Continuing instruction education
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Librarians at UNC-Chapel Hill were surveyed about instruction to identify how they approach instruction sessions. Most librarians discuss learning outcomes with instructors and read assignments to identify what students should learn. Sessions are typically split between lecture and hands-on activities. While librarians feel instruction is important, many do not formally evaluate their sessions due to lack of time and uncertainty about effective evaluation methods. Workshops were proposed on topics like learning outcomes, evaluation, and active learning to help librarians improve instruction.
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Continuing instruction education
- 1. FOCUSING ON INSTRUCTION WHAT WE LEARNED & WHAT WE’RE DOING
- 2. WHERE? UNC-Chapel Hill Academic Affairs Library
- 3. WHO? Heather Gendron Suchi Mohanty Jacqueline Solis Kim Vassiliadis
- 4. WHAT? What do librarians think about when they think about the instruction?
- 5. WHY? New liaison model for subject librarians
- 6. HOW? Ask them!
- 7. WHEN? Spring 2011 – Present
- 8. SURVEY SAYS…. 29 useful responses
- 9. HOW DO YOU IDENTIFY WHAT YOU WANT YOUR STUDENTS TO LEARN? Answer Response % By discussing learning outcomes with instructor 26 90% By reading the assignment 25 86% By reading the syllabus 22 76% By defining specific skills or learning outcomes for the session 20 69% Other 6 21% By creating a rubric based on the class syllabus 4 14%
- 10. HOW DO YOU STRUCTURE YOUR CLASS? Answer Response % Longer lecture/demo, with less work time 12 41% Evenly split between lecture/demo and work time 11 38% Shorter lecture/demo, with most of the session for 5 17% work time Lecture for the entire session. 1 3%
- 11. TEACHING WEAKNESSES Making sure I'm Figuring out how to do meeting the students more hands-on and still where they are. cover necessary material. Strong start & finish to my sessions, Less rambling & really getting the message across more focused. that they can ask me for help later.
- 12. DO YOU FEEL LIKE YOU HAVE ENOUGH TIME TO PREPARE FOR YOUR INSTRUCTION SESSIONS?
- 14. IMPORTANCE OF INSTRUCTION I think instruction is important in the sense that it exposes students to some of what the library has to offer. More importantly perhaps, it lets students know that there are professionals who are available to help with their research. I feel like most students get by without a lot of library instruction. Google and library databases have made finding "good enough" information pretty easy for many topics.
- 15. COMMENTS I make it I often throw together a course page and a priority. lesson plan the day before a scheduled class without spending adequate time thinking about what students need to learn. Sometimes the planning is even an hour before the class... Instruction is a major component of my job, yet I feel that I do not have enough time to develop new teaching methods and activities. Sometimes I feel bored by myself and would just like to try something different.
- 17. EVALUATING YOUR INSTRUCTION SESSIONS Answer Response % I have not evaluated any of my instruction sessions 12 41% less than 25% of my sessions 8 28% 25%-49% of my sessions 5 17% 50%-74% of my sessions 2 7% For more than 75% of my sessions 2 7%
- 18. TYPES OF ASSESSMENT CONDUCTED Answer Response % I got feedback from students on what they thought they learned 6 67% from my instruction Feedback was requested from course instructor on how the 5 56% session went Evaluation of my teaching style and delivery 4 44% Other, please describe: 3 33% I evaluated student worksheets or gave a post- test in order to 1 11% determine what they learned from my instruction
- 19. OTHER METHODS OF ASSESSMENT Peer coaching to self-evaluate Students send me e-mail teaching messages. I typically invite them back for an individual session and many take advantage of Evaluation with instructor of this offer effectiveness as related to final assignments
- 20. REASONS WHY WE DON’T EVALUATE OUR SESSIONS Answer Response % I don’t have the time in the library session to conduct 12 60% evaluation I’m not sure that the information would be meaningful. 8 40% I don’t know of any effective methods of evaluation 8 40% Other 8 40% I don’t know what to evaluate 7 35%
- 21. OTHER REASONS I think I just don't have time to think about or create an If you mean so I ask evaluation tool the students to before the class evaluate, there's no session. time. If you mean having someone observe me, I'd be interested in this. I think it is asking too much of the students.
