C. G. O’Kelly Library’s OK Scholar’s Institute Mae Rodney, Winston Salem State University C. G. O’Kelly Library has a rich collection of print and electronic resources but traditional library output measures – questions asked, use of databases – declined despite an increase in instruction sessions offered. The Internet gave patrons immediate fulfillment of their search requests; cutting and pasting information was effortless; so the Internet became students’ primary research tool. Informal assessments of students’ written papers confirmed the habit of cutting and pasting and not citing sources. Faculty members complained more about the quality of students’ final papers. To counter students’ reliance on the Internet, many faculty members’ assignments directed students not to use any Internet resources. This did not correct the problem! Faculty members remained unhappy with the quality of students’ papers. Librarians wanted to teach students information literacy skills to help them locate, evaluate and use information. To achieve that goal, faculty members required more information about library services and collections along with techniques to develop quality library assignments. A request was made for Title III funds to sponsor annual workshops for five years to help faculty members develop techniques to create assignments that require students to locate, use and evaluate library resources to complete their written assignments. The O’K Fellows experience is positively impacting library services – the contact between students and librarians has increased by over 100 percent and the number of electronic searches completed rose by 300 percent during 2007-08. Instruction sessions offered in Fall 2008 already equal the total number for the entire 2006-07 academic year. Faculty members are recommending the institute to other faculty members. Mae Rodney is the Director of Library Services in the C. G. O’Kelly Library at Winston Salem State University

1. 2008 -
C. G. O’Kelly Library, Winston-Salem State University

2. Mae L. Rodney
• Winston-Salem State
University
• Director of Library
Services 1983

3. Background
Click here to start video

4. O’K Scholars
• Title III grant for 2008-2012
– Stipend for 40 faculty members to participate
($900)
– Consultants to offer instruction services
• Faculty
• Librarians

5. 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

6. 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

7. 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

8. 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

9. Additional learning experiences
• Readings about information literacy
• Web site on Plagiarism ( strategies for combating,Turnitin.com)

10. • Introduction to
Libguides
• Readings about
librarian and faculty
collaboration

11. 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

12. 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

13. Presenting Certificate and Medallion
–English Composition Coordinator

14. O’K Fellows’ promo
Click here to start video

15. Admission to the Program
• Faculty members are invited to participate
– New faculty members
– Faculty members who teach research/writing
courses
– English Composition Coordinator

16. 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

17. The Workshop
• Opportunity to understand information
literacy (readings)

18. The Workshop
• Participate in active
learning experiences

19. • Work one on one with
librarians

20. • Discuss library
assignments

21. • Become better
acquainted with
resources and
services

22. 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

23. Librarians are available to
continue working with faculty on
assignments

24. Comments from Faculty
Click here to start video

25. Library Instruction Sessions
• Using electronic resources
• Writing term papers
• Avoiding plagiarism

26. After the instruction session
• Librarians begin
working with the
students
• Make an appointment
• Keep the appointment

27. 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

28. Student comments
Click here to start video

29. Impact of the program on library
services

30. Instruction
400
309
256
300
189
200
100
0
2006-07 2007-08 2008-09
Library Instruction

31. Faculty Consultation and Contacts
2,364
2,500 2,012
2,000
1,500 1,169
1,000
500
0
2006-07 2007-08 2008-09
Faculty Consultations and Contacts

32. Student Consultations and Contact
1,407
1,420
1,400
1,380 1,361
1,360
1,340
1,320
2007-08 2008-09
Student Consultations and Contacts

33. Reference Desks
11,773 11,496
12,000
10,000
8,000
6,000 4,284
4,000
2,000
0
2006-07 2007-08 2008-09
Reference Desks

34. Electronic Database Searches
1,500,000 1,274,101
1,000,000
728,128
500,000
130,356
0
2006-07 2007-08 2008-09
Database Searches

35. 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

36. Number of participants
• Who continue to utilize the O’K Fellows
experience is over 60 percent.

37. 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

38. Indirect outcome
• Master Teacher Librarian certification
program
• Workshop for Writing Center Tutors

39. 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

40. 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

41. 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

42. Master teacher librarians

43. 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

44. Writing center tutors
• Information on library
resources
• How to use style
guides

45. Librarians comments
Click here to start video

46. 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

47. Student comments
• Students are reporting to faculty members
they are now ready for graduate school

48. Communication between
participants
• Let’s Stay in Touch

49. Relation to QEP
• QEP • O’K Scholars
• Develop writing skills • faculty develop quality
• Writing assignments writing assignments
in all courses • Identify steps and
achievement levels
• Include bench marks
– Seeking assistance
– Type of information
required

50. 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

51. 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

52. 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!

53. 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

54. 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

55. 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

56. Bibliography - Readings
Walter, Scott, et al. "Case Studies in Collaboration: Lessons from five
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.
Dewey, Barbara I. "The Embedded Librarian: Strategic Campus
Collaborations." Resource Sharing & Information Networks 17.1/2 (Mar.
2004): 5-17.

61. 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?