This document discusses taking the library instruction course LIB100 online. It provides context on academic libraries, library instruction programs, and the guiding principles of LIB100. It then details how the instructor designed the online version of LIB100 using tools like Google Sites and Sakai. Student reactions were positive, finding it was the same rigorous course despite being online. Students reported it required more time but allowed better relationships with the instructor.
75. why I taught lib100 online
had taken online classes
76. why I taught lib100 online
had taken online classes
very familiar with
content
77. why I taught lib100 online
had taken online classes
very familiar with regularly
content redesign course
78. why I taught lib100 online
had taken online classes
very familiar with regularly
content redesign course
Instructional
Design training
and expertise
79. why I taught lib100 online
had taken online classes
very familiar with regularly
content redesign course
Instructional instructional
Design training technology
and expertise expertise
83. We explored what
happens when we take
the values of WFU
an instructor with
a background in
teaching and
pedagogy
84. We explored what
happens when we take
the values of WFU
an instructor with an
a background in understanding of
teaching and tools for
pedagogy instructional
technology
85. & used those qualities in
designing a course
the values of WFU
an instructor with an
a background in understanding of
teaching and tools for
pedagogy instructional
technology
86. Agenda
1. Academic Libraries
2. Library Instruction
3. Taking LIB100 Online
4. The Online Class
5. Student Reactions
87. Agenda
1. Academic Libraries
2. Library Instruction
3. Taking LIB100 Online
4. The Online Class
5. Student Reactions
128. Image Credits 1/3
The Clementine Kendrick Burns School by brentdanley at
http://www.flickr.com/photos/brentdanley/1269924369
King George School by daryl_mitchell at http://www.flickr.com/photos/daryl_mitchell/255315999
library books by timetrax23 at http://www.flickr.com/photos/timetrax/376152628
The card catalog... by dfulmer at http://www.flickr.com/photos/annarbor/4350627292
How I Spend Free Time by urbanoasis at http://www.flickr.com/photos/urbanoasis/2214921967
ZSR Library Research Services by zsrlibrary at http://www.flickr.com/photos/zsrlibrary/5388469323
Question mark in Esbjerg by alexanderdrachmann at http://www.flickr.com/photos/drachmann/327122302
i by mag3737 at http://www.flickr.com/photos/mag3737/3048932335
C is for Cookie by AMagill at http://www.flickr.com/photos/amagill/34754258
Cookie Porn by nate'sgirl at http://www.flickr.com/photos/joygant/3323214649
We begin by charting a course by Dunechaser at http://www.flickr.com/photos/dunechaser/1721982928
the pilt p-500 by Mr. Wright at http://www.flickr.com/photos/40954787@N00/7283732
Apple Picking by amiefedora at http://www.flickr.com/photos/amiefedora/3924847124
Please Pass The Pie by Poppy Wright at http://www.flickr.com/photos/poppywright/406081608
CITHARA SANCTORUM by benchilada at http://www.flickr.com/photos/benchilada/5555053074
Giltching Screen 3 by Thoth, God of Knowledge at http://www.flickr.com/photos/thoth-god/4255394730
#66/365 by crumpart at http://www.flickr.com/photos/crumpart/3337159791
MacBook Connections by William Hook at http://www.flickr.com/photos/williamhook/2981325027/
Day Three Hundred and Fourteen by orbandomonkos.hu at http://www.flickr.com/photos/euouae/6402217107
32-365-01-04-11 by malloreigh at http://www.flickr.com/photos/malloreigh/5580160943
129. Image Credits 2/3
Archives: Closed Stacks by zsrlibrary at http://www.flickr.com/photos/zsrlibrary/6687440437
LIB100 Class by zsrlibrary at http://www.flickr.com/photos/zsrlibrary/6352508028
IKBLC Groups Study 39 by UBC Library at http://www.flickr.com/photos/ubclibrary/2702151942
Giz Leads Graduate Student ThinkPad Orientation by zsrlibrary at
http://www.flickr.com/photos/zsrlibrary/4924795497
Accounting 111: "allowance for Doubtful Accounts" Assignment by zsrlibrary at
http://www.flickr.com/photos/zsrlibrary/4119790443
Bookshelves by Ole Begemann at http://www.flickr.com/photos/ole/4118111240
No Denial by Don Solo at http://www.flickr.com/photos/donsolo/2462966749
Mendeley in the Graduate Seminar by Christopher Long at
http://www.flickr.com/photos/45298653@N00/6723885889
Valentine's Day 2011 by Yahoo! Blog at http://www.flickr.com/photos/yodelanecdotal/6385145183
Mary Beth: Service with a Smile by zsrlibrary at http://www.flickr.com/photos/zsrlibrary/5455164218
