Building a Teaching Community: 3rd Annual Summer Retreat for Librarians
The summer teaching retreat at Chapman University's Leatherby Libraries was created to build community amongst instruction librarians and library school students. The retreat provides unique and practical presentations. Participants have opportunities to share teaching experiences, ideas, and resources during lively break-out sessions as the practices and innovative ideas of librarians are discovered. Ideally, participants leave the retreat with a larger network of resources and contacts, as well… Show more as inspiration to creatively expand their library instruction repertoire.
2013 Retreat Schedule And Presentation Descriptions
9:00 a.m. – 9:30 a.m.
Registration, Light Refreshments, & Poster Session Viewing
MLIS Student Poster Descriptions*
Remote Development of Information Literacy Skills
Rose Flores Medlock
Numerous statistics about the number of students enrolled in distance education and individuals that comprise the remote workforce exist, but the variety of definitions setting the parameters for such information has yet to provide a clear understanding of these trends. Indeed, remote education and employment still are new phenomena, vying for more permanent positions in society as relevant technologies quickly evolve. Information literacy's ability to draw correlations among investigating information and technology and employing reflective reasoning long has been a focus among educators and librarians; thanks to the growth of remote participation, information literacy is adapting to the changing environment as professionals hone embedded online information resources. In light of such transformations, perhaps the most applicable information can come from people who have lived the experience. This poster session will present an Mlis student's perspective attending graduate school entirely online while working for an information skills solutions provider, nearly 3,000 miles from both institutions' brick-and-mortar locations. Projects to be highlighted include a case study about a partnership between the company and a U.K.-based collection of public libraries, the creation of a set of LibGuides for a university, and a group presentation developed for a digital preservation course.
On Demand Library Instruction and Training: The Tools of Guide on the Side
Rachel Pritchard Sarah Allison In a usability study by Mestre (2012), students indicated they preferred and performed better when receiving web instruction via static documents with screenshots rather than screencasts. This surprising outcome was due to students enjoying the flexibility of skipping around to relevant material and having a written document to which they could refer when needed. Guide on the Side addresses this need in a more sophisticated way by engaging students in active learning. Written text alongside the embedded browser provides instruction and direction to the student while they click through websites and perform activities on their own. Because this technology is asynchronous it is available to the students at the point of need, allowing them to access the instruction they need to address real-world problems in keeping with adult learning theories. Moving beyond information literacy instruction, libraries can use this tool to enhance staff and student worker training programs by developing tutorials that guide them through relevant pages of the library website, point them to important policy information, and provide interactive base training of library web tools. Benefits include saving staff time versus one-on-one training and ensuring each person receives the same information in a consistent format. Guide on the Side is a relatively new technology developed by the University of Arizona for information literacy instruction. With its open source platform and competitive price tag (free!), this tool deserves due consideration from information professionals hoping to enhance their training and instruction programs.
*Posters will remain on display for the duration of the retreat.
9:30 a.m. – 9:45 a.m.
9:45 a.m. – 10:15 a.m.
Information Literacy Workshop for Immigrants
Milly C. Lugo, Santa Ana Public Library
R. David Lankes, author of The Atlas of New Librarianship, tells us that the new librarianship is not based on books and artifacts but on knowledge and learning. In other words, we have become knowledge facilitators. One of our biggest challenges, however, is how do we facilitate knowledge creation in our adult immigrant communities. Many adult immigrants have little or no experience using libraries or about the resources available for their use. So how do we reach them?
The Information Literacy Workshop for Immigrants has become the bridge connecting the Santa Ana Public Library with our ever increasing non-native community. It is a program that can be presented at English as a second language classes, local school parent conferences, church groups, and civic organizations. It is simple and, more importantly, it opens the door for knowledge creation among our adult immigrant population.
10:15 a.m. – 10:45 a.m.
Reinforcing College Reading Strategies in the Library Classroom
April Cunningham, Saddleback College
Richard H. Hannon, Palomar College
Whoever your students are, it’s likely they could benefit from some good basic strategies for managing the volume and type of reading they’re being expected to do during their research. We’ll share with you the ways that we enhance instruction about typical information literacy concepts by offering students reading techniques. We will provide the materials that we’ve created and the ones we’ve adapted from the web. And we’ll ask for your examples of reading tips and resources that you offer during your instruction.
10:45 a.m. – 11:15 a.m.
The Mindful Librarian: Improving Practice through Meditation
William Breitbach, California State University, Fullerton
It seems like mindfulness practices get more and more media attention while conceptual understanding and practice remain somewhat elusive. The exploration of this concept will attempt to answer the following question: How can we minimize the distractions and stresses of life/work to provide the best possible educational experience for students. This session will provide a brief introduction to the concept of mindfulness, discuss the science behind the elusive concept, and provide an opportunity to practice mindfulness meditation. After a brief meditation session, we will discuss how librarian educators can apply the basic tenants of mindfulness to improve their professional practice.
11:15 a.m. – 11:30 a.m.
11:30 a.m. – 12:10 p.m.
