2. ...are we working with?
Primarily nontraditional students and unprepared learners
3. ...are we trying to do?
The library is responsible
for:
1. Educating patrons/
students in information
retrieval
2. Critical thinking
3. Evaluation of resources
4. ...do we do that?
Reduce library anxiety.
Demystify the library!
5. ...do we do that?
“Students’ self-esteem, often challenged by library mystery
and seeming complexity, may plummet if students feel lost
in the library. Students may suffer further when they enroll
in college-level courses in which the professor expects the
students to utilize the library’s resources.” (Thomas, 2000)
6. ...do we do that?
It is essential to:
Create a positive attitude towards the library
Adapt students to an academic library environment
Increase confidence in utilizing library resources
Why? The goal is to create an environment in
which students feel connected to the library,
its staff, and using its resources.
7. Ways to incorporate the library:
Promote library resources
Library displays
Printed materials
Personal contact
Campus newspaper items
and radio spots
Special events University of Washington's
Information School performs
Lady Gaga remix
Short films
8. Ways to incorporate the library:
Promote library resources
Urge faculty to promote
services:
Reserve books
Bibliography services
Interlibrary loan
Database access
9. Ways to incorporate the library:
Promote library resources
Specialized library
instruction
Specialized library
projects
Library courses paired
with a developmental
course
Library collaboration with
a skills lab
10. Outreach! Collaboration between
librarians and staff
The library needs to be
presented as an integral part of
content courses by faculty in
order to be effective
Discuss assignments in context
of the library
Redesign preexisting
assignments to include library
skills
11. Outreach! Collaboration between
librarians and staff
Examine textbooks
Review curriculum
Participate on committees
Faculty instruction
12. Design library assignments for developmental
courses that have a probability of success
Topic selections
Limit resources
Put students into the right
place at the right time to
minimize frustration
13. Design library assignments for developmental
courses that have a probability of success
Develop confidence
Ideally assignments should
be tailored to a student's
specific interest and needs
There is no one size fits all
approach for all students.
14. *Things to keep in mind*
Use instructional practices
that build on each other
“For a given objective to be
attained, a student must
have experiences that give
him an opportunity to
practice the kind of
behavior implied by the
objective.” (Knapp, 1956)
15. *Things to keep in mind*
Instruction sessions need
to have clearly defined
objectives.
Skills taught in isolation
are less likely to be
applied to further
coursework
A student does not learn
by being told how to use
the library but by using it
16. *Things to keep in mind*
Instruction that is integrated
with other instruction will
reinforce itself
Instruction cannot be presented
as another form of “busywork”
17. Hands on/active learning
Multiple smaller sessions
build upon prior knowledge
rather than one shot
sessions
How do you find a book?
How do you find an
article?
Difference between
searching the internet and
using databases?
18. Hands on/active learning
For example:
Students read a novel
for class
Locate background
information on the topic
of the novel
Identify key events
during the novel's time
period
Complete research on
the author
19. Hands on/active learning
Self-Paced Modules
Computer assisted
instruction
Incorporate audio/visual
materials
Step-by-step instructions
with screen shots rather
than simply describing an
assignment
20. Thank you!
Please contact me with any questions.
Kevin Wadlow
eldritch.monkey@gmail.com
520-665-1457
21. ...references
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the Educationally Disadvantaged Student. Community & Junior College Libraries,
1, 2, 25-32.
Farrell, S. (January 01, 2005). Start-Up of a Mandatory Library Orientation
Program in Developmental Education. Community & Junior College Libraries, 13,
1, 51-54.
Gerlaugh, K., Thompson, L., Boylan, H., & Davis, H. (2007). National study of
developmental education ii: Baseline data for community colleges. Research in
Developmental Education, 20(4), 1-4.
Knapp, P. B. (July 01, 1956). A Suggested Program of College Instruction in the
Use of the Library. The Library Quarterly, 26, 3, 224-231.
McMillan, V. K., Parke, S. J., & Lanning, C. A. (March 08, 1998).
Remedial/Developmental Education Approaches for the Current Community
College Environment. New Directions for Community Colleges, 100, 100, 21-32.
22. ...references
Roselle, A. (2008). community college library practices in developmental
education. Journal of Developmental Education, 32(2), 24-26, 28, 30, 32.
Roselle, A. (January 01, 2009). Preparing the Underprepared: Current
Academic Library Practices in Developmental Education. College and
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Schneider, A., & Fuhr, M. (January 01, 1983). The Library's Role in
Remediation. Community & Junior College Libraries, 1, 2, 47-58.
Thomas, S. E. (January 01, 2000). The Necessary Library Revolution in
Community College Developmental and Remedial Programs. Community &
Junior College Libraries, 9, 2, 47-57.
Unknown. (2006). Remedial and developmental education in the university of
23. ...references
Unknown. (2006). Remedial and developmental education in the university of
hawai′i community college system. Manuscript submitted for publication, White
Paper Group Committee, University of Hawai′i Community Colleges, Hawai ′i.
Retrieved from
www.hawaii.edu/offices/../remedial../Remedial_Dev_Ed_Paper.pdf
Watters, R. D. (September 06, 1986). A Climate of Excellence: Paving the Way
for Student Success at Miami-Dade South's Library. Community & Junior College
Libraries, 4, 4, 7-27.
Wine, E. (January 01, 1983). The Library Instruction Program at Miami-Dade
South. Community & Junior College Libraries, 2, 2, 57-63.
Yee, S. (January 01, 1982). Library Instruction in the Community College
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