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Reaching Out at Point of Contact


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Reaching Out at Point of Contact

  1. 1. Reaching Out at Point of Contact Eight Ideas for Engaging Undergraduates Andrew Wick Klein Candidate for Reference and Instruction Librarian Purchase College Wednesday, March 5, 2008
  2. 2. Points of Contact <ul><li>In the Building </li></ul><ul><li>Website for Research </li></ul><ul><li>Website for Help </li></ul><ul><li>At the Reference Desk </li></ul><ul><li>Instruction (before) </li></ul><ul><li>Instruction (during) </li></ul><ul><li>Instruction (after) </li></ul><ul><li>Out and About </li></ul><ul><li>A Welcoming Space </li></ul><ul><li>Effective Fed. Search </li></ul><ul><li>Multimedia Tutorials </li></ul><ul><li>Shifting the Clock </li></ul><ul><li>Outcome-Based Assign. </li></ul><ul><li>“ Less is More” Approach </li></ul><ul><li>Embedded Reference </li></ul><ul><li>Satellite Reference </li></ul>
  3. 3. In the Building: A Welcoming Space <ul><li>Study space: a variety of options (individual, quiet, group, collaborative) </li></ul><ul><li>Social space: abandon the “quiet” stereotype! </li></ul><ul><li>Living space: flexibility </li></ul><ul><li>At Purchase: renovation! </li></ul>
  4. 4. Website: Effective Federated Search <ul><li>Google is the model: one stop searching </li></ul><ul><li>Federated Searching? </li></ul><ul><li>Cons: clunky interface, slow, error-prone </li></ul><ul><li>Vision: quick, separates results, includes all library and non-library resources </li></ul><ul><li>At Purchase: implementation? </li></ul>
  5. 5. Website: Multimedia Tutorials <ul><li>Independent, confident, self-directed </li></ul><ul><li>Gardner’s multiple intelligences </li></ul><ul><li>Camtasia, Captivate, Qarbon </li></ul><ul><li>At CSUN: Engineering Village </li></ul>
  6. 6. Reference Desk: Shifting the Clock <ul><li>A student’s day: 9 am – 2 am </li></ul><ul><li>Study time: 9 pm – 12 pm </li></ul><ul><li>Cons: work until midnight?? </li></ul><ul><li>Trial with rigorous statistics </li></ul>
  7. 7. Instruction: The Assignment <ul><li>Motivation: internal vs. external </li></ul><ul><li>Backwards design: outcomes  assessment tool  instruction </li></ul><ul><li>Collaborate with teaching faculty </li></ul><ul><li>ACRL Standards for Info. Lit. </li></ul>
  8. 8. Instruction: Less is More <ul><li>Sage on the stage  guide on the side </li></ul><ul><li>Example: </li></ul><ul><ul><li>Outcome: Construct a search and narrow or broaden as appropriate </li></ul></ul><ul><ul><li>Activity </li></ul></ul><ul><ul><li>Regroup and debrief </li></ul></ul><ul><li>Give them tools and resources, step back </li></ul><ul><li>Cons: careful preparation </li></ul>
  9. 9. Instruction: Embedded Reference <ul><li>Phone, e-mail: contact for “old people” </li></ul><ul><li>Help at point of need </li></ul><ul><li>Instant Messaging Widget </li></ul><ul><li>Examples: </li></ul><ul><ul><li>CSUN </li></ul></ul><ul><ul><li>Baylor </li></ul></ul><ul><ul><li>CSU Fullerton </li></ul></ul><ul><ul><li>Purchase </li></ul></ul>
  10. 10. Out and About: Satellite Reference <ul><li>Brand: collection of books, static building </li></ul><ul><li>Reactive vs. active </li></ul><ul><li>Take your show on the road! </li></ul><ul><li>Cons: scheduling, location, shlepping </li></ul>
  11. 11. Questions? [email_address]