Library Orientation in a New EraA Transition in Progress,Continuing the Conversation

Library Orientation at AMBS

• Information literacy in AMBS educational outcomes

• Library orientation for new students

• Collaboration with faculty on class assignments

Information Literacy in AMBSOutcomes, MA programs

MA: Peace Studies and MA: Theological StudiesDemonstrate the ability to locate, evaluate, and use

information effectively.

MA: Christian FormationDemonstrate the ability to locate, evaluate, and use

information and resources effectively.

MDiv Educational Outcomes

AMBS graduates…1. Are grounded in and formed by the Bible.2. Engage historical and theological traditions.3. Are formed by encounter with God.4. Demonstrate personal integrity and authority in

ministry.5. Understand/engage their ministry context.6. Lead the church in fulfilling its mission.

Specific outcomes statements are grouped in three categories:

• Pedagogy of Knowing• Pedagogy of Doing• Pedagogy of Being

Educational Outcomes

Pedagogy of Knowing Pedagogy of Doing Pedagogy of Being Outcomes in the

Congregation AMBS graduates …

1. Are grounded in and are con-tinuously formed by the Bible.

Understand the biblical story, biblical theology, theological hermeneutics, and canon formation.

Preach and teach the biblical story in and beyond the church.

Nurture hermeneutic community.

Are shaped by Scripture. See connections between Scripture and

daily life (including prophetic cri-tique).

The congregation …

Is formed by the biblical story. Serves Israel’s God. Uses Scripture in formative

ways.

2. Engage their historical and theological tradi-tions in the con-text of the larger Christian church.

Understand how Anabaptist and Men-nonite history and theology inform contemporary church life.

Understand their theological and his-torical heritage in conversation with others.

Understand their denominational pol-ity.

Demonstrate and communicate core Anabaptist values.

Integrate peacemaking and evangelism in their min-istry and their congregation’s ministry.

Foster awareness of the Spirit’s ongoing work in the church.

Effectively represent the church.

Love the church. Value the church’s heritage and are

realistic about its life. Are committed to the church locally

and globally.

Is knowledgeable about its own theological and histori-cal heritage.

Has a healthy sense of identity in a larger world.

3. Are formed by a continuing en-counter with God.

Understand Christian orthodoxy his-torically and theologically.

Understand how spiritual practices form faith.

Cultivate awareness of God and God’s purposes in solitude and community.

Offer God’s transforming power in word and deed. Guide the spiritual formation of others. Pray and practice spiritual disciplines.

Receive God’s love and grace, are committed to follow Christ, and live in the presence and power of the Spirit.

Are devoted to prayer and other spiri-tual disciplines.

Trust in God through trial.

Is formed by God’s love and purposes.

Is challenged to follow Jesus. Forgives.

4. Demonstrate personal integrity and authority in ministry.

Understand their personality type, giftedness, and limitations.

Know when to seek information and where to find it.

Understand the ethical significance of boundary maintenance.

Demonstrate confidence in their calling through the Holy Spirit in the church.

Practice healthy boundary and stress management. Manage conflict for healing and growth. Take clear stands without imposing them. Can disagree without disengaging or disempower-

ing.

Have a healthy sense of self, personal strengths and limitations, sense of humor, and curiosity.

Recognize the gifts and challenges of their social location.

Are committed to the ethical standards of their denominational polity.

Seek mentoring and accountability.

Embraces differences and deals well with conflict.

Engages gifts of congregants. Is maturing in character. Welcomes and incorporates a

variety of people and exhib-its a healthy diversity.

5. Understand and creatively engage their min-istry context.

Understand the social and cultural environment at both the local and global levels.

Understand the importance of connect-ing with other ministry resources in the local community.

Are life-long learners who exercise pastoral imagi-nation.

Read, learn from, and lead the church to discern and engage their ministry context.

Collaborate with other ministry resources in the community.

Engage in intercultural and inter-church communi-cation and relationships.

Identify and call out gifts of the Spirit in the church.

Value cultural diversity. Open to God’s movement in and be-

yond the church, locally and globally.

Is welcoming and ecumenical. Engages its context. Demonstrates a global aware-

ness and vision. Is a sign of God’s reign.

6. Lead the church in fulfilling its missional calling.

Understand the dynamics of leadership in their denominational polity.

