Podcasts about library instruction

Play Episode Listen Later Jun 30, 2012

Listen to the podcast (~64 minutes)We've all been there....the student comes in at the very last moment, looking for "x" number of articles or any information to help them with their paper that is due.....tomorrow. M. Catherine Hirschbiel, who submitted a scenario similar to the aforementioned, joins us this month to discuss the challenges teaching students when they come in for help to find information, specifically in the 11th hour of their research.M. Catherine Hirschbiel is a Reference & Instruction Librarian at Lesley University & The Art Institute of Boston (AIB), as well as an Assistant for Reference & Outreach at Emerson College.Join us for future episodes! If you’re interested, please post a comment below on the Adventures in Library Instruction blog or send us an email! We’d love to have you be a part of our Skype discussion or participate in a one-on-one interview. OR you can record your own a segment of something fabulous you’re doing with library instruction techniques, technology, or methods!

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Episode 35: The Guide on the Side w/ Meredith Farkas

York Campus CITE - Professional Development Presentations

Play Episode Listen Later Apr 25, 2012

Listen to the podcast (mp3, ~56 minutes)Jason and Anna are joined by Meredith Farkas to discuss her recent American Libraries' "Technology in Practice" column, The Guide on the Side. Discussion includes the evolution of interactive learning objects, as well as the development and placement of learning objects to achieve learning outcomes and to maximize usage.Meredith is head of instructional services at Portland State University in Oregon. She is also part-time faculty at San José State University School of Library and Information Science. She blogs at Information Wants to Be Free and created Library Success: A Best Practices Wiki.Show Notes:Meredith's most recent "Technology in Practice" column, The Guide on the SideUA’s JSTOR Tutorial, using The Guide on the Side softwarecakephp → http://en.wikipedia.org/wiki/CakePHPJoin us for future episodes! If you’re interested, please post a comment below on the Adventures in Library Instruction blog or send us an email! We’d love to have you be a part of our Skype discussion or participate in a one-on-one interview. OR you can record your own a segment of something fabulous you’re doing with library instruction techniques, technology, or methods!

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"I Didn't Realize We Had That!” A Library Instruction Session for Faculty & Staff

Play Episode Listen Later Apr 4, 2012 49:06

Lisa Hartman (Asst. Prof. Information Science), HACC York, 25 January 2012, York CITE - Spring 2012 presentation series. Description: If you are new to the York Campus, or even if you would simply like to have a refresher on library services and resources, please join us for one of our two scheduled CITE workshops! We will discuss the services that the library offers, the variety of resources available to you and your students, and we will show some tips and tricks for working with our catalog and electronic resources. Podcast theme music credits: "Outside Poolside" by Lasswell, http://ccmixter.org/files/lazztunes07/27051, is licensed under a Creative Commons license: http://creativecommons.org/licenses/by-nc/3.0/.

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Episode 34: Discovery Layers in the Classroom

Play Episode Listen Later Mar 30, 2012

Listen to the podcast (mp3, ~58 minutes)Rachel and Jason educate Anna about "discovery layers," while the two of them wrestle with the idea of how, when, where, and why discovery layers fit in an instruction session.Note: Please excuse the excessive noise around the 23 minute mark; Anna's 4-year-old felt the need to snuggle with her while recording.Show Notes:GSU’s “Discover” (EBSCO Discovery Service)American University's SearchBoxDiscovery Layer Interfaces via Library Technology GuidesGrotti, M. G. & Sobel, K. (2012). WorldCat Local and Information Literacy Instruction: An Exploration of Emerging Teaching Practice. Public Services Quarterly, 8(1), 12-25. doi:10.1080/15228959.2011.563140Update: Anna came to learn (post-recording) that HER [public] library actually has a discovery layer via SirsiDynix's Enterprise. Who knew?Join us for future episodes! If you’re interested, please post a comment below on the Adventures in Library Instruction blog or send us an email! We’d love to have you be a part of our Skype discussion or participate in a one-on-one interview. OR you can record your own a segment of something fabulous you’re doing with library instruction techniques, technology, or methods!

