Continuing instruction education for library staff #ncla11

Continuing instruction education for library staff #ncla11
Suchi Mohanty, moderator
Kim Vassiliadis, UNC & Emily Daly, Duke University & Lisa Coates, UNC-W

Kim, Emily, and Lisa offered examples of how they have developed and encouraged the instruction librarians at their institutions, the number of which varied from around 40 at one to 7 at another. They each provided practical ideas that could be implemented at any library, large or small.

– UNC changed the way it did subject liaisons – also began doing collection development
– Did a survey of all librarians who did instruction to find out their priorities in instruction, how they used their time, if they felt they had enough time, how important they felt instruction was to their job and to the mission of the library, how/if they did assessment and why
– also asked if they would be interested in attending sessions on topics related to teaching, by far the one one evaluation got the most interest
– offered session on learning outcomes in September, other sessions being offered in October and November

– Duke – Instruction & Outreach is its own department, with 2 full-time staff, a part-time intern, field experience student
– all public services librarians at Duke are required to teach something
– job is not to do all the teaching, but to coordinate the instruction on campus and make getting into the classroom as easy as possible, make librarians as effective as possible
– gather stats, develop support tools, maintain tutorials and help pages, provide professional development
– developed a bimonthly Instructors Forum on topics such as instructional technologies, reports of user studies, teaching Summon – focused and structured
– develop special workshops (about 4x a year) on topics that instructors need help with – advanced LibGuides functionality, PollEverywhere
– spring instruction retreats – offered every spring (may) since 2008 – offers opportunity to spend more than just an hour or so focusing on instruction – active learning, evaluating teaching and student learning, integrating special collections into instruction, understanding digital literacies, incorporating data into instruction
– listen to what instruction librarians are saying, also follow hot topics at conferences, lost-servs, etc.
– goals of retreat: introduce new concept, give librarians day to talk with colleagues about instruction, engage with Duke faculty, TRLN librarians and faculty, opportunity for follow-up programming on topics that really sparked interest
– begin planning retreat in January, location and budget varied, da runs 9am-2pm and includes breakfast and lunch, speakers include Duke and non-Duke librarians, faculty, LIS students, and support staff, day includes hands-on portion in lab (to practice a new technology or explore a new resource), invite guests from TRLN libraries
– 2009 retreat was on using special and digital collections – realized that sometimes archivists and librarians were working with the same class and not communicating, had representatives from both talk about specific classes and projects
– 2010 retreat focused on digital literacies – projects that required research, but also included multimedia; were able to bring in a librarian from Penn State who had researched digital literacies, and she conducted most of the sessions, also had a panel of faculty who talked about their assignments and staff who worked with multimedia talk about many of the different tools that students could use
– 2011 retreat was on using data in the classroom – realized that students were being asked to do this and librarians needed to know how to do it!
– include participant evaluation form, respond in program and planning

– preparing librarians for a new first year seminar at UNC-W
– at UNC-W, 90% take FYS, will be required in the fall
– several variations, including early college, transfer students, learning communities, linked to particular class or particular residence
– library has always provided session, students were required to attend
– created online tutorial, FYS resource page, added library chapter to FYS text (written by librarians, asked to read before library session)
– developed step by step approach to info lit instruction
– solicited feedback from librarians, faculty, students on what students should learn in the session, based on feedback, added in some pieces to aid with assessment and student learning – online questionnaire, 2 worksheets in class, activity after class on evaluation
– as a result, needed to train the librarians how to do this – created a PPT for librarian to use in the class, an outline with timing
– used SharePoint to share documents (worksheet, handout, outline, PPT, etc.), also created Jing videos on where to find stuff, what to say, etc.
– provided mock session with librarians as students – remember that when training other librarians, you need to be a little thick-skinned!, also offered observation and practice sessions
– received feedback in weekly public services meetings and via email from FYS instructors, also sent email updates to librarians with changes, suggestions, etc. as learned what worked and what didn’t


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