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OK Fellows Program

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May L. Rodney, Winston Salem State, OK Scholar's Institute

Publié dans : Formation
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OK Fellows Program

  1. 1. 2008 - C. G. O’Kelly Library, Winston-Salem State University
  2. 2. Mae L. Rodney • Winston-Salem State University • Director of Library Services 1983
  3. 3. Background Click here to start video
  4. 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. 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. 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. 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. 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. 9. Additional learning experiences • Readings about information literacy • Web site on Plagiarism ( strategies for combating,Turnitin.com)
  10. 10. • Introduction to Libguides • Readings about librarian and faculty collaboration
  11. 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. 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. 13. Presenting Certificate and Medallion –English Composition Coordinator
  14. 14. O’K Fellows’ promo Click here to start video
  15. 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. 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. 17. The Workshop • Opportunity to understand information literacy (readings)
  18. 18. The Workshop • Participate in active learning experiences
  19. 19. • Work one on one with librarians
  20. 20. • Discuss library assignments
  21. 21. • Become better acquainted with resources and services
  22. 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. 23. Librarians are available to continue working with faculty on assignments
  24. 24. Comments from Faculty Click here to start video
  25. 25. Library Instruction Sessions • Using electronic resources • Writing term papers • Avoiding plagiarism
  26. 26. After the instruction session • Librarians begin working with the students • Make an appointment • Keep the appointment
  27. 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. 28. Student comments Click here to start video
  29. 29. Impact of the program on library services
  30. 30. 189 256 309 0 100 200 300 400 2006-07 2007-08 2008-09 Instruction Library Instruction
  31. 31. 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
  32. 32. 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
  33. 33. 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
  34. 34. 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
  35. 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. 36. Number of participants • Who continue to utilize the O’K Fellows experience is over 60 percent.
  37. 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. 38. Indirect outcome • Master Teacher Librarian certification program • Workshop for Writing Center Tutors
  39. 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. 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. 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. 42. Master teacher librarians
  43. 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. 44. Writing center tutors • Information on library resources • How to use style guides
  45. 45. Librarians comments Click here to start video
  46. 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. 47. Student comments • Students are reporting to faculty members they are now ready for graduate school
  48. 48. Communication between participants • Let’s Stay in Touch
  49. 49. 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
  50. 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. 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. 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. 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. 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. 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. 56. 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
  57. 57. 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?

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