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Episode 33: Love the Cataloger; Hate the Catalog

Play Episode Listen Later Feb 22, 2012

Listen to the podcast (mp3, ~57 minutes)Rachel, Jason and Anna have the great pleasure of talking Laura McElfresh, the Assistant Director (and Cataloger Extraordinaire) from Oklahoma State University-Oklahoma City Library. The conversation includes information tidbits from the book, Magic Search, as well as benefits of collaboration between instruction librarians and catalogers.Note: At about 46 minutes into the show, we say good-bye and thanks to Laura, and we address listener comments from Episode 32: Critical Thinking Skills and Strategy.Show Notes:Kornegay, R. S., Buchanan, H. E., & Morgan, H. B. (2009). Magic search: Getting the best results from your catalog and beyond. Chicago: American Library Association. Cockroaches -- for those who want to know to which order and species cockroaches belong.Join us for future episodes! If you’re interested, please post a comment below on the Adventures in Library Instruction blog or send us an email! We’d love to have you be a part of our Skype discussion or participate in a one-on-one interview. OR you can record your own a segment of something fabulous you’re doing with library instruction techniques, technology, or methods!

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Episode 29: Balancing and Prioritizing the Instruction Load

Play Episode Listen Later Aug 31, 2011

Listen to the podcast (mp3, ~60 minutes)Rachel, Jason, and Anna share possible strategies instructors can take to relieve instruction-related stress, especially stress revolving around instruction load and setting priorities. The Adventures in Library Instruction trio also discuss programmatic, department-wide strategies to help keep library instructors energized.Show Notes: Jason's [with Sarah Steiner] Simmons College SLIS continuing education course, Instruction Librarian Boot Camp, coming in November;Pellergino, Catherine. "Why it matters how faculty view librarians." Spurious Tuples (Personal Blog). August 26, 2011).What Students Don't Know - 2-year anthropological study of Illinois libraries studying students' research habits and library interactivity;Library Society of the World FriendFeed discussion about managing instruction loads;Farkas, Meredith. “Tutorials that matter. (Technology in Practice).” American Libraries. (August 10, 2011). [re: integrating learning objects strategically in the discipline curricula] The Instruction Balance, coordinated by ACRL’s Instruction Section’s Teaching Methods Committee and Education Committee, January 22, 2006, San Antonio, TX [check out the accompanying bibliography -- a bit dated, but some good resources]Picture of Rachel's monkey costume (sans makeup):

Does Library Instruction Make a Difference? Mixed Methods Study of the Library Experience of Graduating Seniors (Audio)

Play Episode Listen Later Aug 19, 2011 22:54

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. Librarians hope to affect student achievement by meeting students in the classroom. At University of Wyoming, the number of instruction sessions offered by librarians has increased from 127 sessions in 2001 to 357 sessions in 2009, and our institution is part of a national trend. But does all the time and effort expended on library instruction help students succeed academically? This study will attempt to establish a connection between library instruction and student achievement via a focus group with graduating seniors and a transcript analysis correlating students' library instruction experience to GPA. I hypothesize that seniors who have had library instruction in their sophomore, junior, or senior year (in addition to the expected instruction in their freshman year) will be more successful than students who did not have library instruction after their freshman year. Hopefully, students who attend multiple library instruction sessions at UW succeed, achieve, and learn more than those who do not. Learning more about the student experience via the focus group and analysis of a large sample of senior transcripts will give us more information about which students receive library instruction, at what point they receive it, and how we can improve the library instruction program for students in different programs of study. We are working to create a tiered approach to information literacy teaching, and this study will provide us with some of the information and supporting data we need to make that happen.

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Developing "One-Size-Fits-Most" Library Instruction Assessment Tool

Play Episode Listen Later Aug 19, 2011 29:30

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. In 2009, the University of Chicago Library embarked on a pilot program to integrate library instruction into the Department of History's thesis seminar. As part of the pilot, the Library developed a brief assessment consisting of a pre- and post test of student library research skills. Over the next several months, we tested different versions of the assessment to develop a quick and easy form that could be used in most of our library instruction programs (especially for BA and MA seminars). By encouraging our librarians to use a common assessment tool, we hope to gain a broader picture of library research skills at the University.

