Professional Development

Author Archive

Joy, Kyle, and Amanda at The Innovative Library Classroom Conference

Tuesday, May 26, 2015 4:30 pm

For the second year in a row, the Instruction Cave descended upon Radford University (in Virginia) for the Innovative Library Classroom Conference. Here are some of the highlights from our visit.

Keynote

Carrie Donovan, head of Teaching & Learning at the Indiana University Libraries gave a high-energy talk on how she and her team have viewed the ACRL Framework discussion as an opportunity to shift their role in supporting the teaching and learning of information literacy on such a large campus. Rather than delivering one-to-one instruction (which we’re able to do here, but which one could imagine being quite impossible with a student body north of 40,000) or developing a credit-bearing course program as we have, they’ve shifted their focus to be more consultative during the course development process, with an eye toward integrating information literacy concepts into individual courses and entire curricula. Carrie made it a point to reinforce in us the idea that we’re experts in our field and should act like it when we’re talking with faculty about information literacy concepts and how we can help their students achieve IL learning outcomes.

Conversation Starter: A Framework Tasting: Trying Out an Upcoming Vintage in Info Lit
Ginny Pannabecker, Virginia Tech

This was a great interactive session that allowed librarians to workshop the new Framework for Information Literacy. In the session, librarians were broken up into six groups to discuss one of the six new frames. Each group was then asked to discuss the following questions:

  • What does this frame mean to you?
  • How does your instructional practice already support this frame?
  • What else would you like to try to engage with and support this frame?

Though the questions may seem simple enough, I thought the facilitator did an excellent job asking questions that really engaged the audience with the topic. My group had so much to discuss we didn’t even make it through all three questions. I think the session might be worth duplicating at some point at ZSR.

Can You Kick It? Bringing Hip Hop Pedagogy to the Library Classroom
Craig Arthur – Radford University

It’s fairly common to use “real world” examples to illustrate plagiarism and copyright when teaching students about these concepts, so I appreciated some of the fresh examples this librarian brought to the presentation. For example, when Mac Miller copied the beat of Lord Finesse’s “Hip 2 Da Game” without attribution and, of course, got sued (warning: nsfw language on the videos). It’s a great example that illustrates the complexity of copyright infringement, especially since Lord Finesse’s song also contains short samples of other music.

I think what I appreciated the most about this presentation was the discussion about the intersections of hip-hop production culture and information literacy. For example, he emphasized the fact that traditional hip-hop production actually requires a lot of information and research skills (as highlighted in the documentary Scratch). For DJ’s, acquiring knowledge of older music to potentially sample is an early example of Information Has Value. There is a lot of crossover between the ideas of academic integrity and sampling — the conventions are different, but both involve giving credit to those that have come before. Critical information literacy folks may also appreciate the brief discussion on the hidden history of hip-hop — one that does not follow the traditional “Rapper’s Delight” narrative, but instead starts much earlier with DJ’s/emcees. (Sidebar: this reminded me 9th Wonder’s visit to Wake Forest where he also discussed the lesser known history of the origins of hip-hop). It would certainly be an interesting subject to have students research in the future!

Emotionally Intelligent Library Instruction, Or: How We Learned to Stop Worrying and Love our Feels
Jenny Dale and Lynda Kellam (UNC-G)

Kyle, Amanda, and Joy all attended this breakout session because we knew anything led by Jenny and Lynda would be good! Unless you have been under a rock for the last 17 years, you are probably very familiar with Daniel Goleman’s research regarding Emotional Intelligence which has been used in the business world since 1998. Goleman’s work inspired an avalanche of literature and presentations around the topic of Emotional Intelligence as it pertains to a wide variety of professions. One of these inspired works was written in 2005 by Alan Martiboys, Teaching with Emotional Intelligence: A Step-by-Step Guide for Higher and Further Educational Professionals. We have the 2011 2nd edition available as an ebook through our catalog, but I believe you can get the gist of what he is saying through the first link and that is the book I will cite.

Martiboys states that learning and emotion are intertwined; subject expertise is not enough for classroom success. In addition, we need teaching and learning methods as well as emotional intelligence (2). Emotional Intelligence (EI) can be learned, and Martiboys offers advice for making it part of the classroom experience. An EI teacher is: approachable, accepting, positive, a good listener, empathic, good at making eye contact, non-threatening, open, respectful, good at recognizing students, and not presumptuous (11). Instructors should plan their emotional environment which includes everything from how the classroom is set up to how you start your sessions. Martiboys stresses the importance of learning the names of students. Chapter four of his book focuses on the physical experience of learners. Martiboys says that we must plan the physical learning environment , including getting students up and moving in the classroom. While students do some movement in most of my classes, I plan to be more intentional about this starting in the fall. Another interesting section of this book is p.102-104 which talks about the concepts of “strokes” as a “unit recognition.” A stroke can be any acknowledgement that we give another, verbal or nonverbal, and we all need strokes to survive. As instructors, we are in good positions to offer positive strokes, and Martiboys encourages us to put energy into giving and accepting (not discounting) positive strokes.

How I learned to Love Evaluation and Not Care So Much about Assessment
Annie Zeidman-Karpinski (University of Oregon) and Dominque Tornbow (UC San Diego)

Annie and Dominque used the ABCD objective model to make the argument that one-shot sessions should focus on evaluation and not assessment. ABCD is an acronym for “Audience (Who are the learners?), Behavior (What do learners need to demonstrate to show they’ve achieved the outcome?), Condition (Under what conditions do learners need to perform the behavior?), and Degree (To what degree do learners need to perform the behavior?).” Instructors should be able to categorize learning outcomes within Kirkpatrick’s 4 Level Evaluation Model (Level 1 – Reaction; Level 2 – Learning, Level 3 – Behavior, Level 4 – Results). By this model, LIB100 courses are able to evaluate Level 3 (they are able to demonstrate appropriate search skills in class) and they are moving to Level 4 (where they will be able to apply those skills outside of LIB100). Here is a link to the slides used in this session.

In this session, they used several online survey tools (which I believe would have worked better if I had a device other than my iPhone):
Poll everywhere = PollEv.com/annie
Revised Blooms Taxonomy Action Verbs
Kahoot = https://kahoot.it
padlet = http://padlet.com/anniezk/tilc2015

Summary

Overall, it was a really good day with a great group of people! Attendance at this Conference was limited to 75, so it was a wonderful place to connect with other instruction librarians (including Lauren Pressley!) and to hear what is happening in library classrooms in the Virginia/North Carolina/Maryland region.

LOEX 2015, April 30-May 2 in Denver, CO

Tuesday, May 5, 2015 10:39 am

Last week, Amanda Foster and I had the privilege of attending LOEX 2015 which was held this year in Denver, Colorado. This year, 390 instruction librarians from the United States, Canada, and Norway (yes, two librarians from Norway!) gathered to exchange ideas, commiserate, and re-energize. Our common bond was library instruction. As with past LOEX experiences, this was an extremely well executed event filled with outstanding plenary and breakout sessions. The entire conference took place in the Hyatt Regency Denver Tech Center located 10.5 miles from downtown Denver.

Thursday Evening Opening Reception

One of the best parts of LOEX is having the opportunity to meet some of the most interesting people in the world. At the Friday night reception, I sat with the engineering librarian at the University of North Dakota who was an entomologist and worked for the USDA for many years, including a three year stint in Raleigh, NC (and this is just one small example of interesting people!). At the reception, I learned that LOEX is now a non-profit 501(c)(3) organization thanks to a behind-the-scenes successful rescue by a group of librarians who helped LOEX dodge being absorbed into Eastern Michigan University’s budget!

