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The Peer Research Consultants are now available for Fall semester!
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We now have drop-in hours and appointments available with our two veteran PRCs and we will have expanded hours on Oct. 3rd once the new PRCs complete training. We have a total of 4 consultants this fall -- Devyn, Chris, Karen and Drew. 

To review, the Peer Research Consultants (PRC) is a program aimed at first year, international, and first generation undergraduates and provide one-on-one assistance to students to help them develop the research strategies and find useful sources (articles, books, etc.) needed for excellent research papers.  

The service compliments our strong liaison librarian program integrated into all departments on campus and our great service point staff. We know many students are comfortable with the peer tutoring model that the PRCs use and the average interaction between students and PRCs is 30 minutes. The PRCs can help students in narrowing a topic, finding articles and books, selecting academic sources, evaluating and more. The PRCs are familiar with the Intro to Library Research workshops and will help build on the skills learned in these sessions.

[it is linked on the "Course Support" tab]

What do students have to say about the PRCs?
  • "She was very helpful when I was looking for specific information on the library website. She explained the website very well and gave excellent tips!"
  • "He was very helpful in  helping me figure out what I wanted to write my paper on and where I could find the sources. Afterwards I was able to understand my paper."
  • "Approachable advising that assisted me with furthering my research goals; very useful."

What do instructors have to say about the PRCs?

  • "...one of my students came in raving about his experience with the peer research consultants....Since then a couple more students have made visits and in their emails to me, I see that their research focus is improving. This is a great service!"
Fall 2012 Walk-in Hours in Walter SMART Commons or Multicultural Center for Academic Excellence-141 Appleby (with full staffing starting October 3rd)
  • Mondays: 11:30-5:30
  • Tuesdays: 10:30 to 6:00
  • Wednesday: 11:30 to 6:30
  • Thursdays: 11 to 1 and 2:30 to 4:30
  • Fridays: 1 to 5
Time to re-evaluate how we teach information literacy: Applying PICO in library instruction
  • Students do not know where to begin and end a research question, a database search, or a research paper.  So asserts the 2010 Project Information Literacy (PIL) study, which emphasizes the need for academic librarians to teach students to formulate research questions "over teaching the selection of resources."
  • In 1995, the anatomy of a clinical question was described as having components mirroring the research process: patient or problem (P), intervention (I), comparison intervention (C), and outcome (O).2 The PICO movement was born, an acronym that health sciences librarians have used successfully for many years to guide students as they begin their research.
  • PICO skillfully serves three vital purposes that help students get started. First, the elements of the research question are penned in a structured manner.
  • Second, PICO logically provides the beginnings of a focused search.
  • Third, it demands librarians alter their typical approach and spend time on question development before jumping into the depths of resources and searching. 

Example handout: 
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Below is a recap and link to recording of the Instructional Design Show & Tell held March 2, 2012. 

Instructional Design Show & Tell
March 2, 2012
Description: View some of the current projects being worked on by the Libraries Instruction Design Team - Paul Zenke, Andrew Palahniuk, and intern Ian O'Neill.  From an infographic on poster design to a Research introduction to a virtual world game prototype based on the history of the Bohemian Flats, this informal show-and-tell will have time for questions and will inspire you to consider new ideas for elearning and sharing your content and expertise with users.

View recording: https://umconnect.umn.edu/p30842250/ (Note: Audio starts at 2 minutes)

Recap:
  • All projects are a combination of with learning objectives, instructional activities and assessments.
1. Poster Design Poster/Simulationposterjudging.jpg

2. Face-to-Face Workshop (What the World Knows About You: Online Identity and Privacy with Social Media)
  • Worked on needs assessment and learner assessment 
  • Used pre-survey
  • Authentic activity was to look up partner in the workshop to see how much information you can find
  • Practiced for staff and changed tailored it more to students based on feedback
3. Medium as Message 
  • Updated technology and add new features 
  • Originally created in Pachyderm/flash, but need to change delivery as Pachyderm no longer supported. Original tool limited text and was hard for users to get additional content.  Created in HTML5 (not in Flash so it could be viewed on mobile device)
  • Also hope to add quizzes and additional interactivity in the future
  • Beta:  http://vader.lib.umn.edu/ampala/ASCMaM/ASCMaM.html
4. Demo iphone game based on the Bohemian Flats 
  • Created using ARIS during design jamARIS_quests.jpg
  • Choose your own adventure/quest 
  • Augmented reality--so if you have your mobile device and are standing on Washington Ave Bridge you will see an overlay of historic photos.

To work with Paul and the Instructional Design team, simply send an email to pfzenke@umn.edu.
I will now blog a tweet I saw on Facebook....oh yeah!

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Here are the links

and also just added them to: https://www.lib.umn.edu/instruction/tutorials

I can see lots of potential for in class and out of class work. This would be an interesting way to extend a one-shot by having this as before or after work. Please share with faculty members or folks you know who do posters.

What do 300 clickers look like?

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How do you interest a large class? Last week I helped use all of the Libraries clickers in the large section of an Architecture course. Worked rather well!
 

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