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Does Library Instruction Make a Difference? Mixed Methods Study of the Library Experience of Graduating Seniors

Play Episode Listen Later Aug 19, 2011 22:54

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. Librarians hope to affect student achievement by meeting students in the classroom. At University of Wyoming, the number of instruction sessions offered by librarians has increased from 127 sessions in 2001 to 357 sessions in 2009, and our institution is part of a national trend. But does all the time and effort expended on library instruction help students succeed academically? This study will attempt to establish a connection between library instruction and student achievement via a focus group with graduating seniors and a transcript analysis correlating students' library instruction experience to GPA. I hypothesize that seniors who have had library instruction in their sophomore, junior, or senior year (in addition to the expected instruction in their freshman year) will be more successful than students who did not have library instruction after their freshman year. Hopefully, students who attend multiple library instruction sessions at UW succeed, achieve, and learn more than those who do not. Learning more about the student experience via the focus group and analysis of a large sample of senior transcripts will give us more information about which students receive library instruction, at what point they receive it, and how we can improve the library instruction program for students in different programs of study. We are working to create a tiered approach to information literacy teaching, and this study will provide us with some of the information and supporting data we need to make that happen.

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Getting More Bang for Your Buck: Using a Template to Create Rubrics and Worksheets for Library Instruction Assessment (Audio)

Play Episode Listen Later Aug 19, 2011 31:55

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. Utilizing worksheet and rubric templates to create assessment tools to measure student learning outcomes in library instruction is both effective and efficient. Librarians need not reinvent the wheel in designing assessment instruments when common student learning outcomes are the goal. A template for a worksheet or a rubric can be created and then modified for the specific needs of the librarian. At the University of North Carolina Wilmington, a template for a "research strategy worksheet" was developed to use as an assessment instrument for multiple library instruction sessions. This worksheet has been used for several semesters to assess students' abilities to identify appropriate databases and keywords and to locate books and articles after library instruction has been delivered. Worksheets provide a means for direct assessment and require students to demonstrate achievement of relevant student learning outcomes. In addition, they serve as an active learning exercise for students and help reinforce library instruction concepts. A rubric was also developed to score this worksheet. Using rubrics to score worksheets provides consistency in scoring and helps librarians determine what constitutes student "achievement" after library instruction. Student learning outcomes, the worksheet and rubric templates, and selected assessment results will be shared. A discussion of how the worksheet, rubric, and library instruction activities have been modified over time (“closing the loop”) will also be discussed. Attending librarians can modify the worksheet and rubric to meet the needs of their library instruction program and can easily begin to assess the effectiveness of their library instruction activities.

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Reflective Thinking : The Key to Student Learning Outcome Assessment for Library Instruction (Audio)

Play Episode Listen Later Aug 19, 2011 24:34

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. When it comes to assessment, librarians largely fall back on traditional value-added or quantitative assessment measures. However, these assessments frequently fail to demonstrate a marked impact on student learning based on specific course, programmatic, or institutional outcomes. Reflective writing prompts offer a perfect answer to this conundrum. When embedded in student coursework, reflection offers a unique opportunity for students to express, in their own words, their learning and search processes. Through reflective writing students will better internalize their own work flow and think more critically about their work. However, real learning cannot be assessed without a representative product. Journaling provides such a product and a golden opportunity for librarians to explore real student learning through coding journal responses. Additionally, such assessments may improve librarian input in the assessment process as information from reflective writing can be used in real-time to adapt course material to the unique challenges of individual classes, along with after course completion to improve the course for subsequent presentations. The presentation will introduce participants to the use of reflective writing prompts in information literacy instruction sessions. Participants will also have the opportunity to develop their own prompts for student reflective writing, discuss the process of coding responses, and review approaches for developing faculty and librarian partnerships.

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Developing "One-Size-Fits-Most" Library Instruction Assessment Tool (Audio)

Play Episode Listen Later Aug 19, 2011 29:30

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. In 2009, the University of Chicago Library embarked on a pilot program to integrate library instruction into the Department of History's thesis seminar. As part of the pilot, the Library developed a brief assessment consisting of a pre- and post test of student library research skills. Over the next several months, we tested different versions of the assessment to develop a quick and easy form that could be used in most of our library instruction programs (especially for BA and MA seminars). By encouraging our librarians to use a common assessment tool, we hope to gain a broader picture of library research skills at the University.