Friday Morning Plenary Session

The opening plenary session was one of the best I’ve heard. Anne-Marie Dietering from Oregon State University spoke on “Reflections on Reflection: Or, How I Learned to Stop Worrying and Embrace the Meta.” Two years ago, I incorporated metacognition elements in my LIB100 sections and I was less than pleased with the experience. Anne-Marie never used the term “metacognition,” but instead used the term “metathinking,” which I really liked. You can read her entire speech, including the findings here (it includes the names of several books that we have in our library that helped shaped her five year journey with this topic). The punch line of her talk focused on Mary Helen Immordino-Yang‘s findings which connects “social emotion, cognition and culture.” It seems that through the 1980’s, scientists believed that thinking and emotion were separate, controlled by different parts of the brain. But it turns out that emotion is an essential part of higher-level thinking. New experiences receive “tags” that we put into our emotional knowledge banks that determine how we make decisions moving forward. Anne-Marie says that our world is comfortable with binary thinking (good/bad; guilty/innocent, scholarly/popular, novice/expert, etc.). She challenged us to stretch ourselves and our students to accept the uncomfortable spaces between the binaries. We are not good or bad, but in the middle and we must learn to deal with the complexities in between. She says that librarians are particularly equipped to navigate grey areas and that we should embrace our unique role. I personally loved this speech for several reasons. It helped me to understand what was wrong with my metacognition exercises that I used in my classes two years ago which were completely analytical, “What I learned” reflections. It also affirmed what happens naturally in my classes when most of the students let go of old research habits and embrace new search strategies and tools. We introduce them to the uncomfortable world of databases, the catalog, and Summon and the angst they experience is the sweet spot for knowledge. I was so inspired by this speech that I could have gone home after her presentation and declared LOEX 2015 a success!

I will very briefly discuss some of the other highlights of the conference:

Breakout: “Using Satirical News Sources to Promote Active Learning and Student Engagement” By Stephanie Alexander (California State University East Bay)

In this session, the presented showed three video clips and then asked us to use the new ACRL Framework for Information Literacy and select the threshold concepts the clips addressed. The presenter shows the clips in one shot sessions. Amanda and I were both at this session and we agreed that the first two clips could not be used in our classes (both took jabs at conservatives: The Daily Show with Jon Stewart, and Rand Paul’s Plagiarism Problem by Stephen Colbert). However, the last clip was John Oliver’s Commentary on the Sugar Industry had more potential. She showed an excerpt from the clip that quotes research from the sugar industry that says sugar does not cause obesity. This clip could be used to discuss the first concept, “Authority is Constructed and Contextual” where learners determine the credibility of sources and understand the elements that might temper their credibility.

Breakout: “Hacking the Framework: Using the Art and Science of Story to Address the Dispositions” By John Watts and Joshua Vossler.

I attended this session because I attended a LOEX preconference two years ago led by this pair and I thought it would be a fun session. It was entertaining, but I was disturbed by the story on which they hinged the presentation. Josh gave a very dramatic presentation about an English professor he had in graduate school who screamed at them for not using proper MLA format when they were given an introductory exercise in class and the answer was Moby Dick: Or, the Whale. After the class, I asked him which threshold concept this represented and he said it fell under, “Scholarly is a conversation,” and the disposition under that was, “systems privilege authorities and not having a fluency in the language and process of a discipline disempowers their ability to participate and engage.” I have thought about this a lot, and it is my sincere hope that this is not the meaning of this disposition. By the way, the Framework was a common thread throughout the conference, and it was clear that everyone is still trying to figure out what it means and how it will be used.

Roundtable Discussion: Assessment of Instruction

During lunch, I attended this roundtable discussion (with Susan Smith in mind), just to hear what others were doing. We will be a beta site for the new SAILs assessment tool starting this fall and I will be using it in my classes. I learned that the full version of SAILs requires a lot classroom time and that other institutions are using “Research Ready” and “Guide on the Side,” but no group seemed thrilled with their tools. I also learned that Megan Oakleaf is a consultant on this topic and she was given rave reviews by those in attendance.

Breakout: Teachers-turned-Librarians Share Tips for Improving Instruction

This session was filled with common sense tips for classroom management and effectiveness. Instructors should engage students, build rapport, and work to prevent distractions. When disruptions occur, subtlety is the key—focus on positives, keep your cool, ignore if possible, never reprimand in front of the class, discuss issues with students one-on-one. Up to 90% of how we communicate is with body language, so be self-aware! Stand still when you are giving directions, be aware of boundaries, use eye contact, be positive and upbeat, and be honest. Find ways to improve your instruction by using peer observation, practicing reflective teaching, co-teaching, and using mentors.

Breakout: Teaching Evaluation Can be a One Dish Meal by Heather Campbell at Brescia University College in Canada

I thought this was a particularly interesting breakout. Heather is the coordinator of instruction at her school, and she implemented a 360 degree style teaching evaluation to help strengthen the presentation/teaching skills of their teaching librarians. She shared copies of the feedback form as well as the rubric they developed. The purpose of the evaluation is to be supportive and helpful, and is not used for job evaluation.

I attended other sessions, but I have summarized what I thought was most interesting. It was a wonderful conference and I am grateful for the opportunity to attend!

 

 

NC-BIG Camp @ UNC-G 2014

Thursday, June 5, 2014 9:29 am

NC-BIG Camp had the coolest name tags ever! Designed by Kyle and printed by Craig Fansler.

On Friday, May 30 Hu, Amanda, Kyle, and Joy traveled to UNC-Greensboro to attend the second annual meeting of NC-BIG. NC-BIG is sponsored by the Bibliographic Instruction section of the North Carolina Library Association. Kyle was on the steering committee, and it was an extremely organized and well-planned unconference. The entire event consisted of three break-out sessions with four group choices in each session. Unlike NC-LITe, this was a larger group of librarians representing a variety of institution types such as high schools, community colleges, public libraries, special libraries (from the Research Triangle Park), and college and universities. Here are some of the breakout sessions we attended:

Presentation Tips and Tools(Joy)
The facilitator for this group was Amanda Glenn-Bradley who works at UNC-Asheville. I always enjoy learning about new presentation ideas and tools, and this session delivered both. I decided to try out Haiku Deck to demonstrate one of the free presentation tools I learned about. Here’s the presentation, and I think it looks great, but I had to switch it to Google Presentation to make it public (I could not get it to upload to Slideshare) and I was not able to include links to the tools. I thought the most helpful link shared was Sam Harlow’s Free Media Software LibGuide. I mentioned this link in my NC-LITe post, but her guides are simply amazing and include tools for MindMaps, Brainstorming, Screencasts, Presentations, Word Clouds, etc. We could use a ZSR LibGuide like this!!

Digital and Visual Literacies (Joy)
I think I have become a Sam Harlow groupie! Sam (the facilitator for this session) is the Media & Digital Resource Librarian at High Point University and she works with faculty to help them integrate digital resources into their curriculums. ACRL developed Visual Literacy Competency Standards for Higher Education in October 2011. Visual Literacy is defined as a set of abilities that enables an individual to effectively find, interpret, evaluate, use, and create images and visual media. Digital literacy is defined as the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills. The part I found most interesting in this session was Sam’s discussion of her Research Poster Creation instruction sessions. She even offers suggestions for developing and grading multimedia projects.

ACRL Information Literacy Framework (Amanda)
This breakout session was quite popular — everyone wants to talk about the framework! As we get further into summer break, I believe librarians have had more time to digest the recent drafts of the new framework. Since then, the discussions about the framework are only getting better and more thought-provoking. Several interesting ideas were discussed at NC-BIG Camp. One was using the new information literacy framework as a gateway to move away from information literacy as a one-shot library instruction session and into something that is integrated throughout the curriculum. I think this will be difficult for many libraries, especially those without lots of institutional/faculty buy-in and some wondered if it was necessary to get institutional buy-in for the new framework. Since not all the threshold concepts have been decided upon, we also made predictions on what threshold concepts may be coming down the pipe in upcoming drafts of the framework to be revealed around the time of ALA. I placed my bets on something that encompasses Information as Commodity* or Information Privilege so we will have to wait and see! (*This is not my idea, I’m basing my guess on possible threshold concepts presented in this article: Troublesome Concepts and Information Literacy: Investigating Threshold Concepts for IL Instruction).

Program Assessment (Amanda)
Joy and I led a breakout session on program assessment. Though we were “leading” the discussion, I think we both learned quite a lot about what some other institutions in the area are doing for program assessment. For example, we learned that Wake Tech is also participating in Assessment in Action: Academic Libraries and Student Success and overhauled their information literacy assessment and wrote a 100 page (!!) QEP proposal for information literacy. They detailed the changes they made to their program assessment and the group discussed moving away from “user satisfaction” assessment to “did they learn” assessment. This theme was repeated later in a breakout session about Student Learning Outcome Assessment, where we discussed final product assessment.