Understand systems and organiza-tional dynamics.

Understand the nature and purpose of the church’s ministries.

Understand church systems.

Articulate the overall purpose of the church. Orient and call the church to God’s mission in the

world with clarity and resolve. Are able to influence others and lead change. Lead in public witness (church and society). Equip the saints for ministry. Cultivate an environment of trust and collaboration.

Have the courage to claim their call to ministry in their present setting.

Have a growing capacity to embody the ministerial office with authority and accountability.

Practices a missional purpose and identity.

Is systemically vital and con-tinually transforming.

Connects with and is account-able to its denomination.

Information Literacy Outcome

4.Demonstrate personal integrity and authority in ministry

Pedagogy of Knowing• Understand themselves as both fallen and

redeemed.• Understand their own giftedness and limitations• Understand the ethical significance of boundary

maintenance.

•Know when to seek information and where to find it.

The MDiv. degree requires satisfactory demonstrations of….

• information literacy• completion of a ministry case study paper• senior presentation based on significant

learning during the seminary experience with a faculty interview

• faculty recommendation for graduation

AMBS Information Literacy Rubric

IntroductionStudents demonstrate sufficient information literacy skills by

recognizing when information is needed and locating, evaluating, and using it effectively.

RequirementStudents will demonstrate competency in all five areas with

a score of 2 or better. 4-excellent 1-barely acceptable3-above average 0-unacceptable2-good

Area 1. Ability to determine the nature and extent of the information needed.

0 1 2 3 4

The student failed to use resources to clarify basic information needed.

The student had some difficulty in determining resources to clarify basic information needed.

The student demonstrated adequate ability in determining resources to clarify basic information needed

The student demonstrated above average ability in determining resources to clarify basic information needed

The student demonstrated excellence in determining resources to clarify basic information needed.

Note: Basic information includes definitions, general facts, significance of events/people/ideologies, insights and/or questions generated by the text or topic, difference between primary and secondary sources for this research, manageable theses statement, etc.

Area 2

2. Ability to locate appropriate information, including its authority, accuracy, and quality.

Note: Appropriateness includes authority, accuracy, objectivity, academic rigor, and currency. Key library and discipline specific resources are not overlooked.

(Descriptions of the five levels are omitted from this slide.)

Area 3. Number of sources0 1 2 3 4

The student did not include a sufficient number of sources, given the subject matter and assignment

The student located some sources, but they were fewer or briefer or too simplistic than normally would be expected for the subject matter and assignment.

Generally adequate. Adding three or four more sources, given the subject matter and assignment could have strengthened the research.

Above average. Adding one or two more sources, given the subject matter and assignment could have strengthened the research.

The student included a sufficient number of sources, given the subject matter and assignment.

Area 4

4. Variety of sources (drawing on a wide range of publication types)

Note: Material types include books, essays, reference sources, internet resources, audiovisual materials, interviews, research findings, etc.

(Descriptions of the five levels are omitted from this slide.)

Area 5. Citations follow Turabian0 1 2 3 4

Incomplete information, inconsistent format

Complete information; inconsistent format

Only a few typographical errors

Only one or two minor typographical errors

Citations in the footnotes and bibliography are correctly and consistently formatted. No mistakes.

ACRL Information Literacy Competency Standards (2000)

The information literate student…..

1. Determines the nature and extent of the information needed.

2. Accesses needed information effectively and efficiently.3. Evaluates information and its sources critically and

incorporates selected information into knowledge…4. Uses information effectively to accomplish a specific

purpose.5. Understands economic, legal, social issues….

Library Orientation (-2012)

• Self-guided tour (20 – 30 min.)– A print booklet– Questions for assessment

• Groups of 5-10 students in library lab (90 min.)– Demonstration of library resources and search

systems (45 minutes)– Hands on practice of features just demonstrated– Worksheet of answers handed in for librarian’s

review

Teaching Faculty Survey

1. Name one course you teach in which you require students to do independent research in the library.

2. If you teach this course in an online format to students who are unable to come to the AMBS Library, will you modify the assignment requiring independent research? How?

Responses

Provide all the readings so that students can complete the assignment without doing independent research.

Continue to expect independent research, even if students cannot come to the AMBS Library.

Other. Please comment.