Breakout Sessions I
Trading Place: Embedding Library in Dorm Communities Successfully
Benjamin Andrus, Binghamton University, State University of New York
Beginning in the Spring Semester of 2011 newly hired librarians Ben Andrus and Anne Larrivee were looking for a new idea of delivering information literacy training to students at Binghamton University. The two decided that they wanted a program where students could relax, sit around, be with their friends, and be candid about what they wanted to know about the library and about the research process. We decided that the best model for the program was to reach out to community and residential directors. The thought was that by working with those the highest up, the programs would be given a high priority and would be a success. During the process of contacting residential directors it was clear that this may have not been the best model for success. Although this was disheartening, Ben and Anne did learn one thing. The successful sessions were passed from residential directors down to student residential assistants to host. What was observed was that programs that were set up and facilitated by RAs had the most attendance. Because of this, Ben and Anne went back to the drawing board and developed a new strategy. They contacted the head of Residential life asked if they could speak at the Ra training session where all the RAs would be congregated at once. The two librarians pitched the program to the RAs and said that they would be available any night in the semester to do the program. With this model, programs are averaging roughly 20 students and between 7-10 sessions a semester. We believe that having student turnout for voluntary information literacy sessions/ workshops is difficult and that the success we are having is something that other institutions can easily implement and have success with similar to Binghamton University
Creating Topic Specific Workshops
Nora Shea, Mt. San Antonio College, Walnut, California
In the Spring of 2012 librarians at Mt. San Antonio College committed to a 3 year pilot program to transition away from 'one-shot' library instruction classes to offering drop-in topic specific workshops throughout the semester. For this breakout session one of the librarians will discuss the process used in creating the goals, measurable objectives, and interactive learning activities as well as the development of assessment rubrics for the workshops. A Question and Answer period will follow and include resources used and challenges faced during the first year of implementation of the program.
Student Driven Instruction: Using the Cephalonian Method
Lisa Burgert, University of San Diego
Another instruction session? Are you dreading facing another group of silent students staring blankly at you, while you stand demonstrating databases in front of a class? Engage your students and make them talk! Change your teaching style by having the students ask questions to guide the instruction session using the Cephalonian method based on Morgan and Davies’ “How Cephalonia Can Conquer the World (Or At the Very Least, Your Students!).” This method was successfully used with 4 Psychological Sciences undergrad research classes and 8 School of Leadership and Education Science grad classes during the 2012/2013 academic year.
Rather than standing in front of a class lecturing and demonstrating searching the catalog, databases, Boolean operators, and subject terms, turn the direction of the class over to the students. Planning and preparation are essential! Before the session, determine which topics need to be covered, write questions for each topic, and group like questions together. Students ask the pre-determined questions provided on color-coded notecards. Participants ask more questions, are actively involved, and consistently provide positive evaluations on library instruction with the Cephalonian method. Shake up the routine and let the students lead. Learn what worked, what didn’t, and how to implement this method.
Flipping the Measurement Mindset: Making Assessment Tools Mnemonic Billboards
James Rhoades, Old Dominion University Libraries, Norfolk, Virginia
Like it or not, a great deal of academic library instruction is restricted to one shot, one hour, cram-packed sessions. There’s just not enough time, and librarians are often faced with taking a very broad or very narrow approach. Correspondingly, a large percentage of the students may never return to the library or use library resources again. A library session might be the only shot or opportunity to create a broad and lasting impact. Considering the importance of each instruction session, librarians need to flip the measurement mindset. Instead of continually seeking ways to measure student learning, we might broaden our assessment perspective by considering combined techniques that also help students retain important points and concepts. We might seek multi-purpose strategies to convey learning objectives and goals in the few moments given. We might explore innovative approaches to subtly capture attention and mark the subconscious. If effective, we might leave a deep impression that leads to greater student success. This session will discuss how assessment tools can be used as learning devices rather than just measurement tools. The session will examine various psychological theories on cognitive retention in regards to learning and marketing. The session will consider how designing and constructing precise pre and post tests can serve as mnemonic devices often used in clever advertising.
Zines: Empowering and Educating with Diy Publishing Kathleen Knight, Norte Vista High School, Riverside, California Deborah Knight-Marshall, Freemont Elementary School, Riverside, California Annie Knight, Chapman University, Orange, California
This breakout discussion allows participants to interact with an academic librarian, a high school English teacher, and an elementary school teacher on the use of zines as a creative tool for developing students’ information and writing competencies. Zines are referred to as “mini-magazines” and are independently published works typically including collages of image and text. Zines have been written about in the professional literature as a creative alternative to the traditional research paper format. The first part of the session will include presentations on lesson plan ideas, activities, and resources helpful for integrating zines into your classes or one-shot sessions. Following this, participants will have time to ask questions, share ideas, and look at examples of student work.
12:15 p.m. – 1:00 p.m.