Creative Outreach Programs(Hu)
Facilitating this session was the highlight of my day! First, it offered me the opportunity to introduce the session by talking about all the great outreach programs at ZSR this semester! After discussing the new ZSR Fellow position, and their role in planning and implementing these big events, I described the Dean’s List Gala, The Future of Higher Education Symposium “The Big Disruption: The Coming Transformation of Higher Education,” and the Connections and Conversations, an alumni weekend focused on well-being, I also mentioned the 5th Annual Senior Showcase , and ZSR’s Role in the Wake Will Capital Campaign.

This led to a discussion of creative outreach programs at other libraries. Here are some highlights from the session notes:

  • Durham Public Libraries have a new bookmobile and they are revamping that program. They also have a new library mascot, a moose the kids named, you can “check out” the moose and take it on vacation!
  • High Point University worked with a group of freshman leaders, from student government, to promote the library, host an event, and share the library’s page on social media. (This reminded me of our Library Ambassadors program!)
  • Meredith College has a sports equipment collection that circulates; student activities funds went toward it; students get to know them and come into the Library!
  • Campbell Student Government came to the library with a lunch, and Librarians talked to these students about their lives, the library, the chat service, all in an effort to better know their users.
  • Vance-Granville Community College in Henderson– Poster competition through an art class and a professor; online scavenger hunt

Libraries at commuter schools are a particular challenge. Creative outreach programs at these schools must reach students who spend a minimal amount of time on campus, increasing the need for opportunities to effectively engage these students online. We had a diverse group of libraries represented at this session, and it was inspiring to hear such a variety of creative outreach stories.

Gaming and Gamification (Kyle)
This session was all over the place, as people approached it with completely different ideas of what gaming in libraries means. I actually can’t believe we were able to talk about all of these things, but we did:

  • game lending programs
  • video game labs (such as that at UNCG)
  • gaming events in the library that serve the purpose of outreach (like our own HvZ and Capture the Flag, and other libraries that have hosted board game nights),
  • library instruction disguised as big games (such as the live-action CLUE game at UNC-CH that has students solving a murder mystery by combing through some pieces in their special collections)
  • “gamified” library instructional materials (such as the “Goblin Threat” plagiarism game)
  • “gamified” library instruction in general (which includes digital badging programs like Purdue’s Passport)

I was glad I went to this one! I went into it thinking we’d just talk about gamifying library instruction, but I learned so much from some of the folks there that are paying more attention to gaming in general.

Teaching with Technology (Kyle)
I facilitated this session, which was a lot of fun. We each got a chance to share some of our successes with using technology in the classroom, some failures we’ve learned from, some of our favorite instructional technology tools, and how we keep up with new developments in instructional technology. I wound up sharing a lot about ZSRx, which I didn’t expect to do, since NC-BIG is focused on classroom instruction. Nonetheless, people were eager to learn about what we’ve been doing with that platform, and I was able to share some of the tools I’ve been using to build those courses. Out of that discussion, I learned that Durham County Public Library is working with a contractor to offer more than 500 free online courses, which is kind of amazing.

 

NC-LITe at UNC-Charlotte May 2014

Monday, June 2, 2014 3:11 pm

Joy, Amanda, Kyle, and Kaeley

On Wednesday, May 28, Joy, Amanda, Kyle, and Kaeley traveled to UNC-Charlotte’s Atkins Library to attend the biannual meeting of NC-LITe. In order to keep from repeating ourselves, this post is combined into one. For those of you who need a refresher on the NC-LITe, this is a biannual “unconference” that brings together college librarians interested in discussing instructional technology uses and ideas. UNC-Charlotte’s librarians were amazing hosts and they provided muffins and coffee when we arrived and they also provided our lunches.

There were ten colleges and universities represented with a total of about 30 librarians in attendance. The day kicked off with introductions and updates from each campus represented. It is fascinating to hear how technologies are being used in classrooms, both face-to-face and online. If you have not checked out NCSU’s newest 3 minute videos, “Picking Your Topic IS Research,” “From Idea to Library,” and “Peer Review in 3 Minutes,” I suggest you take some time to look at them. Appalachian, UNC-Charlotte, and NCSU all reported that they are in the process of combining their service desks into one. NCSU and UNC-Charlotte are also in the process of creating Makerspaces in their libraries. NCSU also has a grant for purchasing ebooks as an alternative to printed textbooks. About an hour of our day was spent listening to the updates from the various campuses.

After the campus updates, we had breakout session to discuss topics such as “Creating Tutorials for Freshmen,” “Using Google Communities & Google Hangout in the Classroom,” and “Creating Makerspaces.” Joy went to the breakout session on Google Communities and Hangouts and in typical “unconference” style, it turns out that none of us had ever looked at Google Communities. We watched the video about it and then a lively discussion ensued that covered everything from speculation about how this tool could be used with book clubs to a tangential discussion of how Google Scholar continues to improve. It was interesting to note that all of the librarians in my group frequently directed students to Google Scholar (if you have not tried it out lately, you should). “Unconferences” are great fun because of the informal ideas that come up such as using Trello for project management work.

After the lunch, there was a round of lightning talks. NCSU talked about a new program that refer to in-house as the “Walk-in Wisdom” program. It builds on the idea of what Hu does with bringing the Library to the students by setting up a table in a dorm lobby and just hanging out. They came up with the idea of a “popup” service station within their library that offers the answer to a specific question. They chose three days in mid-November from 10:00-1:30 and 1:00-2:30 and they located the table in a high traffic area. They hand-drew beautifully designed signs on whiteboards (they only displayed one “offering” at a time): “How to become a Google Scholar Power User,” and “How to get books & articles from Across the Universe with Tripsaver.” Tripsaver is NCSU’s Interlibrary Loan service. It was a big hit and they plan to do it in the future. They attributed the success of the program to the novelty of it and a big bowl of candy also helped lure the students over.

Another interesting lightning talk was presented by Samantha Harlow at High Point University. Samantha is their Media & Digital Resource Librarian and she has made some very helpful LibGuides related to media topics such copyright & visual resources. I especially liked her guide that offers a list of where to go for open source/acceptable images for academic papers and projects. Her guides offer many how-to instruction videos that are also very helpful.

After the meeting, the UNC-Charlotte librarians offered a tour of their Library. It is an impressive space that includes 35 study rooms and some awesome technology like the whiteboard we are posing in front of in the picture at the top of this article.

NC-Lite is always a fun and informative experience, but perhaps its greatest strength comes from having the opportunity to get to know other librarians in our state with similar interests and experiences. If we get approval, we are hoping that ZSR will be hosting NC-LITe in December!!

 

Kaeley in front of coffeeshop.

Advertisement for printing from phones in the Atkins Library.

Joy at LOEX 2014 in Grand Rapids, Michigan

Wednesday, May 14, 2014 3:19 pm

As Amanda said in her blog, LOEX was a wonderful experience this year! It is always energizing to be surrounded by instruction librarians, but it was twice as fun this year because Amanda was with me. This year’s LOEX Conference was held in Grand Rapids, Michigan at the Amway Grand Plaza Hotel. What a great place for a conference! This historic hotel is located in the heart of Grand Rapids, within easy walking distance of numerous shops, bars, and museums including the Gerald Ford Presidential Museum and the Grand Rapids Art Museum. We took an early flight to Grand Rapids and we spent the afternoon as tourists visiting Frank Lloyd Wright’s Meyer May House as well as the Presidential and Art museums. It was a magical day where everything went right including our flights, the cab ride, and they even had a room ready for us at the hotel at 11:00 a.m.! That evening we attended the LOEX Hors d’oeuvres Reception where we met many wonderful librarians from across the United States and even bumped into Steve Cramer who provided some great tweets over the two day conference.

