1. GROUP ACTIVITY: Libraries and Effective Practices in Basic Skills
Activity Summary: Participants got into groups based upon the numbers on their name tags, which also
corresponded to numbers posted on the walls. Groups then chose one or two effective practices from a pre-
made list and took 5 minutes to rewrite the effective practice to make it apply directly to the library. Then the
groups, discussed/brainstormed ideas that addressed the following question: “Based on the effective
practice(s) you have chosen, what library services programs and/or activities can you create that will help basic
skills students be more successful? Give specific strategies for implementing these programs/activities.”
Participants spent 35 minutes working on this group activity. At the end of the activity, each group wrote their
ideas on poster paper and hung them on the wall for others to view. Following are the ideas each group
derived during this activity.
GROUP 1
MEMBERS:
Tina Inzerilla, Frances Hui, Rubi Abrams, Margaret Traylor, Marian Shostrom
EFFECTIVE PRACTICE:
D3 The developmental education program addresses holistic development of all aspects of the student. Attention is
paid to the social and emotional development of the students as well as to their cognitive growth.
B3 Library support provided is substantial, accessible, and integrated with academic courses/programs.
BRAINSTORMING:
• D3 Develop instructional modules for stress management, test anxiety, time management, health and
counseling services (campus & community)
• Use technology to reinforce & support student learning & success.
• B3 Consistent subject heading access to materials that support all disciplines’ basic skills needs.
• All materials are ADA compliant.
• Mark books w/colored tags.
GROUP 2
MEMBERS:
Chisa Uyeki, Erin Lee, Michele Speck, Debbie Soares, Linda Mckinney, William Araiza
EFFECTIVE PRACTICE:
B3 Library support provided is substantial, accessible, and integrated with academic courses/programs.
C4 Staff development opportunities are flexible, varied, and responsive to developmental needs of individual faculty,
diverse student populations, and coordinated programs/services.
BRAINSTORMING:
• B3 Collaborate with faculty. Start with folks who are interested (don’t worry about those who aren’t)
• Have to have a “hook” a library component for each basic skills class.
• Develop reading lists for ESL.
• Include book talks in instruction
• Workshops
• Involvement in curriculum process and course development.

2. • Market dbases through labs.
• Library should be where students are (facebook, myspace, coffee shop?...)
• Collecting Dbases & materials for basic skills
• Outreach librarians for basic skills (like _______ assignment to science).
• Workshops for retention programs.
• Welcoming presence @ beginning of semester . Hostess—balloons,etc.
• Get buy in from librarians & library administration.
• Assess progress.
• C4 Professional development- teach librarians pedagogy for teaching basic skills. (Include adjunct faculty in
this training.
• Library curriculum committee- which is charged w/ addressing these issues.
GROUP 3
MEMBERS:
Sandy W, Scott, Dena, Shelley
EFFECTIVE PRACTICE:
D5 A high degree of structure is provided in developmental education courses.
BRAINSTORMING:
• Develop a set of slos for an instructional session.
• E.g. 1. Introduce students to the library services and facilities in a tour. Implement this by collaborating with
instructors to make sure library instruction is part of the curriculum/orientation activity in which students
• Identify a book in the catalog and locate that book on a shelf.
• Introduce students to different information formats. E.g. periodicals, databases.
• Demonstrate how to email/ print/ download articles from databases and electronic resources
• Demonstrate how to contact a librarian if they need help or if they want to ask a question.
• Have assignment in which students are asked to find specific information about the librarian and find out
what the library can do for them.
GROUP 4
MEMBERS:
Michele Alaniz, Sarah Lehmann, Jun Wang, Amelie Brown
EFFECTIVE PRACTICE:
A5 A comprehensive system of support services exists, and is characterized by a high degree of
integration among academic and student support services including the library.
D5 Develop a problem-based library instruction program for developmental students with a high
degree of structure
BRAINSTORMING:
• A5 Learning community to link library courses with reading and/or computer literacy courses.
• Cooperate with tutoring and computer center and counseling.
• D5 “Instruction”. Archive presentation for students to review/ revisit and to share with other faculty and
their students. (embedded in other courses)
• Communicate with subject-specific instructor.

3. • Obtain students’ research topics ahead of time (use on as sample).
• Step-by-step instruction
• Use visuals to support talk.
• Simple, clear practice assignments.
• Develop learning objectives for session & assess SLO’s at end of session.
GROUP 5
MEMBERS:
Cheryl, Evelyn, Ann, Michelle, Dave
EFFECTIVE PRACTICE:
B3 Library support provided is substantial, accessible, and integrated with academic courses/programs.
BRAINSTORMING:
• Learning Communities. Link an instructor to a librarian. Collaboration among BSI faculty members
• Basic Skills Course. Computer literacy skills with library skills. Work with ESL/ Library/ Computer
Instructors.
• Workshops (required). i.e. English class will require students to complete workshops as part of their
class.
• Implementation…!? $ for staffing, facilities and tech. support.
• Solutions. 1. BSImoney; 2. Grants; 3. Get $ by having workshops for credit (0.5).
GROUP 6
MEMBERS:
Sue Chen, Paula Paggi, Sanjeet Mann, Judy Wiley, Emily Bond
FFECTIVE PRACTICE:
B3 Library support provided is substantial, accessible, and integrated with academic courses/programs.
BRAINSTORMING:
• Librarians reach out to coordinators committees & instructors to show our role.
• Create collaborative programs with Basic Skills instructors such as professional development or
human career development courses.
• Example: Librarian providing. 3 session book program: selecting, reading, discussing, & presenting
info on book, integrate speaking and computer skills through oral presentation and Microsoft
Publisher.
GROUP 7
MEMBERS:
Cathy Cox, Elaine Wong (Mission), Linda Meyer—SJCC, Norm Buchwald--Chabot
EFFECTIVE PRACTICE:
C4 Staff development opportunities are flexible, varied, and responsive to developmental needs of
individual faculty, diverse student populations, and coordinated programs/services.

