Last week a few of us attended the sixth annual Metrolina Information Literacy Conference in Charlotte. It is always a great conference and very popular with the UNCG crowd. You can read about last year’s conference and see our slides from this year.
Here are some notes from other sessions. Slides and more have been posted on the Metrolina site if you are interested.
RAMS: Developing a Master Teacher Program…That Works with Michael Frye, Carl Leak, Thomas Flynn
- RAMS is a Master Teacher Program at Winston-Salem State University Library. RAMS stands for restructure, align, measure, and success.
- They have developed a RAMS recipe book with communal lesson plan examples for their staff. It is based on the info lit cookbook.
- They have an interesting approach to help out people without teaching backgrounds.
- They bring in experts on particular techniques (like Amy Harris and Jenny Dale!).
- The librarians write a narrative assessment of a few consultations and journal entries on some library instruction sessions; these journals help with ‘observations’ in the sense that they must provide some feedback.
- Next year they may look at librarians training each other in subject expertise.
- This summer they are developing lesson plans for five classes not currently taught and will take those to the professors to market library instruction – great idea!
50-Minute Makeover: Creating effective library instruction for a new English curriculum at High Point University with Kathy Shields, Amy Pace, and Robert Fitzgerald
- An overhaul of High Point University’s English composition program led to changes in the library instruction program.
- You can check out some of their class activities on their libguide for English 1101, 1102, 1103
- Kathy has a great keyword brainstorming exercise with bubble clouds. I need to find out from her how it works again, but I’m sure she’d be happy to share if you are interested.
- They did an assessment at end, which was an embedded google form (in the libguide). I had no idea you could do this!
- At the end of the semester they were able to get access to student papers and compared those classes with instruction and those without. They saw a big difference in use of scholarly etc resources versus websites across the two groups. Those without instruction used websites more frequently than library resources.\
- Through their assessment they were able to see the holes in their instruction. Places to improve were with teaching and/or, research as a process, reading and comprehending sources and citing sources.
- They mentioned citationproject.net as a helpful resource on citation/plagiarism research.
- For next semester they will create an annotated bibliography assignment for early in the semester that will use a select group of sources that are academically-inclined but not scholarly (e.g., New Yorker or The Economist articles).
- Great discussion of the process of creating a new program!
Embedded Librarians: Looking Backward/Looking Forward with Jennifer Ballance, Dough Short, Grant LeFoe, and Amy Burns
- Joint group of librarians from Central Piedmont Community College and Southern Piedmont Community College.
- CPCC has a huge number of online classes – 465 classes and 11,791 students – and the library realized it needed to reach out to this group.
- They embedded in the CMS of these online classes and created a “your” librarian button, which was an area for the librarian assigned to a particular class. To help with the project, they made embedding in one online class mandatory for all teaching librarians! Wow!
- In the future they will do some usability tests that do not just test the interface but actually test the learning outcomes after the student takes the tutorials. SO FREAKING SMART!
- SPCC had to use WordPress.com to integrate into Moodle because no extra space to embed. This is nice work around if not have libguides. You can see Grant’s personal page as an example. The faculty were very happy with the effort. In the future they will try to include the classes they see in person and blended courses as well in the embedding project.
- Best practices for online embedding: 1) let students know when you will check your email and how often (e.g., once a day before 10am) – I need to do this with my class next semester!; 2) know the assignment and possibly even do the assignment; 3) send timely announcements; 4) check stats; 5) have more information on first page for assignment (not as much welcoming stuff)
- They also gave suggestions for building rapport such as creating jing tutorials with your voice, having a picture of YOU, creating rapport with the faculty. These were all great suggestions that could even be used in an in-person embedded experience.
The sessions were all informative and fun. I especially enjoyed seeing our former intern, Kathy Shields, give her first ever presentation. Amy Harris, Kathy, and I also gave a poster presentation on our intern program. It was crazy popular and now I have a lot of emails to write!