Since Amanda has reported on several sessions from the conference, I will try not to repeat what she said. Here are some of the sessions that I particularly enjoyed and found helpful:

Friday Morning Plenary Session – Terry Doyle

The conference kicked off with a great presentation by Terry Doyle who is a Professor of Reading at Ferris State University. The title of the presentation was, “The New Science of Learning: How to Learn in Harmony with Your Brain” (which also happens to be the title of a book he wrote that was published in 2013). Doyle’s expertise is neuroscience as it relates to teaching and learning, and for this session the focus was on creating the best conditions for student learning. He presents the idea that the burden of creating these conditions falls mostly on learners (if teachers could fix the problem alone, they would have fixed it years ago!). He started off by showing the Gardio Sarducci 5 Minute University video which is totally worth five minutes of your life if you would like to add some humor to your day. He laid the groundwork for his talk by stating that by 2018 57-67% of all jobs will require a four year college degree and that many of the future jobs do not currently exist. Students must learn how to learn. He dispelled a couple of theories such as the idea of right or left brain learners, and the idea of visual, auditory, and kinesthetic learners. He stated that learning creates a change in the neurological patterns of the brain. It is the “ability to use information after significant periods of disuse and it is the ability to use the information to solve problems that arise in a context different (if only slightly) from the context in which the information was originally taught.”

He stated that “it is the one who does the work who does the learning.” He then proceeded to describe the conditions needed to learn. He talked about the importance of paying attention and how we do not have the ability to multitask. Multitasking interrupts learning and decreases mental resources. At this point, he focused on five things all learners need to be prepared for the learning experience: oxygen, hydration, diet, exercise, and sleep. Here are just a few of the things he said:

Physical activity is a reliable way to increase blood flow, and hence oxygen, to the brain.

  1. Water is essential for optimal brain health and function. Dehydration can impair short-term memory function and the recall of long-term memory. Even mild levels of dehydration can impact school performance.
  2. Glucose is needed for fuel your brain and since neurons cannot store glucose, the bloodstream provides a constant supply. Glucose comes from carbohydrates you consume in the form of grains, legume, fruits, and vegetables. Too much sugar or refined carbohydrates can actually deprive your brain of glucose and deplete your brain’s power to concentrate, remember, and learn. Glucose enhances learning and memory. Recommended foods for healthy brain function include: blueberries, avocadoes, dark chocolate, nuts, seeds, beans, whole grains, and wild salmon.
  3. In order for our brains to function optimally, we required regular physical activity. Research shows that movement can be an effective cognitive strategy to: strengthen learning, improve memory and retrieval, and enhance motivation and morale. I like this line, “regular exercise, even walking, leads to more robust mental abilities beginning in childhood and continuing into old age.” Exercise also erodes stress (stress disrupts the process by which the brain collects and stores memories).
  4. While we sleep, our brains flush out neurotoxins through the spinal column. Sleep also plays an important role in the formation of long term memories. The final two hours of sleep from 6-8 hours are crucial for memories to be laid down as stable residents in your brain. Your brain also prepares for learning during the “second half of the nights, so if you sleep six hours or less, you are shortchanging yourself and impeding your learning.” Sleeping directly after learning something new is beneficial for memory. Sleep also helps us produce new and creative ideas. If a person is sleep deprived, even though they are fully awake, the neurons used for important mental tasks switch off. Doyle said that humans are supposed to nap daily and that 20-30 minutes is ideal. Resting after learning improves your chances of remembering (more Starbucks time?).

Terry Doyle has a website titled “The Learner Centered Classroom” filled with fascinating links such as “Helping Students Learn in a Learner Centered Environment,” and “The Learner-Centered Classroom.” I think LIB100 does a great job of helping students develop several of the essential skills he says they need including: Learning how to learn on their own, and taking more control of their own learning.

Sculpting the Mind, Shaping the Learner: Mindfulness Practices in the Classroom

My first breakout session segued perfectly with the plenary session, where Jill Luedke from Temple University and Deborah Ultan Boudewyns at the University of Minnesota introduced the idea of incorporating mindfulness practices in the classroom. Jill is a yoga instructor and Deborah practices yoga, and our session started with a two minute meditation exercise. They explained the benefits of mindfulness practices to foster more productive learning experiences with greater awareness, patience, and focus. I must say that these presenters completely had my attention when they talked about us creating a collective body to be more aware and present in the moment. They showed an image of the constellation Orion and they said that they encourage their students to find the brightest start for their research. They defined mindfulness as “Paying attention in a particular way, on purpose, in the present moment, without judgment.” They talked about loving kindness and bringing that to the classroom. These presenters are both art librarians and I found their presentation to be completely authentic and genuine. I have never taken a yoga class, but after this session, I’m ready to give it a try!

ACRL Information Literacy Framework (Roundtable Discussion)

Amanda did such a great job talking about this, that there is no need for me to say much about this discussion. I will reiterate the fact that the overall theme of this discussion seemed to fall under the category of uncertainty and perhaps skepticism. One of my personal goals for this summer is to spend some focused time on the Framework so that I can be up to speed with what is happening. I am hoping that Amanda, Kyle, and I will have the opportunity to lead some discussions about this with the Research and Instruction team. This is still a work in progress and a second draft is scheduled to be released in early June. The next draft will include even more threshold concepts and scenarios that will provide ideas for how to incorporate the concepts into instruction. In order to understand the differences in the documents, you can start by looking at the different definitions of information literacy:

Information literacy as defined by the 2000 Standards: Information literacy is a set of abilities requiring individuals to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” [Note: there is more, but this is the first line and summarizes the rest.]

Information literacy as defined by the 2014 Framework: Information literacy “combines a repertoire of abilities, practices, and dispositions focused on expanding one’s understanding of the information ecosystem, with the proficiencies of finding, using and analyzing information, scholarship, and data to answer questions, develop new ones, and create new knowledge, through ethical participation in communities of learning and scholarship.”

More to come in the future on the new Framework!

Unifying Ideas: Building For-Credit Information Literacy Courses Around Themes to Optimize Student Learning

In this break-out session, Elizabeth Price and Rebecca Richardson, both from Murray State University talked about their experiences teaching a one-credit course using themes. One of the instructors used the theme of “Digital Footprints” and then she had the students research the topics in light of their majors. For example, “How do privacy issues affect us psychologically (or sociologically)?” “What are the financial risks related to privacy breaches?” She touted the approach as helping students analyze sources for their usefulness. The other instructor used the theme “Is Google Evil?” which sounded very intriguing to me, especially since my husband just purchased a Chromebook this weekend!

Saturday Morning Plenary Session – Lee Van Orsdel

Lee Van Orsdel is the Dean of University Libraries at Grand Valley State University in Allendale, Michigan. Her presentation was about the new $65 million main library on their campus which opened in the fall of 2013. She showed numerous pictures and explained the “social/student centered” approach. The layout and philosophy are very similar to the NC State’s Hunt Library‘s. Here are a few things that she said that stood out for me: there is no signage in the building; furniture is only moved by the staff at the beginning of the semester, the rest of the time students are free to rearrange furniture as they desire and they do this frequently with tables and chairs going up and down elevators; only students work at service desks; students do their “Peer Consultant Experience” consultations (the equivalent of our PRS’s); they track a lot of data about their consultations; and they provide quiet study rooms (the opposite from our stated purpose of study rooms). My impression is that it is a beautiful library, but I don’t think I’m ready to turn ZSR into a social-centered instead of an information-centered library.

Zombies, Pirates, and Law Students: Creating Comics for Your Academic Library

This presentation was a lot of fun and presented a range of ways that comics have been developed and used in academic libraries. Jennifer Poggiali at Lehman College and Matt Upson at Oklahoma State University both used artists to create original comics based on actual people in their libraries. Jennifer worked with her college’s art department and Matt hired a nontraditional student assistant who happened to be an artist. The part of the presentation that I got most excited about was Katy Kavanagh’s (East Carolina University) presentation on how she used ToonDoo to liven up their LibGuides. Evidently there are several options beside ToonDoo for creating comics, and maybe if I get some extra time this summer, I’ll explore some of them! Wouldn’t Hu Womack make a great super-hero librarian?! I I think this concept has a lot of potential.

Conclusion

Overall, LOEX was simply wonderful! I’m very grateful for the opportunity to attend this great conference.

 

 

LOEX 2013 – Nashville, TN, May 2-4

Tuesday, May 7, 2013 12:24 pm

There is so much to say in this post and I’m certain that most people who open this link will only read this first paragraph, so I’ll just start with the punch line: LOEX was awesome!! I am so grateful for the opportunity to spend three invigorating days surrounded by instruction librarians and immersed in ideas and thoughts related to library instruction. It was my original intention to send daily blogs from my Kindle Fire, but I quickly discovered that my talents do not include thumb typing on a Kindle! You are now reading “Plan B” which is to simply hit the highlights of the conference in one fell swoop.

