2008 - C. G. O’Kelly Library, Winston-Salem State University.
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Transcript of 2008 - C. G. O’Kelly Library, Winston-Salem State University.
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2008 -
C. G. O’Kelly Library, Winston-Salem State University
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Mae L. Rodney
• Winston-Salem State University
• Director of Library Services 1983
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Background
Click here to start video
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O’K Scholars
• Title III grant for 2008-2012– Stipend for 40 faculty members to participate
($900)– Consultants to offer instruction services
• Faculty• Librarians
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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
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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
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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
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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
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Additional learning experiences
• Readings about information literacy• Web site on Plagiarism ( strategies for combating,Turnitin.com)
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• Introduction to Libguides
• Readings about librarian and faculty collaboration
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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
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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
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Presenting Certificate and Medallion
– English Composition Coordinator
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O’K Fellows’ promo
Click here to start video
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Admission to the Program
• Faculty members are invited to participate– New faculty members– Faculty members who teach research/writing
courses– English Composition Coordinator
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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
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The Workshop
• Opportunity to understand information literacy (readings)
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The Workshop
• Participate in active learning experiences
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• Work one on one with librarians
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• Discuss library assignments
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• Become better acquainted with resources and services
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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
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Librarians are available to continue working with faculty on assignments
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Comments from Faculty
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Library Instruction Sessions
• Using electronic resources• Writing term papers• Avoiding plagiarism
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After the instruction session
• Librarians begin working with the students
• Make an appointment• Keep the appointment
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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
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Student comments
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Impact of the program on library services
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189
256
309
0
100
200
300
400
2006-07 2007-08 2008-09
Instruction
Library Instruction
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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
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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
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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
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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
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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
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Number of participants • Who continue to utilize the O’K Fellows
experience is over 60 percent.
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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
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Indirect outcome
• Master Teacher Librarian certification program
• Workshop for Writing Center Tutors
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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
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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
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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
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Master teacher librarians
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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
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Writing center tutors
• Information on library resources
• How to use style guides
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Librarians comments
Click here to start video
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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
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Student comments
• Students are reporting to faculty members they are now ready for graduate school
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Communication between participants
• Let’s Stay in Touch
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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
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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
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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
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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!
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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
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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
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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
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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
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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?