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Getting More Bang for Your Buck: Using a Template to Create Rubrics and Worksheets for Library Instruction Assessment

Play Episode Listen Later Aug 19, 2011 31:55

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. Utilizing worksheet and rubric templates to create assessment tools to measure student learning outcomes in library instruction is both effective and efficient. Librarians need not reinvent the wheel in designing assessment instruments when common student learning outcomes are the goal. A template for a worksheet or a rubric can be created and then modified for the specific needs of the librarian. At the University of North Carolina Wilmington, a template for a "research strategy worksheet" was developed to use as an assessment instrument for multiple library instruction sessions. This worksheet has been used for several semesters to assess students' abilities to identify appropriate databases and keywords and to locate books and articles after library instruction has been delivered. Worksheets provide a means for direct assessment and require students to demonstrate achievement of relevant student learning outcomes. In addition, they serve as an active learning exercise for students and help reinforce library instruction concepts. A rubric was also developed to score this worksheet. Using rubrics to score worksheets provides consistency in scoring and helps librarians determine what constitutes student "achievement" after library instruction. Student learning outcomes, the worksheet and rubric templates, and selected assessment results will be shared. A discussion of how the worksheet, rubric, and library instruction activities have been modified over time (“closing the loop”) will also be discussed. Attending librarians can modify the worksheet and rubric to meet the needs of their library instruction program and can easily begin to assess the effectiveness of their library instruction activities.

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Reflective Thinking : The Key to Student Learning Outcome Assessment for Library Instruction

Play Episode Listen Later Aug 19, 2011 24:34

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. When it comes to assessment, librarians largely fall back on traditional value-added or quantitative assessment measures. However, these assessments frequently fail to demonstrate a marked impact on student learning based on specific course, programmatic, or institutional outcomes. Reflective writing prompts offer a perfect answer to this conundrum. When embedded in student coursework, reflection offers a unique opportunity for students to express, in their own words, their learning and search processes. Through reflective writing students will better internalize their own work flow and think more critically about their work. However, real learning cannot be assessed without a representative product. Journaling provides such a product and a golden opportunity for librarians to explore real student learning through coding journal responses. Additionally, such assessments may improve librarian input in the assessment process as information from reflective writing can be used in real-time to adapt course material to the unique challenges of individual classes, along with after course completion to improve the course for subsequent presentations. The presentation will introduce participants to the use of reflective writing prompts in information literacy instruction sessions. Participants will also have the opportunity to develop their own prompts for student reflective writing, discuss the process of coding responses, and review approaches for developing faculty and librarian partnerships.

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Episode 2: Information Literacy, Assessment and "Catalogs Say the Darndest Things"

The WGIL Room

Play Episode Listen Later Oct 29, 2010

Episode 2: Where we discuss all things assessment, teaching those darn catalogs, and much more!Download: WGIL Room Episode 2: Information Literacy, Assessment and "Catalogs Say the Darndest Things" (mp3, 63 min)or listen to a streaming version: Podcast Notes:Adventures in Library Instruction podcast ACRL Immersion programsDebra Gilchrist's 5 Questions (on assessment, pronounced "Gil-crist" I'm pretty certain, despite how I mispronounce it in the podcast) Assessment-as-Learning (brief summary of Gilchrist's assessment writing formula from ACRL Immersion)Dana's Information Need Checklist handoutSUNYLA WGIL wiki Music attribution: Dancing On My Bed (The Pleasure Kills) / CC BY-NC-ND 3.0

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CCLI Spring Workshop Welcome from Chair Sharon Radcliff

Play Episode Listen Later May 15, 2007 16:43

On May 11, 2007, California Clearinghouse on Library Instruction (CCLI) and California State University, Sacramento hosted a Spring workshop entitled "Library Instruction 2.0: Empowering the Learner." CCLI Chair Sharon Radcliff, from St. Mary’s College, gave the initial welcome address.

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Learning 1.0 in a Web 2.0 World: Engaging Students, Classrooms, and Libraries

Play Episode Listen Later May 15, 2007 86:48

On May 11, 2007, California Clearinghouse on Library Instruction (CCLI) and California State University, Sacramento hosted a Spring workshop entitled "Library Instruction 2.0: Empowering the Learner." David Silver, Assistant Professor of Media Studies and the director of the Resource Center for Cyberculture Studies at the University of San Francisco, delivered the keynote address, entitled “Learning 1.0 in a Web 2.0 World: Engaging Students, Classrooms, and Libraries.”

Resesarch Instruction in a Web 2.0 World

Play Episode Listen Later May 15, 2007 65:24

On May 11, 2007, California Clearinghouse on Library Instruction (CCLI) and California State University, Sacramento hosted a Spring workshop entitled "Library Instruction 2.0: Empowering the Learner." Anne-Marie Deitering, the Undergraduate Services Librarian at Oregon State University, gave the second presentation, entitled “Research Instruction in a Web 2.0 World.”

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Instruction on Demand: Shifting Time and Space