Post on 01-Nov-2014
description
2008 -
C. G. O’Kelly Library, Winston-Salem State University
Mae L. Rodney
• Winston-Salem State
University
• Director of Library
Services 1983
O’K Scholars
• Title III grant for 2008-2012
– Stipend for 40 faculty members to participate
($900)
– Consultants to offer instruction services
• Faculty
• Librarians
Mission statement
• O’Kelly Fellow Institute will provide faculty
members relevant information about
combining effective teaching strategies,
library resources and services to
accomplish the goal of producing
information literate graduates
Objectives
• At least one-third of the full-time faculty will participate in the institute by 2012
• All instructional disciplines will be represented in the institute
• Sufficient disciplines will be represented to ensure that students will have information literacy learning experiences across the curriculum which will help the university produce information literate graduates
• Document the impact of the experience on the library, faculty and students
Components of the program
• Overview of the Institute things faculty should do and know: fill out
papers, assessment forms; O’K Fellows Libguides, develop library assignment
• Redesigning library assignments experience (consultant)
• Modifying class assignments: one on one session
• Reviewing collections, resources and services looking at the collection with the assignment in mind - online catalog, electronic resources, Libguides
• Building librarian and faculty collaboration librarians
work with faculty to select the best databases and offer suggestions to improve assignments that lead to students using library resources
• Developing assignment strategies librarians continue to
offer suggestions about what works, having stages, chunks in the assignments
Additional segments
• Attacking plagiarism - lively discussion
• Reviewing information literacy sessions (new
perspective on instruction as it relates to new assignment)
• Introducing media production services - new
types of assignments using media and research
• Reflections from previous participants - experience working with librarians, quality of assignments, revisions are part of the process and
students reactions
Additional learning experiences
• Readings about information literacy
• Web site on Plagiarism ( strategies for combating,Turnitin.com)
• Introduction to
Libguides
• Readings about
librarian and faculty
collaboration
Participants
• New full-time faculty members
• Full time faculty members all disciplines
• Full time faculty who teach research and
writing
• Faculty members involved in the SACS
QEP – writing across the curriculum effort • 25% of QEP cohort have graduated from the institute
Recruitment/marketing strategies
• Send invitations to faculty members
• Ask department chair persons to recommend potential participants
• Request library liaisons to recommend participants
• Make presentations to academic council
• Identify faculty members who teach writing/ research courses – invitations
• Recommendations by past participants
• Post information on LCD panels & library website
Presenting Certificate and Medallion
–English Composition Coordinator
O’K Fellows’ promo
Click here to start video
Admission to the Program
• Faculty members are invited to participate
– New faculty members
– Faculty members who teach research/writing
courses
– English Composition Coordinator
Requirements of the Program
• Must attend a two day workshop
• Select an information literacy skill students should develop (locate, evaluate and use information)
• Modify a library assignment to include:
– Consultation with a librarian
– Library instruction session (s)
– Students have interventions with a librarian
– Students use electronic resources
The Workshop
• Opportunity to understand information
literacy (readings)
The Workshop
• Participate in active
learning experiences
• Work one on one with
librarians
• Discuss library
assignments
• Become better
acquainted with
resources and
services
Consultation With Librarian
(Faculty)
• Faculty members can receive suggestions
from librarians regarding what aspect of
the assignment will work
• What requirements should be modified
because of resources or the number of
persons within a class
Librarians are available to
continue working with faculty on
assignments
Library Instruction Sessions
• Using electronic resources
• Writing term papers
• Avoiding plagiarism
After the instruction session
• Librarians begin
working with the
students • Make an appointment
• Keep the appointment
Intervention (Student)
• Librarians assist students with
– Understanding the
assignment
– Selecting the best
database to use
– Refining search strategies
– Choosing the best
keywords
– Occasionally reviewing
topic outlines
– Using style guides
Impact of the program on library
services
189
256
309
0
100
200
300
400
2006-07 2007-08 2008-09
Instruction
Library Instruction
1,169
2,012
2,364
0
500
1,000
1,500
2,000
2,500
2006-07 2007-08 2008-09
Faculty Consultation and Contacts
Faculty Consultations and Contacts
1,361
1,407
1,320
1,340
1,360
1,380
1,400
1,420
2007-08 2008-09
Student Consultations and Contact
Student Consultations and Contacts
4,284
11,773 11,496
0
2,000
4,000
6,000
8,000
10,000
12,000
2006-07 2007-08 2008-09
Reference Desks
Reference Desks
130,356
728,128
1,274,101
0
500,000
1,000,000
1,500,000
2006-07 2007-08 2008-09
Electronic Database Searches
Database Searches
Outcomes -direct
• Faculty members acquire a better appreciation
of library services and resources
• Students will be information literate
• Library resources and services are utilized to
complete assignments
• Students correctly use citation style guides in
their written assignments in progress
• Plagiarism is reduced in written assignments in progress
Number of participants
• Who continue to utilize the O’K Fellows
experience is over 60 percent.