Day One: Thursday, May 2

Pre-Conference Workshop: “Building Rapport and Creating Community: What Standup Comedy and Acting Can Teach Us about Student Engagement.” John Watts and Joshua Vossler

I kicked off LOEX by attending this workshop led by the authors of the book Humor and Information Literacy. There were only about 16 attendees at this workshop and the intimate setting was fun and it helped in getting to know other librarians in a non-threatening atmosphere. I was quickly reminded that the vast majority of instruction sessions done by librarians are with one or two shot sessions. This workshop emphasized the importance of making a positive first impression and connecting with students. It turns out that humor for humor’s sake usually falls flat in the classroom, but what does not fall flat are personal stories and analogies. We spent most of our time reflecting on and practicing our own stories to create self-introductions and analogies related to information literacy concepts. We also played improvisational games meant to help build rapport with students. The time flew by in this workshop-if you want to know how to play “Drop a Line” or “Whiz, Bang, Fire!” just ask.

That evening, there was a conference reception from 5:30-7:30 p.m. at the Sheraton. The last time that I attended LOEX, which was eight years ago, it was held in Ypsilanti, Michigan and there were about 200 in attendance. This conference had 350 in attendance from 44 states and 4 areas outside the US, including several from Canada. It was a very well planned conference and perfectly executed as far as I could tell.

Day Two: Friday, May 3

Plenary One: “Decode Academy: The Library as a Meaning-Maker Space.” Barbara Fister, Gustavus Adolphus College

I will go ahead and apologize to Barbara Fister if she reads this and is not satisfied with my summary of her presentation. Barbara has had two works of fiction published and she strongly believes in fostering critical thinking skills and creativity in students. Much of what she said reminded me of what Derrik posted as a blog a few weeks ago that in essence said that the purpose of libraries is to provide the landing point for new information to be created. She presented 6 outrageous claims targeted to freshmen to help make this possible: 1) Research papers should not be part of the first year experience. She suggests that short writing projects be assigned and creativity encouraged. 2) Stop teaching students how to find sources. She says that we are not just consumers of other people’s stuff. 3) Rarely are citations needed, they take time away from writing personal stories. 4) Stop policing plagiarism. How did the library get that job? We give the message that rules matter more than creativity. 5) We should stop implying that “scholarly” is “good.” Scholarly articles don’t explain the larger question and many scholars make mistakes. 6) Librarians should spend as much time working with faculty as they do with students. She states that collaboration is essential to success. Barbara proposed that the ACRL IL Standards stifle creativity and that finding information is not the hard part.

I thought her speech was interesting and I see many of the problems she presented in my own classes. While I don’t agree with most of her solutions, I believe that she is on target with her analysis that many students equate research papers with simply stringing together text from other sources without any reflection about the meaning of the text. That being said, I’m not willing to have students submit creative writing papers for my LIB100 course, and I suspect that most professors and instructors in other disciplines would agree.

Breakout sessions from Day Two:

In addition to the plenary session, I attended 5 breakout sessions on Friday:

  1. “Don’t Start Believin': Flimflam, Fraud, Razzle-Dazzle and Other Useful Tools for Teaching Information Literacy.” This session was on teaching critical thinking and evaluation skills as part of information literacy training. They used controversial videos to spark discussions about how you find out if something is true or not. While I would not use their examples, I thought the premise was good.
  2. Next, I attended a session on “Teaching Discovery Tools.” This was an interactive session which meant that most of the discussion happened around small groups at tables. There were only 4 choices for discussion and so I sat at a “Freshmen One Shot” table. This was not a helpful session for me (our group created a learning outcome/teaching strategy for evaluating scholarly journal articles retrieved after checking the “scholarly journal article” facet). There was not a lot of time in the session, so only two groups reported back to the larger group. The presenters said they would put the information in a Wiki, so I’ll check back later to look for helpful suggestions.
  3. After lunch, I attended a session on the Charette Protocol, a structured reflection and problem-solving technique commonly used in design fields. This session was led by Nicole Brown from NYU and Kaila Bussert from Cornell. It was a very simple structure, but helpful and I believe it could be used with our instructors for a continuing education experience.
  4. Amanda Foster of Coastal Carolina presented her experience as the Facebook coordinator for her library. This session made me better appreciate our use of Twitter and Facebook here in ZSR; front page real estate is hard to beat!
  5. The last session of the day was led by Jean Cook from the University of West Georgia. She presented a series of video clips that can be used as case studies for information literacy. Molly Keener has mentioned the Beyonce video/plagiarism case many times in her intellectual property sessions for my classes, but in this presentation, the two dances were shown side by side simultaneously. Jean also showed clips from Twilight and gave information about the Wikipedia page on the day of Hurricane Sandy (controlled by an editor who deleted any mention of global warming).

That evening, I participated in the “Dine-around in Area Restaurants” option and I went to eat at Puckett’s Grocery and Restaurant with 19 people that I did not know. The evening confirmed my suspicion that librarians are among the most interesting people on the planet. It was a lovely evening complete with live music.

Day 3: Saturday, May 4

Plenary Two: “Creative People Must be Stopped! Managing Innovation When No One Want to Change.”David Owens, Vanderbilt University.

If I had this to do over, I would have sat on the front row! This session was immediately after breakfast and I was sitting at a table of interesting librarians and I did not notice that I was so far from the front until he started speaking and I could not understand much of what he was saying. He talked about the need to think outside the box and he gave examples of many failures such as Kodak’s unwillingness to move beyond film and the record industry’s unwillingness to change from their model of buying an album to get one song. In order to be successful innovators: 1) individuals must enlarge their toolsets, 2) the groups’ cultures must support risk, 3) organizations must have a strategy, 4) industry must see utility and value in the innovation (used Segway example), 5) society must accept the concept as legitimate, 6) technology must be developed.

Breakout sessions and lightning rounds from Day Three:

I attended three breakout sessions on Saturday:

  1. Lisa Louis from Texas A & M did a session on using your voice in instruction. She is a musician and we did several warm up exercises and we practiced expanding our diaphragms so that we don’t run out of breath when we present. It was a fun way to spend a session.
  2. The next session was on Visual Literacy and it addressed the new ACRL Visual Literacy Competencies. This was very well done and it encouraged the use of more visuals in presentations, using the entire image and not just a token picture on the side of text. They gave out an excellent handout with references. One of the suggestions was the use of http://compfight.com/ to find images.
  3. After lunch there were four 7 minute lightning talks. There were a couple of game presentations, a presentation on ThingLink, and a lecture on Information Literacy lessons learned from Senator Joseph McCarthy.
  4. After lunch, I attended a Karaoke session which compared doing Karaoke with library instruction. I had to leave this session early to get to the airport, but it was very upbeat with real Karaoke and a reflection on what it can teach us about doing library instruction sessions (breathing, taking risks, etc.).

After the session, I took the Airport Express bus to the airport. I made the decision to use public transportation on this trip and I will say that my trip was richer for that experience! I found several information specialists along the way who served as angels to this novice Nashville traveler. Overall, it was a wonderful conference and trip. Thank you for making it possible for me to attend LOEX 2013!

 

 

 

 

NC-LITe and WFU Summon Usability Study Findings Presented at Appalachian State University

Tuesday, May 29, 2012 4:13 pm

On Monday, May 21, Hu Womack, Kevin Gilbertson, Lauren Pressley, and I drove to the High Country of Boone to attend NC-LITe. It was doubly wonderful for me because I had the opportunity to travel with three amazing colleagues to one of my favorite places on earth.

It seems hard to take in that it has been seven years since I left my position at Appalachian as an Instruction Librarian. Our family moved from Boone three months before the Library moved into their new facility so it was fun just seeing the building! When we drove up in the parking deck and told the attendant that we were there for NC-LITe, she proclaimed in her authentic mountain brogue, “We finally got us one!” and for me, it felt like I was home.

When we entered the library, Scott Rice greeted us and escorted us to the fourth floor conference room. We were welcomed with a beautiful spread of pastries and coffee. Institutions represented were Salem College, UNC-G, High Point University, Appalachian, and WFU. The intimate group encouraged informal discussion.

