynamically-created

10. Subject Specialist Librarians
• Collection development
• Instruction
• Collaboration
• Workload

11. Learner-centered
Design

12. "Kuhlthau's work shows us that there is a
critical need, at a unique time in the
search process, for a specific level of
mediation that the research guide can
provide, and it brings us much closer
to an understanding of the user's
needs." Hemmig, 2005

13. “…students fail to find available guides
or, if found, fail to use the guides
effectively.” Reeb & Gibbons, 2004

14. “The concept of disciplines is not
usually part of a student's mental
model; therefore, the collocation of
resources by discipline is not
recognized.” Reeb & Gibbons, 2004

15. http://alacarte.csumb.edu/subject-guides

16. Appropriate, Logical
Access Points
• Course prefix tags
• Subjects/disciplines
• Articles & Databases page
• Other guides

17. Web users seek „trigger words‟ in Web
links. “When the trigger words match the
user's goals, they find those words right
away and the links make them more
confident that they are going to find
their content.” Reeb & Gibbons, 2004
http://library.csumb.edu/

18. Design Principles
• No jargon!
• Limited text
• Selectivity
• Recognizability
• Transparency

19. Applying The Seven Principles for
Good Practice
in Undergraduate Education
Chickering & Gamson, 1991

20. Good practice…
• Encourages student/faculty contact
• Encourages cooperation among students
• Encourages active learning
• Gives prompt feedback
• Emphasizes time on task
• Communicates high expectations
• Respects diverse talents and ways of learning

21. Guides as
Learning Objects

22. “Learning objects are a new way of
thinking about learning content.
Traditionally, content comes in a
several hour chunk. Learning objects
are much smaller units of learning,
typically ranging from 2 minutes to 15
minutes.” Beck, 2007

23. Guides as Learning Objects
• Self-contained
• Reusable
• Can be aggregated
• Tagged with metadata

24. Selective Bibliography
Beck, R. J. (2007). What are learning objects? Retrieved April 7, 2010, from
http://www4.uwm.edu/cie/learning_objects.cfm?gid=56
Chickering, A. W., & Gamson, Z. F. (Eds.). (1991). Applying the seven principles
for good practice in undergraduate education. San Francisco: Jossey-Bass.
Hemmig, W. (2005). Online pathfinders: Toward an experience-centered model.
Reference Services Review 33(1) 66-87.
Nichols, J. (2009). Library à la Carte: Research and course guides made to order.
C&RL News 70(5). Retrieved March 31, 2010, from
http://www.ala.org/ala/mgrps/divs/acrl/publications/crlnews/2009/may/libraryalac
arte.cfm
Reeb, B., & Gibbons, S. (2004). Students, librarians, and subject guides:
Improving a poor rate of return. portal: Libraries and the Academy 4(1), 123-130.
Retrieved March 31, 2010, from
http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v004/4.1reeb.ht
ml

25. Activity
30 minutes