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Julia Bauder, Beth Bohstedt and Phillip JonesGrinnell College Libraries
LOEX National ConferenceLOEX National ConferenceFort Worth, TXFort Worth, TX May 7, 2011May 7, 2011
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Is it appropriate for your campus?
◦ How do you teach information literacy? How could student mentors fit into your instruction program?
◦ Do you have a campus culture that is supportive of peer mentoring? What other programs on your campus employ students to teach other students?
If so, what initial steps would you need to take to implement it?
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Selective, residential liberal arts college.
1600 undergraduate students.
Curricular emphasis on inquiry-based learning.
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Locally customized version of the ACRL information literacy standards
Information literacy curriculum based on the customized standards
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The information literacy and student mentoring programs were both cited by the award committee.
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Model 1: Campus-wide, students teaching students
Model 2: Academic libraries, mentoring students into profession of librarianship
Grinnell’s programs are closer to Model 1 than Model 2.
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Math Lab Science Learning Center Academic Advising Writing Lab Data Analysis and Social Inquiry Lab Intercultural Affairs
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Acknowledge and support existing practice
Encourage consistency of service
Offer basic research advice at all public service desks, not just the reference desk
Students might be more comfortable learning from a peer?
Give librarians more time to do classroom-based instruction and research consultations
Expand late night and weekend service
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Basic Information Service
◦ Provided at all public service desks
◦ Available whenever the library is open
Reference Assistant Program
◦ Provided at the reference desk
◦ Available 10:00pm to midnight Sunday - Thursday (and some afternoons)
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All students working at the Libraries’ public service desks will:
◦ Be able to answer basic information questions
◦ Know when and how to refer a student for more in-depth help
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Required materials / Required materials / EquipmentEquipmentAgenda Outline/Checklist
Computers (one per student is ideal)Laser pointer to highlight elements on the screenLink or file for the “Who Wants to be a Millionaire?” game (prepared ahead of time)Candy
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Introductions (5 minutes) Basic Website/Catalog (5-7 minutes) Research (12-15 minutes) Referrals (10-12 minutes) Review (12-15 minutes) Closing (2 minutes)
Total time: 45 minutes – 1 hour
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Follow-up to BIS TrainingFollow-up to BIS Training
Send sample reference questions every few weeks
Talk to the students working the public desks to see how it’s going
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Needed to create positions, aid recruitment
Help in development and promotion of the Libraries’ reference services
Attend and participate in weekly RA meetings and training sessions
Earn senior student rate of pay
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3 RAs each semester, 4 positions for 2011-12
Social studies majors; a double major in art history & psychology
Varied academic concentrations: global development studies, linguistics
Foreign language skills: Spanish, French, Russian, Ukrainian, Hindi, and Nepali
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Faculty recommendations Librarians invite applications
Library general applicant pool Sought after jobs: interested students apply
specifically for RA positions
Interview questions sent to applicants Ask for and check references
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Complete Basic Information Service Training
RA training = 10 hours, early in semester, readings and discussion
Shadow a librarian and an RA
Regular training during weekly RA meetings
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1.5 hour weekday afternoon shift
9:30 pm-12 am shift(s) Sunday - Thursday
1 hour RA meeting weekly
Remainder: flextime to work on projects
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Grinnell Plans
Posters in the dorms
Ads in the campus newspaper
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Photo by Flickr user discovernaturewalk.
http://www.flickr.com/photos/discovernaturewalk/3066918873/
More about creepy treehouses:http://flexknowlogy.learningfield.org/2008/04/09/defining-creepy-tree-house/
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*With some caveats.
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Total questions by hour, October 2009 to March 2011
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Recruit science students as RA applicants
Hiring fourth RA for 2011-12 academic year
Statement of Mentoring Philosophy
Shared peer mentoring general orientation across campus
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Is it appropriate for your campus?
◦ How do you teach information literacy? How could student mentors fit into your instruction program?
◦ Do you have a campus culture that is supportive of peer mentoring? What other programs on your campus employ students to teach other students?
If so, what initial steps would you need to take to implement it?