collaborating and negotiating with faculty presented by roberta tipton 50 minute instructor april...

Collaborating and Collaborating and Negotiating with FacultyNegotiating with Faculty

Presented by Roberta TiptonPresented by Roberta Tipton

50 Minute Instructor50 Minute Instructor

April 25, 2003April 25, 2003

© Roberta Louise Tipton 2003

In the Beginning…In the Beginning…

Who asks you to teach?Who asks you to teach? How do you receive requests?How do you receive requests? What are the rules of the road?What are the rules of the road? What can you expect from your What can you expect from your

instruction coordinator?instruction coordinator?


What Is Our Role?What Is Our Role?

Focus on student learningFocus on student learning Sing backupSing backup to the faculty agenda to the faculty agenda Provide leadership in the use of Provide leadership in the use of

library resourceslibrary resources


What Do We Have To What Do We Have To Offer?Offer?

A completed graduate degreeA completed graduate degree Personal or institutional teaching Personal or institutional teaching

experienceexperience Experience at the reference deskExperience at the reference desk A global view of informationA global view of information


What Do We Want to What Do We Want to Teach?Teach?

Common curriculum Common curriculum Learning objectivesLearning objectives Information competenciesInformation competencies


What Are Your Specialties?What Are Your Specialties?

Write down what you can doWrite down what you can do Make time estimatesMake time estimates Use the list in negotiationsUse the list in negotiations Change the list at intervals as you Change the list at intervals as you

learn new things learn new things


Negotiating: Expectations Negotiating: Expectations and Realitiesand Realities


The Student’s AgendaThe Student’s Agenda

Survive the course, receiving the Survive the course, receiving the highest possible gradehighest possible grade

Perform as little work as possible, Perform as little work as possible, spending as little time as possiblespending as little time as possible

Our job: demonstrate the Our job: demonstrate the contradictionscontradictions


The Faculty Member’s The Faculty Member’s AgendaAgenda

Achieve a set of learning Achieve a set of learning objectivesobjectives

Our job: discover the learning Our job: discover the learning objectivesobjectives

Our job: support, enhance, Our job: support, enhance, facilitate those learning objectivesfacilitate those learning objectives


Faculty Problem ChildrenFaculty Problem Children

BabysittingBabysitting Bad assignmentsBad assignments Sink or swimSink or swim Active hostilityActive hostility

– To the librarianTo the librarian– Student/faculty conflictStudent/faculty conflict


Getting the Most Out Of Getting the Most Out Of Library Instruction: Some Library Instruction: Some

Tips for FacultyTips for Faculty

© Roberta Louise Tipton

Have a Definite Have a Definite AssignmentAssignment

Share your assignment and your Share your assignment and your syllabus with the librarian who will syllabus with the librarian who will be teaching your class.be teaching your class.

Share your assignment with your Share your assignment with your students at least a week before students at least a week before they come to the library. Have they come to the library. Have them check in with you about their them check in with you about their paper topics.paper topics.


What Makes a Good What Makes a Good Library Assignment?Library Assignment?

Helps the students focus on course Helps the students focus on course contentcontent– Treasure hunts and Web surfingTreasure hunts and Web surfing

Fits available resourcesFits available resources Is possible within the time allottedIs possible within the time allotted


Show Up for the Library Show Up for the Library ClassClass

Stay the entire time. Stay the entire time. Your students will adopt your Your students will adopt your

attitudes toward the class; if you attitudes toward the class; if you show that you think it is important, show that you think it is important, they will believe it is important.they will believe it is important.


The Librarian’s AgendaThe Librarian’s Agenda


We want students to learn We want students to learn how to do research so that:how to do research so that:

They will become successful They will become successful studentsstudents

They will become lifelong learnersThey will become lifelong learners They will not ask us to do for them They will not ask us to do for them

what they should be doing for what they should be doing for themselvesthemselves

They will continue to ask us to help They will continue to ask us to help them with the harder stuffthem with the harder stuff


We want faculty members We want faculty members to come back to us to come back to us

because:because:

Their students will do better work Their students will do better work for themfor them

Faculty will stay up to date on Faculty will stay up to date on changes in the library systemchanges in the library system

We will stay tuned to what is We will stay tuned to what is happening in the classrooms on happening in the classrooms on our campusour campus


BibliographyBibliography

Iannuzzi, Patricia. "Conceptualizing Iannuzzi, Patricia. "Conceptualizing Information Literacy". Presented at Information Literacy". Presented at Information Literacy: Laying the Information Literacy: Laying the Foundations. Foundations. LACUNY Institute LACUNY Institute 2000, May 19th, 2000, Baruch 2000, May 19th, 2000, Baruch College, New York, NY. College, New York, NY. (http://lacuny.cuny.edu/institute/20(http://lacuny.cuny.edu/institute/2000/keynote/cuny1_files/frame.htm)00/keynote/cuny1_files/frame.htm)


BibliographyBibliography

In-Class Information In-Class Information Literacy/Critical Thinking IdeasLiteracy/Critical Thinking Ideas (http://www.library.ucla.edu/librari(http://www.library.ucla.edu/libraries/college/instructors/ilideas.htm)es/college/instructors/ilideas.htm)

Kitchens, Joel D. "Practical Help for Kitchens, Joel D. "Practical Help for History Instruction: Making the One History Instruction: Making the One Shot Count". Research Strategies Shot Count". Research Strategies 18: 63-73, 2001.18: 63-73, 2001.


collaborating and negotiating with faculty presented by roberta tipton 50 minute instructor april...

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