Get the Ideas Flowing: Practical Advice for Planning and Hosting Professional Development Programs at your Library
Jennifer Little and Bob Cushman, Brockport (Bob joined us "live" from Brockport... great technology in the room we presented in.)
Dawn Eckenrode and Michelle Dubaj, Fredonia
Librarians from Fredonia and Brockport shared about the planning process for one-day workshops/conferences held at their respective campuses. Fredonia hosted a one-day seminar on library instruction and Brockport hosted a conference on integrating library services into learning management systems. Both programs had more attendees than were expected and were quite successful. Both groups expressed interest in repeating these workshops but with the help or leadership of other campus librarians as well.
For more information about Brockport's part, see my wiki at: http://collaboratory.wetpaint.com
See also the blog that the Brockport organizers started: The One-A-Day Conference Planner
Brockport's conference website, Library-2-LMS
Friday, June 13, 2008
Thursday, June 12, 2008
Session N: Session II: Information Literacy Assessment: Assessing Teaching & Learning
Part II of series on information literacy assessment.
Rudy
Rudy introduced the topic and listed some of the challenges associated with assessing library instruction, especially the one-shot sessions that we all teach so much. She would like to build a one minute assessment instrument to be used after an instruction session by both professors and students.
Susan described both peer assessment (within just the librarians), collaborating with the English department to assess info lit skills, and faculty and student evaluation of teaching.
1. Peer assessment:
4 step process – (librarians paired with each other)
1.pre
2. during, after by observee,
3. follow-up with both,
4. repeat for minimum of 2 classes.
Positive feedback is reassuring
2.
Used works cited page of papers to evaluate students' use of resources.
Use a rubric for ENL composition II
3. http://lib.newpaltz.edu/assistance/faculty/facfdbk.html
4. http://lib.newpaltz.edu/assistance/321_eval.html
Sends to all faculty, allows librarians to send it out if they want to.
Kim Davies-Hoffmann, Geneseo
Kim described assessment of students in specific classes and her partnership with an anthropology professor. Several librarians at Geneseo are using an instrument developed by her to assess students' knowledge of databases before they come for a library instruction session. They hope to expand their use.
Tips for assessment:
1. partner with faculty and students
2. Set goals and realize limitations
3. Teach with assessment in mind
Work with factuly to develop course schedule & assessment
Gauge the level of incoming students
Practice makes perfect
4. Assess
5. Results inform further teaching
Do a pre-test for specific disciplines… helps show professors that their students really DON”T know the resources like they think they do.
http://anth229.pbwiki.com
Jennifer Little, Brockport
Jen spoke about assessment of librarians' teaching by professors who brought their classes for library instruction. For more information see her wiki at: http://collaboratory.wetpaint.com
Session M: Information Literacy Assessment: Session 1: Program Assessment
The first part of a panel presentation regarding assessment and instruction. Carol Franck was unable to present.
Geneseo:
Bonnie Swoger
SAILS
www.projectsails.org
Incentive: $3 for café OR $3 donation to student group charities.. the second option was very successful.
The results from the survey help reinforce the amount of time and energy that SUNY Geneseo librarians are putting into instruction across the curriculum.
"Negatives:"
No access to individual student data.
Will not use in the immediate future,
Will do a new home-grown assessment for their Freshman writing class.
Walking backwards into Information Literacy Learning
Jim Nichols SUNY Oswego
Tutorial/worksheets
Rubric … meaningful learning
They don't believe in "skills" but rather in big conceptual tools as guideposts to continuing practice; meaningful learning, and care about what students learn "to be."
First year: Rubric applied to worksheets sample in 3 year gear cycle
Capston: Discipline-Specific rubrics applied to capstone project
Integrated into five year program review cycle
Both levels: Information literacy items in NSSE
Geneseo:
Bonnie Swoger
SAILS
www.projectsails.org
Incentive: $3 for café OR $3 donation to student group charities.. the second option was very successful.
The results from the survey help reinforce the amount of time and energy that SUNY Geneseo librarians are putting into instruction across the curriculum.
"Negatives:"
No access to individual student data.
Will not use in the immediate future,
Will do a new home-grown assessment for their Freshman writing class.
Walking backwards into Information Literacy Learning
Jim Nichols SUNY Oswego
Tutorial/worksheets
Rubric … meaningful learning
They don't believe in "skills" but rather in big conceptual tools as guideposts to continuing practice; meaningful learning, and care about what students learn "to be."
First year: Rubric applied to worksheets sample in 3 year gear cycle
Capston: Discipline-Specific rubrics applied to capstone project
Integrated into five year program review cycle
Both levels: Information literacy items in NSSE
Session B "Creating a Distant Roar: Virtual Hands-On, Information Literacy Workshops for Remote Campus Students
through a Library- Academic Support Collaboration
Dana H. Langley (librarian) & Linda Hamell (Academic Services) (
www.slideshare.net/danahlongley
Link to Handout: http://tinyurl.com/5nct3c
Demo of Wimba Virtual Classroom: http://tinyurl.com/5unpp8
Collaboration between the library and the academic support department resulted in "live" information literacy workshops offered simultaneously across NY State. Students at remote sites had people there to help them with navigation and searching. Interest was quite high and response and attendance rates showed a strong interest in learning more about doing research effectively.
Introduction:
Empire State College offers all types of instruction: Online, blended, face-to-face
Offer more than 100 research databases.
ETS study found 87% of our students are information illiterate. (27 Oct. 2006)
Did a study using Historical Studies class --- examined papers to see if the papers met or exceeded research skills and discovered that students didn't know about or hadn't used library databases to access appropriate information.
Which would a student choose? Confusing library web page versus Google interface.
Collaboration:
Most students didn’t even know there was a library, let alone how to use it.
Were on Wimba, moving to Illuminate
Many students are underprepared in technology too
Workshops limited to two or three topics
Preparations:
Dry run so there were no technological glitches.
Hands-on exercises
Interactive exercises had to happen more frequently
Multi-Location Broadcast
Learning Objectives
Info Lit Competencies: SUNY Gen Ed and ACRL
Research @the library
1. Intro to research
2. Search Skills
3. Documenting sources
Question / Evaluate Everything
Doing workshops over the summer too.
Way to market: SAVE TIME and EFFORT
Academic Support – realized that librarians were seldom reached out to by students, so THEY decided to INCLUDE them.
OutcomesAlmost 100% agreed that they could use what they learned today
Should be given when you start Empire State College
Subscribe to:
Comments (Atom)