Not to be confused with the “Toolkit”, our excellent collection of short videos, text, and audio that is designed to answer your research questions quickly and effectively. The ZSR Toolbox is literally a toolbox that was donated to ZSR and will now house all the various tools we have for small projects in the Library! Mary Beth has agreed to store the toolbox in Circulation. if you need a screwdriver, hammer, level or rope saw (for sign removal), the ZSR toolbox is the place to look for these items!
During November 2009...
Got fines and a desire to help the hungry in our community?
The Z. Smith Reynolds Library will accept cans of sealed, non-expired food as payment for overdue fines. For each can of food donated, $1 will be waived from your library fines. (No maximum.) The program will run from November 30-December 11. (The Food for Fines waiver is for library fines only and may not be applied to fees for lost items, nor may it be used as credit against future fines.)
Food will be donated to Campus Kitchen to provide groceries to those in need in our community.
Susan, embedded in Deep South course and co-wrote chapter on embeddedness
- also discussed virtual-only embedded in course
- allows to lurk and jump in to conversation
- teach online
- can hold physical or virtual office hours
- must have to have professor on board
- another example of embedded librarianship is the business center
- could also develop a first year seminar and reach out to faculty
- embeddedness as more useful to students than BI
- can include technology support/innovation as well as and reference
Megan, embedded in History of the Book course
- liaison to the subject area, also provides information about the special collection
- dependent on professor (history of book)
- professor designed course assignment and then librarian came; it could be better if involved earlier in the process
- the course has developed over time; librarian is more and more involved
- is a lot like co-teaching
- students knew who she was and asked questions once the semester was over
- the big question: how get on the syllabus
- librarian and professor have different roles: professor has more subject knowledge, more teaching
Kate, embedded in legal research and writing
- is extreme version
- run own classes
- law librarians also have subject knowledge
- work some in course management system
- law review, work closely with students to find citation
Kaeley and Sharon, embedded in graduate religion course
- sat in on all sessions
- taught 1/2 senior project class (5 sessions)
- looked through syllabus, reordered
- introduce other database than atla
- next spring students will be writing, maybe librarians involved?
- students had to write bibliography and extended outline
- in leiu of lib100, 2 hour classes
- would love to do this in first year of program
Sarah: has folder in a few science BlackBoard courses; puts LibGuide in them
Ellen M: perhaps, by getting on subcommittees can connect with faculty and let them know of services
Carolyn: can ask about sit in on classes in order to learn about program and how fit in
CoAuthor: Barry Davis
Craig and Rachel lead a session on book repair
At 9 am on Saturday, November 21, we held the first public training session for the LSTA Outreach Grant at the Central Branch of FCPL. Audra Eagle, Giz and Craig have been working on this training for several months, and held a pilot session at ZSR in October. For the public sessions, Craig recruited his teaching buddy, Rachel Hoff, Preservation Specialist at UNC Medical Sciences Library. The attendees represented small historical groups across Forsyth County and had a strong interest in the preservation of their materials. Rachel spent the first 2-hour session covering the basic concepts, terminology and best practices used in preservation. Audra and Craig chimed in with any ideas or unique experiences they had as the session progressed. Craig was amazed at how much knowledge these ‘lay’ practitioners had. Rachel discussed temperature, relative humidity, light and the concepts surrounding the idea of acid-free and archival materials. We discussed archival adhesives and various forms of housing historical documents as well.
After a great lunch at Bibb’s across the street, we held the hands-on preservation portion of the training. Craig had carried his traveling boxes of book repair materials over to the library in the morning. We set up a work station for each person with PVA adhesive, a bone folder, scissor, heat-set tissue and small traveling irons. We began with the easiest repair tipping-in a loose page and progressed to more complicated repairs. The other repairs we showed were repairing paper tears and tightening loose hinges. One of the ideas we stressed was boxing materials. This is a simple, non-invasive approach to preserving materials that helps protect the item from mechanical damage, humidity and light. We shared resources for obtaining these supplies as well. The crowd seemed pleased with both sessions and they took a break to prepare for Session #3- Digitization with Barry Davis.
Barry Discusses Digitization Issues
During the digitization session, the group walked through the uses of each piece of equipment supplied by the LSTA grant, as well as general best practices for digitization. This included flatbed scanning, 35 mm slide scanning, and video and audio recording conversion. Each of these processes has a unique machine connected to a PC as well as specific software to use in order to capture and preserve the materials represented, including books, pictures, film, slides, audio cassettes, and VHS tapes. The ideas of archival versus public display file formats (TIFF vs. JPEG, AVI vs. MPEG, WAV vs. MP3, etc.), resolution, file size, and data backup/storage were some of the hot topics that the group discussed during this walkthrough. The group seemed genuinely interested in the technology and processes, asking great questions and thinking out loud the projects they could undertake using such equipment, marking a great end to the day’s activities.
On Wednesday, November 18, Lynn, Mary Beth, Mary, Chris, Travis, and I traveled across town to visit the recently renovated Coy C. Carpenter Library at the Bowman Gray Campus during their celebratory Open House. The renovation project, which began in June 2009, was completed in three stages, and integrated three departments within the Medical Center: the Library, the Drug Information Service Center (DISC), and the bookstore.
The first stage of the renovation project focused on the entryway and lobby of the Library. The old desk and shelves – and the side wall – were torn out, the recessed bookcases were filled in, a new semi-circular desk was built across the lobby from the old desk location, and two counters with shelves above were installed on the right side of the lobby from the entrance. The wood paneling was painted and new carpeting installed, giving the new entryway and lobby a larger, brighter, more welcoming appearance. The new desk is now the Library’s only service desk, combining the previous three desks: Circulation, Reference, and the Learning Resources Center (LRC). (Circulation and Reference had previously combined desks in July 2008.) The browsing area was moved into the Reference Room where the old Reference desk was located.