- 22. WHICH OF THE FOLLOWING SESSIONS WOULD YOU BE INTERESTED IN ATTENDING? • Evaluating student learning (learning outcomes/learning objectives) • Evaluating your teaching (style, content, presence etc.) • Active learning activities and/or theory • Fostering critical thinking skills
- 23. TURNING FEEDBACK INTO ACTION • September: Learning Outcomes Assessment Workshop w/ Diane Harvey from Duke • October: Assessment practices already happening at UNC • November: Topic TBA
- 24. THANK YOU!
- 25. Continuing Instructional Education for Library Staff at Duke Libraries Emily Daly Perkins Library Instruction & Outreach Department
- 26. Lean and mean team • Two full-time staff, a part-time intern and a field experience student • Not part of Research Services • Key functions: • Coordinate instruction • Gather statistics • Develop support tools • Maintain tutorials and help pages • Provide professional development
- 27. Instructors Forum • Bimonthly event • Fairly good attendance and support from admin • Organized and led primarily by I&O staff • Topics: • Instructional technologies • Reports of user studies • Teaching Summon
- 28. Special workshops • Approximately 4 per year • Topics: • Advanced LibGuides functionality • Assessing student learning outcomes • Shared student learning outcomes for Writing 20 • Using PollEverywhere or other survey tools
- 29. Spring instruction retreats • Began with a fall retreat in August 2006 • Have offered event every spring since May 2008 • Topics: • Active learning • Evaluating teaching and assessing student learning • Integrating special collections into instruction • Understanding digital literacies • Incorporating data into instruction
- 30. Retreat goals • Introduce new concept • Give librarians day to talk with their colleagues about instruction • Other benefits • Engagement with Duke faculty and support staff • Engagement with TRLN+ librarians and faculty • Opportunity for follow-up programming
- 31. Planning & logistics • Begin planning in January • Location and budget have varied • Day runs 9am-2pm and includes breakfast and lunch • Speakers include Duke and non-Duke librarians, faculty, students and support staff • Day includes hands-on portion in our lab • Invite guests from TRLN libraries
- 32. 2009 | Special collections
- 33. 2010 | Digital literacies
- 34. 2011 | Data in the classroom
- 35. Evaluating success • Devote last 15 minutes of retreat to planning next steps • Include participant evaluation form • Respond in project and program planning Great range of sessions and speakers. Could really benefit from follow-up. I’d love to hear more experiences of librarians using data
- 36. Thank you for your interest! Feel free to get in touch: Emily Daly | emily.daly@duke.edu | 919.660.5879
- 37. The Frosh Freshen Up: Preparing Librarians for a New First Year Seminar Library Session Lisa R. Coats First Year Engagement Librarian & North Carolina Library Association 2011 Anne E. Pemberton Instructional Services Coordinator (in abstentia) University of North Carolina Wilmington
- 38. What is First Year Seminar? 2 credit hour course Required next fall as 3 credit 90% take a FYS Variations: IBEC, TRANSFER, Learning Communities, LINKED to classes
- 39. Library Chapter in FYS Text FYS Resource Page Online Tutorial
- 41. Feedback
- 42. Online Worksheets Questionnaire
- 43. Created PowerPoint… First Year Seminar Library Session …and Outline
- 45. Jing Videos
- 49. …and via Email… …we also sent Email Updates
- 50. Wrap up…
Notes de l'éditeur
- Attention devoted to Collection DevelopmentNext PhaseRethinking public service duties (INSTRUCTION!)