The day began with around the table introductions and catch-up. Most of the shared information had to do with strategies for reaching the masses by offering consistent content for specific courses such as Expository Writing and Freshmen Seminars. (We are so fortunate at Wake to be able to tailor our Freshmen Seminars to the content taught.) It was interesting to note that each represented institution is currently using or has plans to use a discovery tool similar to Summon.

After the round table discussions, Kevin, Lauren and I presented our findings from our Summon usability study. Kevin began the discussion by offering some historical perspective regarding how our Library first used Multi-search and then implemented Summon last summer. Our tech team was forced to move quickly in order to get it up and going before Erik Mitchell left. In light of this, the tech team decided it would be particularly helpful to conduct a usability study to see how ZSR’s Summon (the “Everything” link) was being used.

After Kevin’s introduction, we used a clicker presentation to introduce our findings. (Note: having three techies on this trip was a true gift!!) Our usability study was based loosely on NC State’s usability study which was done three years ago and was sponsored by Summon (NC State was a Summon beta site). Their study was led by an outside consultant and their report can be found here: http://www.lib.ncsu.edu/userstudies/studies/2010_summon/

For our study, we used eight student workers who were available for the afternoons that we conducted the usability study (thank you, ZSR student supervisors for sharing your students with us!). Each individual interview lasted 30-45 minutes and we met in the vacant office of the Instruction Suite (302B). Kevin conducted the interviews while Lauren and I took notes.

We began with what NC State called “Standard Framing” which helps to determine the student’s proficiency at navigating the Library website. This ended up being a very interesting section of the study! Students were asked to go to the Library homepage and asked to find a book about Bill Gates but not by Bill Gates and to tell where it was located in our library. A couple of students thought they had a book about Bill Gates when it was about the Bill and Melinda Gates Foundation. A couple of students did not notice that they had selected an ebook, and at the end of the interview one student asked, “What is an ebook?” One student found a book in the Professional Center Library and did not realize that it was not in the ZSR Library.

Students were given a journal article citation and were asked to locate the article. There were two students who used the “Journals” link to search for the article title and those students could not locate the article (one of those eventually used the “Everything” link and was successful). Two students used the journal names in the journal link and they were successful. One used the “Article” link and she was successful, and one started with the “Everything” link and was successful. One student started with the catalog link and after a long and winding search, located the article.

We found similar results when we asked students to find a scholarly journal article about stress among college students. One student started with the Databases link and another started with the Journals link and each typed in their subjects within the boxes; neither was successful. Students who started with the “Everything” link or the “Articles” link were successful. One student (not the first Database selector) got frustrated with the Databases link and decided to switch to JSTOR because her professor showed it to her once and she knew it was really big.

We then switched to having the students search only using the Everything link (Summon). We asked them to find a book by an author they liked. Two of the students were not successful with their search because their authors were J.D. Salinger and H.G. Wells; many sources came up about these authors, but not by these authors (to be successful, they should have used the Books/eBooks facet). One student searched for “Harry Potter” and there were six entries before a “Harry Potter” book appeared on the list.

Students were asked to find the latest issue of the Journal of the American Chemical Society. None of the students were successful with this search. What happened was that they began with a searches for the [Journal of the American Chemical Society] which produced a list, but the first three entries on that page directed them to Carpenter Library. (To correctly answer this question, they needed to click the fourth entry to see our subscription to the latest articles.) When they were not successful with the first couple of links, they switched to the “journal articles” facet where they lost the ability to sort by relevance. Summon does an excellent job searching by title, but after that, relevance is lost. Several of the students were confident that they had found the answer, when in fact they were looking at articles where the Journal of the American Chemical Society was cited.

We asked the students find to an article from the New York Times from the month and year they were born. Only two students noticed that newspapers were excluded from the Summon search results (it could be turned on from the facets). Two students were simply not successful with this search, two other students thought they were successful but their articles were from New York Times Magazine, and two students were successful because they ended up with links to Proquest Historical Newspapers.

None of the students were successful finding an article on “Is genetically modified “golden rice” safe?” As the interviewers, we really wished the student would use quotation marks to look for strings of words or “Ctrl-F” to search for words in their results. We hope that our LIB100 instructors will start teaching these skills as part of their curriculum!

We asked the students if they would recommend the Everything link to their friends, and five out of eight said they would “if they don’t know where else to start.”

We also asked the students what they would change about the Everything link and they had a few suggestions. The number one suggestion was to make it so that it could do a better job searching by relevance; they worded this concept something like this: If you search for “Harry Potter,” a “Harry Potter” book should come up to the top. A couple of students said that they wished that you could limit the category options before you do your search (searching by author, title, etc.). Another student said that it would help if the results were sorted by format with maybe the books on top followed by the journals.

After our presentation, Margaret Gregor, Appalachian’s Instructional Materials Center Librarian and Scott Rice, Appalachian’s E-Learning Librarian, presented a tool they created to provide virtual tours of the IMC. The students were required to find 16 hidden puzzle pieces and a book in the collection (the students were instructed to write down the bar code of the book they found). Scott set up a temporary password for us so that we could try it out. They reported that over 500 students had completed the tour. Here is a link to this site and I can give you a password that you can use if you are interested: http://library.appstate.edu/elearn/imc

After Margaret and Scott’s discussion, we then had some group discussions about things we were doing at different institutions. That discussion was followed by lunch at “Our Daily Bread” in downtown Boone and then a tour of the Library.

Overall, it was a great way to spend the day! I’m already looking forward to NC-LITe in the fall!!

 

 

North Carolina Summon User Group Meeting

Thursday, May 24, 2012 12:18 pm

On Friday, May 18, Lauren Pressley and I went to Perkins Library at Duke University to attend the inaugural meeting of the North Carolina Summon User Group. My last visit to Perkins Library was 20 years ago, so just getting to visit their beautiful facility and amazing coffee shop was a treat in itself! I was surprised to discover the intentional dearth of signage on their campus and was very thankful that Lauren knew where we were going.

Upon registration, we were greeted by two very friendly Duke librarians and given very nice Serials Solutions portfolios as well as name tags and name table tents. The meeting began with a lunch hosted by Serials Solution. There were about 50 in attendance with several schools represented including NC State, ECU, UNC-CH, Campbell, Duke, and others.

Eddie Neuwirth, Senior Product Manager for Summon, began the program by introducing himself (he lives in Cary!) and his colleague, Vince Pella who is a Customer Service Representative and flew in from Seattle for the meeting. Eddie began by giving an overview about what is new and what’s coming with Summon. He said that Summon is currently being used by 450 libraries in 40 countries and that 38% of the largest Research Libraries in North America are using it. They are currently approaching one billion records with more than 90 content types. They push out new releases every three weeks that can be added by local Summon administrators. We were pleased to note the newest release gave the option for the Widget and Search Box Builder to “Keep Search Refinements.” This was one of our concerns that we noted in our own recent usability study and we were pleased to see that they had addressed this problem! Also, the save and preview items icons are now visible (another concern we noted in our usability study).

He then introduced a new widget that will be rolled out this summer called the “Discipline” widget that uses Ulrich’s categories to group journal titles and it uses call numbers to group books. He noted that not everything is mapped to the Discipline widget and then he gave an example of how to use it by limiting the Discipline widget to Biology and searching for “Blood Cells” (which yielded 600,000+ hits).

He then proceeded to talk about other enhancements such as spotlighting images (digital repositories) and a recommender feature that will suggest LibGuides, databases, etc. The biggest announcement was that they are working on a product targeted for 2013 that will replace the need for OPACs. He gave a sneak preview of what the records will look like and they appear much like our current catalog records. They are also working on A&I citation displays so there will be sneak previews to the abstracts and database records. Eddie also mentioned a product they are developing called Intota that is a web-scale development product that will eventually eliminate the need for integrated library systems as we know them.