Outcomes
• Faculty member who have not
participated in the program are requesting
library instruction sessions
• More respect for individuals’
responsibilities in instruction
• Hire a Coordinator for the Institute
Indirect outcome
• Master Teacher Librarian certification
program
• Workshop for Writing Center Tutors
Other outcomes
• Some faculty members saw a decline in
plagiarism
• Some faculty members offered sufficient library
experiences and interventions within their
classes that students’ writing did improve
• The Writing Center plays an integral role in the
writing experience
• Faculty members learned more about library and
campus services available to help students
Other outcomes
• Master librarian/teacher program
– Presentation skills
– Electronic resources
– Active learning presentation
• Apprentice reference librarian
• Seeking ways to incorporate the requirements in all English composition classes
• Developing assessment tool for students
Other outcomes
• Students feel they are now ready for
graduate school
• Students become aware of services
librarians provide
• Students and faculty members know
librarians’ names
• Faculty are saying to librarians let’s write
an article
Master teacher librarians
Master teacher librarian
• Quality researcher (look and look so more)
• Knowledgeable researcher (databases)
• Excellent communicator
• Skills to organize and present information
• Know the exact information needed for the
class
• Customer friendly
Writing center tutors
• Information on library
resources
• How to use style
guides
Impact on written assignments
• Faculty members are modifying their
assignments
• Clearer directions and specific
expectations are being provided
• Faculty are beginning to understand
students’ writing issues and assignments
are being made to counter those problems
Student comments
• Students are reporting to faculty members
they are now ready for graduate school
Communication between
participants
• Let’s Stay in Touch
Relation to QEP
• QEP
• Develop writing skills
• Writing assignments
in all courses
• O’K Scholars
• faculty develop quality
writing assignments
• Identify steps and
achievement levels
• Include bench marks
– Seeking assistance
– Type of information
required
Points Learned
• Keep institute class size small (human touch students and
faculty)
– Number of faculty members requesting library
instruction and the number of sessions
requested
– The time required to consult with faculty
members
– The interventions required by students
Points Learned
• Keep librarians’ knowledge and
techniques fresh
– Electronic resources
– Teaching and presentation skills
– Research skills
• Communication among the team is
imperative
• Expect librarians to be friendly
O’K Scholars is our future!
• We must create a place for the library
within students’ learning process
• Our competition is winning! my space,
Internet
• Faculty members need assistance!
• Students need assistance!
Learning and Teaching is Hard
Work
• Repetition
• Repetition is imperative
• Start quality library assignments early in
the curriculum
• Students must consistently be required to
use library resources in all disciplines
• No one can allow Wikipedia into their
written assignments
Research opportunities
• Compare students performance
– Students who followed the guidelines
– Individuals who did not
– Students who did not receive instruction and
interventions
– Impact of student perceptions of libraries and
the actual use of library services
– Librarian faculty collaboration and students’
response to library assignments
Challenges
• Finding a time to offer the institute
• Finding a way to pay the faculty.
• Dealing with the large number of classes being requested in September & October
• Rising need for larger and more instructional sites
• Getting faculty and students to schedule consultations throughout semester vs last minute
• Reaching groups that really need the experience
Bibliography - Readings
exemplary programs." Raspa, Dick and Dane Ward. The Collaborative
imperative: librarians and faculty working together in the information
universe. Chicago: Association of College and Research Libraries, 2000.
39-60, 64-71.
Collaborations." Resource Sharing & Information Networks 17.1/2 (Mar.
2004): 5-17.
Walter, Scott, et al. "Case Studies in Collaboration: Lessons from five
Dewey, Barbara I. "The Embedded Librarian: Strategic Campus
Questions
• Will faculty members stop coming if we do
not provide the stipend?
• How many classes are offered during the
busiest period of the semester?
• How many persons are on the instruction
team?