- Survey administered using Qualtrics, Spring 2011IRB approvalAssistance from ODUM on survey design
- - Report to a different AUL than Research Services- As many of us do, have many job responsibilities outside Instruction and Outreach – while our primary appts are within this department, we also work on public service desks, have liaison responsibilities, etc. Because we don’t dedicate 100% of our time to instruction and do not lead 100% of instruction sessions for first-year or upper-level students, we see ourselves as coordinators – we work to make it as easy as possible for our colleagues to conduct instruction sessions for students and faculty in their departments Of course, we’re also interested in making sure our colleagues are effective instructors, so we try to provide a lot of support, guidance and professional development opportunities Professional development at Duke comes in a few different varieties -- I’m going to talk briefly about two and then in more depth about a third
- Bimonthly event, alternating with Bibliographers Forum, which was set up years ago to support the work of librarians who have collecting responsibilities – idea is that time is blocked on everyone’s calendar, one month go to Bib Forum and the next, go to Instructors ForumSample topics: - Jing, Prezi - Report on outreach work librarians do for their departments- Brainstorm teaching techniques – work hard to keep it structured and constructive
- Develop them at request of our colleagues AND as we see emerging trends in literature, at conferences, in webinars, on listservs
- - Bimonthly meetings and workshops provide opportunities to discuss instruction-related tools and trends but are often short – 60-90 minutesWe wanted to create a way for librarians to come together for a longer period of time to delve more deeply into a particular topic; we also wanted to have an excuse to devote a considerable amount of time to researching and learning about a particular topic ourselvesBegan with an inaugural instructors retreat and kick-off for the fall semester in 2006 (when I was just an intern in the dept) and has evolved since then Timing has changed since the first event – spring seems to be a better time, as librarians can reflect on the previous year and make plans to work on something related to a retreat topic over the summerTopics vary considerablyAgain, we come up with these in response to our colleagues’ suggestions and interests and as we see trends and innovative practices emerging at Duke and in the field of library instruction
- Two primary goals: Introduce a new teaching philosophy/concept/tool or set of tools AND give librarians the better part of a day to focus on their work with students in the classroomOther benefits: Opportunity to engage with Duke faculty and support staff and with colleague and faculty from across the triangle; we also get ideas for follow-up programming and semester-long initiatives from these retreats
- 2011 and 2012 budget for retreat: $500 – one year, we paid for an outside speaker to fly to Duke; otherwise, our costs include only breakfast and lunch for participants Total number of participants is typically capped at around 40 (30 Duke librarians and current/prospective field experience students; 5 or so TRLN colleagues; have also included SILS students in some retreats)Last 2 retreats have included faculty panels, which have been very popular – 3 or so faculty members talk about assignments related to theme or students’ interest in/aptitude for, say, digital research assignments or analysis of datasets; faculty also discuss ways librarians might engage more with them as they develop assignments, enhance students’ research skills, etc.Last three retreats have also included time in computer lab for librarians to explore new technologies – for instance, our data retreat included a hands-on workshop on using Many Eyes, GapMinder, Social Explorer and other subscription and freely available data visualization tools
- *Will give you a little information about our last three retreats to give you an idea of our themes and the way these events workInvolved public services librarians and archivistsDiane began at Duke in January 2009 and so appointed a small committee to plan the retreat – I led the committee, which included an archivist who does a good deal of instruction, and our former Digital Collections Program CoordinatorIncluded time for librarians to explore new additions to Duke’s digital collections and to consider successful collaborations between public services librarians and archivists Involved more library staff than we typically include, as special collections staff organized a showcase of their collections and participated actively in the retreatIncluded a follow-up discussion with Duke’s Scholarly Communications Officer Kevin Smith and NC State’s former Head of Special Collections Lisa CarterCo-committee member Lynn Eaton and I also took this show on the road and presented a modified version of the retreat to NC State’s Special Collections staff the following October
- - Paid for Elyssa Stern-Cahoy from Penn State Libraries to fly down for day; spent two nights in Durham (stayed with Diane to keep costs down)Elyssa spent her sabbatical investigating digital literacies and students’ changing research projects – shared her study and research with usIncluded two panels – one faculty panel with four Duke professors who discussed how assignments are changing and need for digital/media literacy is increasing; one panel with support staff who talked about ways the university supports students who are required to complete multimedia research projects
- http://blogs.library.duke.edu/instruction-retreat/Thanks to a field experience student, moved from our local CMS to Wordpress as the platform for our websiteIncluded many more readings, blog posts, resources and tools than ever beforeIncluded a lunchtime keynote with a faculty member and librarian at UNC (Anne Whisnant and Natasha Smith), who have collaborated to produce Driving Through Time: The Digital Blue Ridge Parkway, and co-taught a class that required students to manipulate and analyze data for the digital project Most successful event yet, according to the librarians who attended – we selected a topic that is getting a lot of attention right now and one that librarians feel a bit uncertain about and provided them with key strategies and techniques for approaching data and data services in the context of the classroomOnly criticism was that it seemed a bit farther removed from traditional face-to-face instruction than some of our other themes
- We’re organizing and leading these workshops *for* our colleagues, so it’s obviously important to us that our colleagues view them as worthwhile – we gather feedback from participants and respond to that as we plan future events We also want to be sure that we capitalize on the excitement and enthusiasm among our participants and so devote the last portion of each retreat to discussing next steps and brainstorming possibilities for building on what we’ve just learned about and discussed Again, we listen to our colleagues and respond to their interests and follow up with students, staff and faculty, as appropriate
- GENERAL:2 credit hour courseNot required at this point but will be next fall as 3 creditIncluding HON 110, 90% are taking a FYSVariations: IBEC (Isaac Bear Early College) , TRANSFER, Learning Communities (i.e. Community Service), LINKED to classes (i.e. ENG 101)HISTORY:Library has provided a required library session for every FYS section for almost 10 yearsSessions have always been f2f, but recently have been supplemented with…[Next slide]
- MORE HISTORY:Sessions have always been f2f, but recently have been supplemented with an online tutorial required before session, A FYS Resource page, and a library chapter in FYS textbook for 2 years (written by librarians) Content of sessions has evolved (i.e. used to do tours, less on evaluation, etc.) to more critical thinking STATS: (mention this so they have a better sense)This semester we have taught 80+ classes total, 25 students in each, 7 librarians, AP and LRC do 30 total, other 5 split the rest (~10 each).