After Eddie’s talk, there was an hour of lightning rounds which were five fascinating 10-minute presentations where people from different universities presented research related to their use of Summon. The first up was Patrick Carr from ECU who presented his findings on the impact Summon has had on E-Journal use. He reported that the cost per session came to $.39 and the cost per search came to $.08. They found that the use of Sage and Springer journals increased four times. The use of Elsevier increased 10-15%, but the use of JSTOR was down 10% and the use of EBSCO journals was down significantly. In a later part of the meeting, Eddie explained that the numbers being down in JSTOR had to do with the fact that JSTOR provides limited access to the bulk of their metadata (JSTOR gives Google Scholar full access to all of their metadata). In the end, the download of full-text downloads stayed flat for pre-Summon and post-Summon at 1.4 million.

The next presenter was from Duke and he demonstrated their use of Summon to include their visual collections (scanned items from special collections). They were still working on Summon’s ability to include thumbnails which they anticipated to be working by this week.

For me, the highlight of the lightning rounds was hearing Karen Cicconne from NC State. They were a beta site for Summon and thus have three years of experience under their belts. Karen presented her findings from comparing the results of an EBSCO group cluster search to the same search in Summon. She used the exact wording and punctuation used by students in the EBSCO searches to see the result in Summon. NC State offers a group of course tools for every course taught at NC State, and each course offers an EBSCO cluster at the top of the page. She found that the EBSCO searches had consistently better returns but there were a couple of searches that did better in Summon. (Side note: one of the consistent themes throughout the day was bemoaning Summon’s inability to sort by relevance.) Her next study will be comparing the results from Google Scholar searches with Summon searches. Her initial reaction is that both are good (as a reminder, they are only searching journal articles in their Summon searches).

Next up was Ginny Boyer from ECU’s Joyner Library. She did a survey with ECU’s Health Science librarians to gauge their perception of Summon and its usefulness for the medical field. They found that while most did not use it, they did not feel strongly about it either way. They did a study to find out their proficiency with the tool and found mixed results. There seemed to be little or no success with winning over the Health Science librarians to Summon. The kicker to this presentation came with Karen Cicconne from NC State spoke up and said that research shows that people in the health sciences do not need Summon, they can find everything they need in ChemAbstracts and Medline. The key to success in medical searches is MESH headings.

The last group were Anita Crescenzi and Kim Vassiliadis from UNC’s Health Science library. They did a Summon usability studies that was very elaborate in its execution with 170 applicants vying for the $20 gift card offered in appreciation for 60-90 minutes of their time. Their results were identical to ours (which we did with student assistants in no more than an hour for each session). A couple of their observations: Summon searches titles very well, but loses relevance searching after that. Their students also mentioned the desire to limit results from the beginning and the desire to have the results grouped by format such as journal article or book.

We ended the day with discussions around tables based on common interests. Lauren and I gravitated to the instruction table where we talked with Karen Cicconne (NCSU), Emily Daly (Duke), and Sarah Steele (Campbell). We found that most of us do not teach Summon, but sometimes it is used as an example of a broad search versus a targeted search in a specialized database. Karen gave a very interesting statistic that said that they found that 74% of their students began their searches on their website using the “All” option, with 40% of second clicks going to the Summon articles, 30% going to their catalog, and 30% going somewhere else on the page. If you have time, I suggest that you take a look at NC State’s Library homepage to see how they are implementing Summon: http://lib.ncsu.edu/

I apologize for this very long reflection, but as you can see, it was a day packed with fascinating information. They are hoping to make this an annual event and I highly encourage others from ZSR to attend next year!

NCLA Bibliographic Instruction Group: Teacher Librarian Academy

Friday, December 16, 2011 9:48 pm

Today, I had the opportunity to travel to Jackson Library at UNC-Greensboro to attend a NCLA Bibliographic Instruction workshop titled, “Student Engagement and Active Learning.” The presenters were Jenny Dale and Amy Harris, both UNC-G librarians. Jenny kicked off the day with introductions and a think-pair-share exercise asking, “What make a good presenter?” The librarians present were involved in instruction with their respective institutions which ranged from high schools to universities as far away as East Carolina. As you can imagine, the group eagerly participated in the discussions and activities.

This workshop reminded me of what an incredible job I have and what a wonderful opportunity our students have with our LIB100 and 200 courses. I was the only one in the group teaching a for credit course; most of the discussions centered around motivating students in one shot sessions (incentives, positive feedback, competition, and fun).

Jenny presented John Keller’s Motivational Design model which includes attention, relevance, confidence. and satisfaction. She also talked about Jacobson and Xu’s model which says that there are three elements to successfully motivating students: enthusiasm, clarity, and interaction. Perhaps the most interesting nugget of learning came when she showed a graphic of a “Learning Pyramid” that shows a scale that says that students only retain 5% of lectures, 10% of what they read (four other levels between), and 90% of what they teach others. Here’s the interesting fact: there is no research out there to back these claims!

After lunch, we discussed practical ideas for active learning activities. My favorite was UNC-G’s human citation activity where they get volunteers to come to the front and they give them pieces of a citation to hold. The audience tells the people where to stand to put the citation in the correct APA or MLA citation style order. Another interesting activity was Gardner Webb’s book truck rodeo where they take book trucks and put about 12 books on each truck. The students are divided in small groups and the team who gets the books in correct LC order first wins candy!

I spent a good portion of the afternoon trying to help a new librarian at St. Augustine’s plan how to structure her one shot sessions for the freshmen seminar classes in the spring. We are so fortunate to have so much time with our LIB100 students!

I believe the greatest value of my trip to Greensboro was simply getting to meet other instruction librarians from across the state. It was a good day, but I’m glad to be back home at Wake Forest!

Rethinking Reference Collections

Friday, October 21, 2011 4:19 pm

Today, I completed a four week online course title “Rethinking Reference Collections” which was offered by Infopeople and was taught by Dave Tyckoson, Associate Dean of the Library at the University of California, Fresno. Dave spent many years as a reference librarian and is still a reference librarian at heart! One of my new job responsibilities is collection management of our reference collection, so Roz encouraged me to take this course and Lynn very generously provided funding. The timing of this course fortuitously came just as we are preparing for a massive weeding of the reference collection in preparation for the consolidation of the reference and circulation desks next year.

There were 74 participants for this course coming from a wide variety of libraries from small public libraries to Stanford and UCLA (most libraries represented were from California). Here are the highlights of what I learned:

  1. The first week, the punch line was: All librarianship is local!! It is our responsibility to tailor our collections to the needs of our community.
  2. The second week we did usage studies of our reference collections. Thanks to Carol Cramer, I learned that we have 9,994 unique titles in our collection and 22,704 volumes. Tim Mitchell graciously created an Excel spreadsheet of our usage for the week; the spreadsheet was used as a model in our WebEx class for how to manipulate the data to make decisions about what to weed from our collections. That week, we had 148 titles scanned in from Reference. As Dave observed, we have a highly used collection, particularly in our religion section (no surprise to any of us who work at the reference desk). Having all reference materials bar coded is the optimal way to assess usage. Hats off to those who thought of bar coding the reference collection and implemented the system-you earned a star for our library in this class!.
  3. The second week, we also compared print and electronic resources. We were given access to the online version of World Book as well as Oxford Reference Online. What struck me about both online sources was how far we are from seeing the power of the web in reference resources! The Oxford Reference materials are just the print materials put online (similar to the Gale Reference Sources). There are no updates, videos, visuals, etc. World Book is better, but still very much like the print with some links thrown in to websites and videos. The online reference materials are still very bland and usually no more up-to-date than what we have on our shelves. While access is much more convenient through the web, the presentation is no better. As more libraries move to electronic sources, it is my hope that publishers will seriously upgrade the content and presentations! They are competing with Wikipedia, shouldn’t Oxford Reference be and look more cutting edge? I will say the same for Gale Virtual Reference, our current electronic reference resource of choice. Can they please upgrade their products to be more than reprints from their print collections?
  4. The third week he introduced the concept of circulating reference materials. It seems that the current trend is to allow reference materials to circulate for 3 days at a time. Dave advocates creating a ready reference collection that does not circulate and then allowing all other reference materials to circulate. He suggests putting the circulating reference materials in the main stacks with special marking on the books for 3 day check out. This was something I had not really thought about and I’m still chewing on the idea for our collection. It is clear to me that we have many reference books that will need to be in our ready reference collection. The question is whether or not we need the 3 day check out option for the books we move to the stacks, or should they just circulate like regular titles?
  5. The current trend is to move to electronic resources while print reference collections are shrinking. However, he predicts that as we allow reference books to circulate, the use of print reference materials will go up.
  6. Another thing to ponder is how we will promote the use of our reference resources. I plan to do some informal usability testing with our students at the reference desk to see if they have a clue about where to go to find encyclopedia articles from our Databases page. Do they know what Gale Virtual Reference Library contains? I’m putting this on my to do list for the second half of the semester!
  7. The last helpful piece of this course was learning that there are tools that will specifically search reference collections. One is called Paratext and it searches electronic and print collections. The next one is Credo Reference and it searches across all electronic reference materials. These tools are seriously meeting a need and I wish we had Paratext (though I have never seen it in real life). I wish we could get Summon to easily navigate and limit to our reference sources; that is something we will probably see by the time Summon 10.0 is released!