Library Faculty in the Procession by zsrlibrary at http://www.flickr.com/photos/zsrlibrary/5455182156
ZSR Lobby View by zsrlibrary at http://www.flickr.com/photos/zsrlibrary/5358115872
Giz Asks! by zsrlibrary at http://www.flickr.com/photos/zsrlibrary/4934656564
Mini Teleconference Kit by Nicolas Fleury at http://www.flickr.com/photos/45468830@N07/5425462950/
Someone's Lost Schedule Book by Alfonso Surroca at http://www.flickr.com/photos/88723106@N00/51024419/
"When speed gets in the blood, one must drive to life..." by Jerry Charlotte Miller at
http://www.flickr.com/photos/23961199@N05/3051019058/
Coffee and a Book by Rebecca Krebs at http://www.flickr.com/photos/12590212@N07/5351528081/
130. Image Credits 3/3
Online test= open cheat! by Jared Stein at http://www.flickr.com/photos/5tein/2348649408
Sickly by Jen Gallardo at http://www.flickr.com/photos/40198520@N00/5264828063/
"Puedo Viajar Sin Nada..." by John Perivolaris at http://www.flickr.com/photos/dr_john2005/3077572730/
128 by NickB_Rock at http://www.flickr.com/photos/nickbrokalakis/4315562106
Going somewhere? by Mark Kidsley at http://www.flickr.com/photos/markkidsley/3695711792
Laboratory by tk-link at http://www.flickr.com/photos/tk-link/2575598759
Before & After: The Vanity by Taylor McConnell at http://www.flickr.com/photos/taylormcconnell/4883604846
Chau numero tres by Xava du at http://www.flickr.com/photos/7933170@N03/652332630/
2010 TRAC 10K by Sangudo at http://www.flickr.com/photos/sangudo/4680385538
Journal by Helena at http://www.flickr.com/photos/52889837@N00/1288705057
2:20 by Chris Jagers at http://www.flickr.com/photos/33989236@N00/6215291763/
Instruments of Torture Cropped by Angela http://www.flickr.com/photos/60329741@N00/2238851942/
is a fancy term for being able to find information and use itUltimately, information literate people are those who have learned how to learn. They know how to learn because they know how knowledge is organized, how to find information, and how to use information in such a way that others can learn from them. They are people prepared for lifelong learning, because they can always find the information needed for any task or decision at hand.”
is a fancy term for being able to find information and use itUltimately, information literate people are those who have learned how to learn. They know how to learn because they know how knowledge is organized, how to find information, and how to use information in such a way that others can learn from them. They are people prepared for lifelong learning, because they can always find the information needed for any task or decision at hand.”
And what to do with it
And what to do with it
And what to do with it
And what to do with it
One-credit class about how to do research and use it
Not meant to be radical
Not meant to be radical
Not meant to be radical
Not meant to be radical
Not meant to be radical
Not meant to be radical
Not meant to be radical
Not meant to be radical
Not meant to be radical
Not meant to be radical
Allowed us to explore, in a safe , one-credit elective, what good online education would look like when done in a “Wake Forest Way”
We explored what happens when we take an instructor who has a background in teaching and pedagogy, the values of WFU, and an understanding of technology tools, and used those qualities in designing a course
We explored what happens when we take an instructor who has a background in teaching and pedagogy, the values of WFU, and an understanding of technology tools, and used those qualities in designing a course
We explored what happens when we take an instructor who has a background in teaching and pedagogy, the values of WFU, and an understanding of technology tools, and used those qualities in designing a course
We explored what happens when we take an instructor who has a background in teaching and pedagogy, the values of WFU, and an understanding of technology tools, and used those qualities in designing a course
We explored what happens when we take an instructor who has a background in teaching and pedagogy, the values of WFU, and an understanding of technology tools, and used those qualities in designing a course
Relationships: I know each of these students better than I knew the most vocal students in face-to-face classes
Knowledge of learning process: I am aware of exactly what each student knows and where they need to go.
More feedback: Students get feedback at least twice a week.Engaged participants: I have met individually with more of these students at this point than I would have during a face-to-face semester.