- Also looking at our instructional sessions holistically – FYS, ENG comp, majors – getting away from presenting the same content in each, to a more tiered approach
- PRIOR TO REVISING THE FYS LIBRARY SESSION:Gathered feedback from librarians prior to revising the session (e.g. During fall 2010 and spring 2011)Got feedback from students in the “do you like us” questionnaires from early FYS classes FYS instructors also gave feedback – f2f discussions directly after sessions; survey to instructors asking what they thought students should be learning; email feedback.
- New elements were also assessment tools: Created an online Questionnaire to get a sense of their pass research(Help from Laura Wiegand, Information Systems Librarian, and Sharon Connelly, Technology Support Analyst)Creation of the two Worksheets (CRITIC, Website use) for classroom use and some assessmentConsistency for assessment purposes – didn’t change anything that would impact the assessment of all the students (polleverywhere.com wasn’t working in the training session for librarians, for example)Library Assignment for more structured assessment that students completed within 2 weeks AFTER the library session. Online assignment via Course Reserves. Each student in a FYS had a distinct set of 3 resources to evaluate with CRITIC model. Once completed, email was generated to FYS instructor and the library has copy. Librarians only needed to mention the assignment and remind students that the CRITIC worksheet they would be doing in the library session would help prepare them for the Library Assignment.Consistency for assessment purposes – didn’t change anything that would impact the assessment of all the students (polleverywhere.com wasn’t working in the training session for librarians, for example, so it was removed from ppt and we used a suggestion from a librarian to replace it with color coated cards)
- Because this way to teach the FYS was a radical shift in how it had been presented before:AP created PowerPoint for sessions and teaching outline for timeframe on each activity/section.The ppt gives visuals, proposes questions, prompts activities and exercises. The outline is step-by-step how the librarian can use the ppt and teach the session.
- We wanted all our ducks in a row, so we:Had icon/link to Questionnaire on all instruction lab desktops Stocked worksheet copies in instruction classroomsPut folder on desktops in classroom with everything librarians needed to teach[**Click for SharePoint text here:]We also…Utilized the collaborative document repository (SharePoint) for all instructional material so it is accessible Organized the information “For Librarians” folder with ALL they need to teach the class
- AP created Jing videos about how to approach parts of the presentation or where to find things on SharePoint(Play beginning of video linked here if audio and time)
- Provided mock session in which librarians “served” as studentsChallenge: Librarians not as quick to respond or active in participation for the mock session. Must be thick skinned and able to handle all personality types when training. Introverted, delayed reactions, etc.
- Offered observation and practice sessions with Instructional Services Coordinator and First Year Engagement Librarian AP and LRC took the first several classes so the librarians could sit in on our sessions.
- We are gathering ongoing feedback through Public Services weekly meetings…
- …and feedback through e-mailProvided e-mail updates to librarians as issues and questions arose during the first few weeks of classesFor example:The color coated cards had A, B, C, D, E on the backs for another question, but they were in the ‘right’ order of the timing for publication of materials and students got wise.AP started asking about Chancellor’s specific area of research (mating rituals of wolf spiders) and this helped with the discussion of “peer review”, and who scholars/researchers are – plus it has the added bonus of waking them up a bit!
- Tosum up...