Stage two of the renovation project involved moving all the public computers from Classroom C (in the former LRC area) and the Reference Room to a central location, which is visible from the new desk. Classroom C’s wood paneling was also painted, and the space dubbed a quiet study area, which has quickly become a popular spot for students.
The final stage of the renovation project involved moving the DISC from its previous location within the Library (off the copy room) to the former LRC desk and office area, which was reconstructed to create two offices and a central work area. The bookstore moved from the Ground Floor of Reynolds Tower into the old DISC office, and a doorway was created from the Library lobby leading directly into the bookstore. Two sections of walls in the lobby, including the bookstore entrance, were painted a vibrant green as the finishing touch!
Those of us who attended the open house enjoyed visiting with our Carpenter colleagues, touring the Library, and examining two Dorothy Carpenter Medical Archives displays in the Library: an iron lung (similar to this photo), transferred to the Archives in 1996 from NC Baptist Hospital, and the Library’s first public computer, a Sanyo Apple II, manufactured in September 1981. I even took Mary Beth for a ride on the “scary” Stacks elevator!
If the folks in Research and Instruction have looked a bit like deer caught in headlights this semester there is good reason. Our statistics are through the roof for both library instruction ‘one shot’ classes as well as one-on-one personal research sessions. So far this semester we have taught 124 one-shot library instruction sessions to 1928 students. That is 81% of sessions (75% of students) of the TOTAL number we did in the entire 2008-2009 year!! And the same is true of Personal Research Sessions. So far this year we have done 305 Personal Research Sessions which is 73% of the total number from all of last year. (Last year we nearly doubled the number of personal research sessions from the year before). And we still have two weeks to go and many sessions scheduled in those weeks. And it has not just been the Research and Instruction folks who have been participating. Carolyn McCallum, Leslie McCall, Cristina Yu and Erik Mitchell have all taught classes.
We’ve had lots of discussions (around the pots of very strong coffee we brew each morning) about why this is the case, and we feel that it in some way goes back to the new kind of students and faculty Wake Forest is attracting and developing who are not only willing to seek out help, but who are eager to take advantage of help when it is offered. That, coupled with the fact that we are good at our jobs, means faculty keep asking us to teach sessions, and students come back time and time again and tell their friends about us. The long hours, late night emails with students to schedule meetings, hours of prep for instruction sessions and the time spent on creating LibGuides are all worth it when we see the light go on in the eyes of students when they find the exact sources that will help them write their papers or when we have faculty thank us for the help we give their students. We feel this is one of the critical ways we help our students and faculty succeed and it is the heart and soul of our jobs, but we’ll all need a break come the holidays to gear up for it all again in the Spring!
On Tuesday, I attended a panel discussion in Benson about the Boot Camp for Professors. Set in the Rocky Mountains of Colorado, the Boot Camp for Professors is a week-long event where teachers can work on aspects of their teaching philosophy and approach. The TLC pays all the registration and travel expenses. A small town, Leadville, CO is the location, and is the highest town in the US. Why, you may ask, Craig, did you attend this panel? There are two reasons: one I’m a rookie teacher for LIB100; and 2. last summer, Jeff Lerner told me about this workshop after he found out librarians were getting faculty status. It is unclear whether Library Faculty can attend this workshop, but it sounds fabulous-especially for those whose primary work revolves around instruction.
The panel was made up of: Holly Brower (School of Business), Simone Caron (History), Jeff Lerner (TLC, History), and Erica Still (English). Each individual described a week in a dorm at Timberline Campus of Colorado Mountain College, and how hard they worked. They all worked in groups and had homework every night. Topics included deep learning, active learning, over teaching, and rubrics.
Some of Holly Brower ideas were:
1. Questions are the currency of teachers-use them to keep the class moving, emphasize a point, check for retention, or to promote discussion.
2. Evaluate whether you are under or over-teaching by not giving students enough guidance or too much direction.
3. Backward design your courses-ask what your students need to learn to do: ten, how will you know they can understand something at the end of the course, and how can you best help them learn how to do it during the course.
4. Limit lectures to 15 minutes and change your teaching method every 20 minutes.
5. Consider some form of daily accountability (quiz, 3-5 minute writing exercise, etc.)
6. Learn to love them- people are motivated by three things: fear, duty and love.
7. Use multiple methods to promote engaged teaching- 1 minute paper, teach your neighbor, directed paraphrasing, pre-class assignments, etc.
8. Use midterm evaluations
There were lots of other tips like play music before class, stop lecturing, being physically active while teaching helps learning and others. Everyone, without fail, said this camp was hard, but well worth the effort. Keep your eyes on the TLC for announcements about this year.
With plenty of prodding from Patrick, I am slowly resolving cases where loose journal issues are either tied up in string or are falling over in a cardboard box. One such box contained most of the 1966 issues of Carolina Farmer. When I looked inside, I was surprised to discover four issues of Southern Agriculturist from 1841 (also known as The Southern Agriculturist, Horticulturist, and Register of Rural Affairs, Adapted to the Southern Section of the United States). Further investigation with Craig, Megan, and Beth revealed that additional issues are housed in Rare waiting to be cataloged. All the extant issues are now receiving Craig’s tender ministrations before we place them in the secure climate-controlled confines of our soon-to-come storage building. If you can’t wait to read the contents of these tomes, you can peruse the digitized versions through our American Periodicals Series database. (If you’re more interested in Carolina Farmer, you’ll need to wait until it gets back from the bindery.)