4. D5 A high degree of structure is provided in developmental education courses.
BRAINSTORMING:
• Library fac. Outreach to B.skills depts.—English, ESL Reading, & maybe math
• Liaisons to help discipline faculty develop approp. assignments  fac. Learn about lib resources for BS.
• Work with Fac. to develop appropriate “Local subject headings” for B.S. materials to facilitate access.
• Use library catalog to provide easier access to B.S. literature & Resources
o Cataloging “Poppy Copy” as e-book (pdf version)
o Permalinks/Persistent links to resources from catalog
• Flex Day workshops for Fac/ Staff on Lib success.
o Librarians need to devel. awareness of VOCED/CTE needs more outreach.
o Many voced students need B.S. courses
• Promote Data bases and print materials aimed at basic skills
- (E-Library and “Lexile score”)
- SIRS
- Print material for skill-building
• D/5 Instructional Practices—“a high degree of structure is provided in Library skills
instruction.”
• Non- credit Library Skills workshops targeted at Basic Skills students
- Lower level than Info Comp
- Less “academic”, more “Fun”
- Draw in students, focus on pragmatic skills use of career info; how to check out a
reserve book.
GROUP 8
MEMBERS:
Crump, Ennis, Peabody
EFFECTIVE PRACTICE:
D3 The developmental education program addresses holistic development of all aspects of the student.
Attention is paid to the social and emotional development of the students as well as to their
cognitive growth.
BRAINSTORMING:
• Reading Club
• “Finals Cram” night (sponsored @ library and Student Gov’t)
• Flexible computer use (use of non-academic [when computers are available])
• Posters (e.g. ALA READ) e.g. on buses
• Video—why I use the library
GROUP 9
MEMBERS:
Teresa Morris, Marva DeLoach, Rachel Sandoval, Rochelle Perez
EFFECTIVE PRACTICE:

5. B3 Counseling support provided is substantial, accessible, and integrated with academic
courses/programs.
BRAINSTORMING:
• Reference/ Instruction
o Mobile devices (ex. Catalog)
o Integrating IM into CMS
o Podcast
o Library guides
o Library tutorial
• Collection Development
o Audio
o Databases (ex. Learning Express)
o Physical technology (MP3 player)
o Mobile site
o Podcast
o Basic skills students’ review of collection
o “Library Thing”
GROUP 10
MEMBERS:
Ginnie Gessford, Choonee Rhim, Mark Fink, Steve Schermerhorn
EFFECTIVE PRACTICE:
D3 The developmental education program addresses holistic development of all aspects of the student.
Attention is paid to the social and emotional development of the students as well as to their
cognitive growth.
BRAINSTORMING:
To foster student success, the library will work directly to improve a student’s social, emotional and cognitive
development in the following ways:
• Seek out learning communities w/ other departments
• Conduct basic skills library instruction for first year college experience programs—online catalog,
introduction to website and other library services, use first year experience to start building relationships
with students (foster trust)
• For basic skills students, offer unit- bearing courses for library resources
• Establish learning communities w/ BS students who are digital natives. Use wireless devices for instruction—
provide devices for students as needed—require they use devices 24/7 for communicating w/ community.
• Special relationship w/ BS instructions to meet collection needs—both in print and online (multiple copies in
library and as e-books) for learning communities, teach students how to use online catalogs to access e-
books and find other resources.
• Gift bag/ care package from the library for B.S. students
• Tailor Library instruction for B.S. students—(things we take for granted)
GROUP 11
MEMBERS: Micca Gray (Santa Rosa), Van Rider (Antelope Valley), Ruth Sison (DVC)
EFFECTIVE PRACTICE:
D3 The developmental education program addresses holistic development of all aspects of the student.

6. Attention is paid to the social and emotional development of the students as well as to their cognitive
growth.
BRAINSTORMING:
• Social and emotional needs
o Mentoring
o Customer service reference bilingual staff
o Creating safe environment they can ask question.
• The library education program addresses development of social and emotional aspects of student success.
o ESL
 online modules
 instruction tutorials
o Learning communities
 Participation
 ESL Courses
o Computer Access Wireless
o Programming
 Exhibits
 Activities
 Performances
 Lectures
• ESL Collection
 Easy Rdg
 Quest (AVC)
• Facilities to promote group work, study rooms
GROUP 12
MEMBERS:
Stephanie Staley—Cabrillo College Aptos, Topsy Smalley—Cabrillo, Carolyn Schubert—SJSU student + Contra Costa
College Intern
EFFECTIVE PRACTICE:
D3 The developmental education program addresses holistic development of all aspects of the student.
Attention is paid to the social and emotional development of the students as well as to their cognitive
growth.
BRAINSTORMING:
• Guest lectures and performances in the library
• Roving librarians with laptops
• Greeters in the library, particularly successful BSI students
• Display student art
• Small group reference consultations by assignment
• Begin to explore the use of instant messaging service + staff development
• Basic Living Skills lecture series Ex: Personal finances, tech skills like email, job searching, gardening