Grassroots approach to University-wide IL initiatives through University writing program
Working collaboratively with faculty on behalf of students
When they can be arranged, I feel good about librarian faculty collaboration, especially among adjunct faculty
Creating content that is helpful to my students
Assessment of student learning
Engaging the students
For intermediate-advance students a “workshop” approach to finding and evaluation sources
A set of laminated cards distributed to each of 3 groups of students. They will decide what we cover.
Writing student learning objectives
Flipping the classroom
Teaching students to be excited about discovering information tools
Being enthusiastic and personable in library instruction
I suppose I have ability at being willing to address problems and student issues in an unorthodox manner, willing to experiment with “what works”
Will give as much time as needed to student/faculty
Creating activities for students to grasp concepts
Pink Post-it Notes
Things that we need help with:
Moving away from teaching by format
Articulating the first year experience brand (librarianship)
Creating a first year general ed. Info lit program for comp 1&2
Challenged with lack of time to write professionally
Balancing teaching responsibilities with other responsibilities/duties
Make decisions slowly
Not scholarly
Incorporating more info lit skills in one session and not only focus on database
Often outside the norm
Assessment planning at the programmatic 6 week
How to teach critical thinking?
Non-politic
Scheduling lessons based on librarians strengths
How are others assessing the impact of “one-shot” library instruction sessions?
How to market the library instruction to faculty for upper classes
Really focusing in what is essential to teach. Deciding what is essential to teach
Need to work on outreach to students and faculty. Making people aware of resources and getting then to use them
How to get my colleagues excited about information literary instruction
Making students understand the importance of IL to their studies and lives
Figuring out what info lit stuff can be “flipped” and what should be done in class.
Instruction in the face of googeization – is it necessary?
Delivering substantive active learning instruction sessions in 50 minutes with variety of ages and library instruction experiences.
Brainstorming, short modules of basic info lit, than can be made into mini-tutorials
Presentations and lectures to students
Project mapping and initiation
Finding time and (good) tools to create DLMs
New active learning activities
How do I make “show my students how to find articles in this data base” creative and interactive?
To deal with the disparities among students in their level of information literacy which affects the institutions effectiveness
Too much time on one facet
Information overload
Finding a balance during instructions between students who know much and students who know nothing
At times I allow too much from faculty during BI
Helping students link previous experiences to new knowledge in one session
Holding students’ interest
Project time allotment
Smooth transitions, moving gracefully from one topic to next
Impatient with details
Teaching / Classroom Breakout Session
Participants in the Classroom Teaching Strategies breakout session in the morning discussed:
Flipping the classroom
IUSB's one-credit course, and their decision to stop providing research instruction support for 100-level courses as a result
Instruction as performance
What is essential to cover in 50 minutes?
Timing during the semester (i.e., please not the first week of class!)
Faculty collaboration
Faculty Collaboration Breakout Session
Participants in the breakout session on collaborating with teaching faculty discussed:
Relationship-building: using social events, committees, and other opportunities to work with faculty
Emphasizing what we can do for faculty, what's in it for them
Striking a balance between standing up for oneself and giving up control when working directly with faculty in the classroom
Building community among the faculty, especially with new faculty
Assessment Breakout Session
Participants in the assessment breakout session discussed:
If what we currently have is essentially a survey of students' satisfaction, how do we transform that into an assessment of learning?
Pre/post tests
Minute papers
Examining bibliographies of completed student papers
Possible need to assess faculty's information literacy skills
Using assessment data as a tool to enable and facilitate collaboration among librarians, and to encourage librarians to change and improve their pedagogical strategies
Large-Group Discussion
Who needs libraries when there's Google?
Library as place
Teaching critical thinking
Teaching evaluation
Teaching and providing context
Getting out of the business of teaching retrieval
Consultation
Librarians' filters are informed by library values, not by the profit motive.
Providing context and explanation
Providing mediation between students and faculty, explaining to students what faculty mean