Overall, I really enjoyed this course and the online learning environment! Thank you, Roz and Lynn for making this possible!


Pages
About
Categories
2007 ACRL Baltimore
2007 ALA Annual
2007 ALA Gaming Symposium
2007 ALA Midwinter
2007 ASERL New Age of Discovery
2007 Charleston Conference
2007 ECU Gaming Presentation
2007 ELUNA
2007 Evidence Based Librarianship
2007 Innovations in Instruction
2007 Kilgour Symposium
2007 LAUNC-CH Conference
2007 LITA National Forum
2007 NASIG Conference
2007 North Carolina Library Association
2007 North Carolina Serials Conference
2007 OCLC International ILLiad Conference
2007 Open Repositories
2007 SAA Chicago
2007 SAMM
2007 SOLINET NC User Group
2007 UNC TLT
2007_ASIST
2008
2008 Leadership Institute for Academic Librarians
2008 ACRL Immersion
2008 ACRL/LAMA JVI
2008 ALA Annual
2008 ALA Midwinter
2008 ASIS&T
2008 First-Year Experience Conference
2008 Lilly Conference
2008 LITA
2008 NASIG Conference
2008 NCAECT
2008 NCLA RTSS
2008 North Carolina Serials Conference
2008 ONIX for Serials Webinar
2008 Open Access Day
2008 SPARC Digital Repositories
2008 Tri-IT Meeting
2009
2009 ACRL Seattle
2009 ALA Annual
2009 ALA Annual Chicago
2009 ALA Midwinter
2009 ARLIS/NA
2009 Big Read
2009 code4lib
2009 Educause
2009 Handheld Librarian
2009 LAUNC-CH Conference
2009 LAUNCH-CH Research Forum
2009 Lilly Conference
2009 LITA National Forum
2009 NASIG Conference
2009 NCLA Biennial Conference
2009 NISOForum
2009 OCLC International ILLiad Conference
2009 RBMS Charlottesville
2009 SCLA
2009 UNC TLT
2010
2010 ALA Annual
2010 ALA Midwinter
2010 ATLA
2010 Code4Lib
2010 EDUCAUSE Southeast
2010 Handheld Librarian
2010 ILLiad Conference
2010 LAUNC-CH Research Forum
2010 LITA National Forum
2010 Metrolina
2010 NASIG Conference
2010 North Carolina Serials Conference
2010 RBMS
2010 Sakai Conference
2011 ACRL Philadelphia
2011 ALA Annual
2011 ALA Midwinter
2011 CurateCamp
2011 Illiad Conference
2012 SNCA Annual Conference
ACRL
ACRL 2013
ACRL 2015
ACRL New England Chapter
ACRL-ANSS
ACRL-STS
ALA Annual
ALA Annual 2013
ALA Editions
ALA Midwinter
ALA Midwinter 2012
ALA Midwinter 2014
ALCTS Webinars for Preservation Week
ALFMO
ANCHASL
APALA
ARL Assessment Seminar 2014
ARLIS
ASERL
ASU
Audio streaming
authority control
Berkman Webinar
bibliographic control
Book Repair Workshops
Career Development for Women Leaders Program
CASE Conference
cataloging
Celebration: Entrepreneurial Conference
Charleston Conference
CIT Showcase
CITsymposium2008
Coalition for Networked Information
code4lib
commons
Conference Planning
Conferences
Copyright Conference
costs
COSWL
CurateGear 2013
CurateGear 2014
Designing Libraries II Conference
DigCCurr 2007
Digital Forsyth
Digital Humanities Symposium
Disaster Recovery
Discovery tools
E-books
EDUCAUSE
Educause SE
EDUCAUSE_SERC07
Electronic Resources and Libraries
Embedded Librarians
Entrepreneurial Conference
ERM Systems
evidence based librarianship
FDLP
FRBR
Future of Libraries
Gaming in Libraries
General
GODORT
Google Scholar
govdocs
Handheld Librarian Online Conference
Hurricane Preparedness/Solinet 3-part Workshop
ILS
information design
information ethics
Information Literacy
innovation
Innovation in Instruction
Innovative Library Classroom Conference
Inspiration
Institute for Research Design in Librarianship
instruction
IRB101
Journal reading group
Keynote
LAMS Customer Service Workshop
LAUNC-CH
Leadership
Learning spaces
LibQUAL
Library 2.0
Library Assessment Conference
Library of Congress
licensing
Lilly Conference
LITA
LITA National Forum
LOEX
LOEX2008
Lyrasis
Management
Marketing
Mentoring Committee
MERLOT
metadata
Metrolina 2008
MOUG 09
MOUG 2010
Music Library Assoc. 07
Music Library Assoc. 09
Music Library Assoc. 2010
Music Library Association
NASIG
National Library of Medicine
NC-LITe
NCCU Conference on Digital Libraries
NCICU
NCLA
NCLA Biennial Conference 2013
NCPC
NCSLA
NEDCC/SAA
NHPRC-Electronic Records Research Fellowships Symposium
NISO
North Carolina Serial Conference 2014
North Carolina Serials Conference
Offsite Storage Project
OLE Project
online catalogs
online course
Online Learning Summit
OPAC
open access
Peabody Library Leadership Institute
plagiarism
Podcasting
Preservation
Preservation Activities
Preserving Forsyth LSTA Grant
Professional Development Center
rare books
RDA/FRBR
Reserves
RITS
RTSS 08
RUSA-CODES
SAA Class New York
SACS-COC
SAMM 2008
SAMM 2009
Scholarly Communication
ScienceOnline2010
Social Stratification in the Deep South
Social Stratification in the Deep South 2009
Society of American Archivists
Society of North Carolina Archivists
SOLINET
Southeast Music Library Association
Southeast Music Library Association 08
Southeast Music Library Association 09
SPARC webinar
subject headings
Sun Webinar Series
tagging
TALA Conference
Technical Services
technology
ThinkTank Conference
Training
UIPO Symposium
ULG
Uncategorized
user studies
Vendors
video-assisted learning
visual literacy
WakeSpace
Web 2.0
Webinar
WebWise
WFU China Initiative
Wikis
Women's History Symposium 2007
workshops
WSS
ZSR Library Leadership Retreat
Tags
Archives
May 2015
April 2015
March 2015
February 2015
January 2015
December 2014
November 2014
October 2014
August 2014
July 2014
June 2014
May 2014
April 2014
March 2014
February 2014
January 2014
December 2013
November 2013
October 2013
August 2013
July 2013
June 2013
May 2013
April 2013
March 2013
February 2013
January 2013
December 2012
November 2012
October 2012
September 2012
August 2012
July 2012
June 2012
May 2012
April 2012
March 2012
February 2012
January 2012
December 2011
November 2011
October 2011
September 2011
August 2011
July 2011
June 2011
May 2011
April 2011
March 2011
February 2011
January 2011
December 2010
November 2010
October 2010
September 2010
August 2010
July 2010
June 2010
May 2010
April 2010
March 2010
February 2010
January 2010
December 2009
November 2009
October 2009
September 2009
August 2009
July 2009
June 2009
May 2009
April 2009
March 2009
February 2009
January 2009
December 2008
November 2008
October 2008
August 2008
July 2008
June 2008
May 2008
April 2008
March 2008
February 2008
January 2008
November 2007
October 2007
September 2007
August 2007
July 2007
June 2007
May 2007
April 2007
March 2007
February 2007
January 2007

Powered by WordPress.org, protected by Akismet. Blog with WordPress.com.