Breakout Sessions II
Using Information Diaries to Synthesize Information Literacy Competencies: Access, Evaluation, and Use
Lettycia Terrones, California State University, Los Angeles
Teaching students how to synthesize targeted information literacy competencies can be accomplished by using a structured graphic organizer, or information diary. Information diaries use a scaffold structure to help students move in a step-by-step progression in the information literacy process, as outlined by the Acrl Information Literacy Competency Standards for Higher Education: (1) determining the information; (2) strategies for accessing information; (3) critical evaluation of info and its producers (4) use and application of information for a specific purpose; (5) and understating the ethics behind accessing and using information. Students begin with formulating a research question, from which they draw out keywords to search sources in databases (subject databases, OPACs, Internet search engines, etc.). By evaluating results and examining descriptors and subject headings from these results, students further develop keywords to conduct research. The final component of the information diary allows students to practice incorporating information from identified sources in paragraph writing, using in-text and reference citations, and quoting/paraphrasing to build arguments towards the goal of answering their research question. The information diary graphic organizer provides a structured framework that helps students move through the learning outcomes a seasoned researcher employs. Moreover, the exercise positions the student as an active participant and critical user of information. By employing critical thinking through the access, evaluation, and use of information components of the information diary, the student synthesizes information learning competencies to take part in the dialog or larger intellectual “conversation” that surrounds the research topic.
MLIS Internship at a Community College Library
Vinta Oviatt, Orange Coast College
Vivian Strabala, San Jose State University Mlis student
Hear about a recent Mlis internship at a community college library from both the intern and the sponsoring librarian. Hear what was most emphasized by the sponsoring librarian, for example: (1) connecting to your campus, students, and community, including attending committee meetings; (2) marketing or establishing the value of the library on an academic campus for student success; (3) instruction to our students about library and information competency skills; (4) assessment of our instruction and services; and (5) strategic planning, program review, and Wing Plans. Then learn what the intern felt was the most important part of this semester-long internship, including her participation in an intern project for a local High School student in the same library.
What Do They Really Want and How Can We Give It to Them?
Lugene Rosen, Chapman University, Orange, California
The link between scholarly, college-level writing and information literacy is readily understood by librarians. However, there seems to be a disconnect between what librarians know about information literacy skills and what faculty members know. Many are under the mistaken notion that just because students can use a computer, they have the necessary skills to find, evaluate, synthesize, and cite credible sources in research papers. Frequently, instructors expect a 50-minute, one-off library session to be the solution to poorly-sourced and poorly-written papers, placing the blame for this lack of skills on the librarians who are tasked with cramming a semester’s worth of information into a one class session. This raises the question: What do faculty members really want, and how willing are they to share their class-time with library professionals who hold the keys to more scholarly research and writing?
Since I currently teach research writing, I would like to explore ways of creating a better union between librarians and faculty. From my own experience, I noticed that not all faculty members attend the library sessions, and few assign follow-up work based upon the presentation. This leads to areas that should be examined further. Ideas for exploration can be building relationships through one-on-one meetings with instructors, taking the librarian out of the library and into the classroom, redefining the librarian’s role within the scope of research writing, promoting individual reference conferences, reducing the territorial nature of introducing another expert into the classroom, and fostering more mutually beneficial relationships.
Techniques for Increasing Patron Participation During Bibliographic Instruction Sessions
Liz Aaron, Chapman University, Orange, California
In order for patrons to fully utilize the wide array of library services available to them, it is imperative to structure your bibliographic instruction sessions to be memorable and easily understandable. This breakout session will model various methods of patron participation that you can apply to your own instruction sessions. These active techniques will enable patrons to better recall and utilize what you’ve taught them. Techniques will include know-want-learn (KWL), collective brainstorming, and think-pair-share. Visual, auditory, and kinesthetic learners will all benefit from the variety of methods demonstrated in this breakout session. Time will be allotted for questions and idea sharing.
What Swimming in Open Water Feels Like ~ Freedom in the Classroom
Brian Williams, University of California, Irvine
I love to teach. It excites me. It gives me something that’s difficult to describe. It satisfies some need. It is performance and art at its best, dry and rote at its worst. When I walk into a classroom, I have something I want to share with those students and that faculty. I want to share expertise, expertise in the context of that particular instructional opportunity, of course, but I also want to share a more elusive expertise that goes beyond a linear instructional framework. I’m ultimately trying to get at the interconnectedness of research. It’s learning to navigate the interconnectedness of the web (seeing fewer barriers) that can truly facilitate lifelong research skills, creative thinking, and personal discovery. That’s what swimming in open water feels like. You are free through hard work, preparation and practice to simply go off. The instructional framework is a life preserver – you’ll want something to grab onto in a pinch - but it can also become limiting, dull, and uncomfortable. You can travel farther when swimming free. I’m curious to explore (like jazz improvisation): How bright, energetic instruction librarians move into open water in the classroom, away from the life preservers and traditional instructional scaffolding? This can be shared through anecdotal evidence in breakout, perhaps discussing an exceptional classroom experience that seemed to teach everything about information literacy we hope to teach but did so in a nontraditional way that felt as though it might be more intellectually rewarding for both our students and ourselves. – Try as you might, you really can’t swim in open water in a life preserver.
END of RETREAT
For attendees who would like to continue their conversations and/or stay in the area for lunch, a map of local eateries within walking distance of the campus will be available.
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