Responses

Provide all the readings so that students can complete the assignment without doing independent research.

Continue to expect independent research, even if students cannot come to the AMBS Library.

Other. Please comment.

New 80-hour MDiv Degree

• AMBS Campus– A residential program centered on the AMBS

campus in Elkhart, Ind. Students can complete the program in 3years.

• AMBS Connect– A distance program with online courses and hybrid

courses that combine online and on-campus learning. Students can complete the program in 5½ years.

Hybrid Orientation Courses, 2013

• Leadership Education in Anabaptist Perspective (LEAP) – for all MDiv students, both Connect and Campus– Two weeks of online study Aug. 13-23.– Intensive week on campus, Aug. 26-31.– Three small assignments to complete by October.

• MA Symposium for students in MA in Theological Studies and MA in Peace Studies.– Same schedule as LEAP, some shared sessions on campus.

• Fall semester (campus and online) began Sept. 3.

Library Assignments

1. Examine Library Orientation LibGuide.2. Use the AMBS Library website to locate the

following e-book chapters and online journal article. Both are required readings for upcoming LEAP assignments.

hooks, bell. Teaching Critical Thinking. p. 7-11, 19-22. (For Session 8)Saner, Eileen K. “The Anti-Racism Journey at AMBS” ATLA Summary of

Proceedings 64, (Jan. 1, 2010): 132-138. (for Sessions 7 & 10)

3. Complete the Library Orientation Survey.

Library Orientation: LibGuide

http://libraryguides.ambs.edu/LEAP

(This link is to the Fall 2014 guide. The following screen shots are from the 2013 guide.)

Student Survey Responses

• 71% of students had no difficulty finding and reading the assignments (17 of 24 students)

• 50% could have located the texts without the instructions in the guide

• 87% read every page of the guide– 8% (2 of 24) only read some of the pages– One person was excused.

Value of the Orientation Guide

58% Essential for getting started as an AMBS student

+29% A helpful refresher

87% Helpful or Essential

Daily Themes for LEAP Week

Mon. God’s Reconciling Mission in Our Lives

Tues. God’s Reconciling Mission in Our Learning Community

Wed. God’s Reconciling Mission in Our Neighborhoods

Thu. God’s Reconciling Mission in the Church and Creation

Fri. Leadership in God’s Reconciling Mission

Sat. Called to God’s Reconciling Mission

Tuesday p.m. Library Activities

• Group introduction to library collections and features of primary search tools. (30 minutes)

• Three small group activities (30 minutes each)– Computer orientation and Zotero hands-on– Scholarly journals and multi-author works– Reference books and searching catalog• Pauline views of women in ministry

Survey: “I Take Responsibility…”

• I have read the syllabus for this course, will use it as my guide as the course progresses, and have noted the assignments, their requirements, and their due dates.

• I will check my AMBS email at least twice every week, and know how to attach files to messages I send.

Survey: “I Take Responsibility…”

• I am able (or willing to learn) to use Moodle to get readings, submit assignments, and participate in discussions. I will upload a photo of myself to complete my Moodle profile.

• I am able (or willing to learn) to open Adobe Acrobat (.pdf) open and Microsoft PowerPoint (.ppt,.pptx) documents.

Survey: “I Take Responsibility…”

• I have visited the AMBS Library Guides website and will return to it when I have questions about finding library materials.

• I am able (or willing to learn) to open, read, and save full text journal articles that I find using the library databases, and e-books that I find using the library catalog.

Valuable Now and After Graduation

• Use ATLA Religion Database to find articles and essays on a specific scripture text.

• Find a book review using the ATLA Religion Database.

• Establish an EBSCOhost alert to receive an email when a new journal issue is posted. (For courses that assign monitoring current periodicals .)

• Evaluate a free website for academic use.

Essential for Student Success

• Use an online Bible commentary.

• Use the “Journal Titles” tab to determine online and/or print access to specific journals.

• Obtain a book and/or journal article from another library by interlibrary loan request.

From Alumni Library Guide

From Alumni Library Guide

Questions

• Does your school have information literacy in degree outcomes? – How is it expressed? Evaluated?

• How do you provide library orientation to primarily distance students?

• Is library instruction linked to course assignments?

• What challenges do you face in encouraging library use? How have you responded?