Professional Development: March 2012 Archives
1. Char Booth, instruction services manager and e-learning librarian at Claremont Colleges, has been chosen as the winner of the Association of College and Research Libraries (ACRL) Instruction Section (IS) Ilene F. Rockman Publication of the Year Award for her book "Reflective Teaching, Effective Learning: Instructional Literacy for Library Educators," published in 2011 by ALA Editions. The award recognizes an outstanding publication related to library instruction published in the past two years.
2. Joshua Vossler, information literacy and reference librarian at Coastal Carolina University, and John Watts, instruction and liaison services librarian at Webster University, have been selected to receive the 2012 Association of College and Research Libraries (ACRL) Instruction Section (IS) Innovation Award for their work on a series of five videos, which were created in cooperation with Coastal Carolina University's First Year Experience Program and were designed to introduce first-year students to fundamental information literacy concepts.
like this one:
- Recording of session 1: http://connectpro86502729.adobeconnect.com/p95ccb9100k/
- Project Information Literacy (PIL) started in 2009. Findings included: Research seems for more difficult to conduct in a digital age than in previous times, Research is "painful process" for students, Help to remember how intimidating a research assignment can be and think of how can we help students be more confident in their capabilities
- Library lingo like "info lit" doesn't create dialogue with faculty instead "ask faculty about their hopes for their students" (David Watt at Temple from RGL)
- Need to work with faculty to build solutions, connecting with faculty in an emotional way--A lot in PIL to help us to that
- We have a common goal with faculty--better researcher, critical thinker, better writers
- Presentation by Mike Eisenberg: Dean of University of Washington Information school (big6 creator, co-leader of PIL)
- Shared a composite results of a students today (based on all their reports)
- Students deal with many constraint (time, grade, expectations, etc.), Always connected (it is expected by friends, coworkers, faculty, etc.), Staggering amounts of information (major change from scarcity to abundance), Students don't need more on "finding," Think the "perfect" source exists -just have to find it [need to tell them it doesn't exist--need a range], Use a variety of criteria to evaluate : Currency, authority, design, familiarity (blend of formal and self-0taught criteria), Used to going to librarians when they need to "find" but that isn't the problem--don't need more sources instead dealing with overload problems not used to going to librarians on task definition, evaluation, using information
- Focus Groups, need "big perspective," strong negative reactions to getting assigned a research paper -how do boost student confidence, procrastination is a problem [roller coaster of emotions during research process-Carole K.at Rutgers], useful to build in milestones
- Survey, don't ask for help, more familiar with content than library staff, stick with a few familiar resources [where are students going for help? Digital reference as solution? Can that box be in other sites like course, university? Increase visibility]
- Handout analysis, lot of work to do in improving handouts, collaborating with faculty/teaching and learning centers.
- Large survey, are critical thinkers, not using librarians, move from self-taught eval to critical
- Interviews--library as place during crunch times
What is coming next from PIL?
Workforce needs, alumni, places students go after college, interviews with firms with how students are doing, patterns of info behavior, strengths, weaknesses
REMINDER: Please join us:
Tuesday, March 20 1:00 - 2:30pm (1 hour webinar; 30 minute discussion)
Location: Wilson S30B
Webinar Leader: Steven Bell, Temple University
This session will include a panel of librarians who have used Project Information Literacy results and reports in their work with faculty.