robin kear western trends in academic librarianship - instruction

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Western Trends in Academic Librarianship: Instruction Robin Kear, MLIS Eurasian University, Kazakhstan April 2012

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Page 1: Robin kear   western trends in academic librarianship - instruction

Western Trends in Academic Librarianship:

Instruction

Robin Kear, MLIS

Eurasian University, Kazakhstan

April 2012

Page 2: Robin kear   western trends in academic librarianship - instruction

Change Reexamining our role in

our university and how to best interact with faculty and students

They are changing their research habits and the way that they produce scholarship

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Our Reasons for Information Literacy Initiative

Assessment requirements at the University of Pittsburgh

Middle States Commission on Higher Education

ARL’s call to transform research, teaching and learning

ULS Long Range Goal

Page 4: Robin kear   western trends in academic librarianship - instruction

Information Literacy Initiative

Demystifies library

Empowers students

Generates PR/Good will

Supports mission of the library

Promotes Information Literacy

Set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.“

ACRL Information Literacy Competency Standards for Higher Education

http://www.ala.org/acrl/standards/informationliteracycompetency

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ACRL Standards

Created in 2000 and modified by the American College & Research Libraries division of the American Library Association

http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/standards.pdf

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Standards Toolkit

The Standards Toolkit is a set of tools, web pages and other resources that will help you to use the Information Literacy Competency Standards for Higher Education.

• Standard One: Know• Standard Two: Access• Standard Three: Evaluate• Standard Four: Use• Standard Five: Ethical/Legal

http://www.ala.org/acrl/issues/infolit/standards/standardstoolkit

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Role of ULS In Information Literacy Assessment

Online information literacy test 45 questions dealing with a range of information seeking skills Benchmark freshman IL skills Assess senior class skills

Page 8: Robin kear   western trends in academic librarianship - instruction

The Goal: Better IL Integration at the Course/Program Level

Embed into the research process of the course or programCollaborate with the instructor(s) or program director(s)Always tie instruction to the assignment

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Various, Simultaneous IL Components

One-shot classes as library/searching orientations

One-on-one instruction

Embedded librarians

Classroom integrated tools

Integrated discipline/IL goals and rubrics

Curriculum mapping

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Embedded Librarian

Integral part of the whole

Part of the online classroom environment

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ENGLIT 0500: Intro to Critical Reading

Collaboration with a Pitt English Professor Tiered assignment I teach just before the annotated bibliography

is due Part of their CourseWeb Review annotated bibliographies

Page 12: Robin kear   western trends in academic librarianship - instruction

Levels for Courseware Tools

Macro Level Library Courseware Involvement, entails working with the developers and programmers of courseware to integrating into the software a generic, global library presence.

Micro Level Library Courseware Involvement, involves individual librarians teaming up with faculty as consultants to participate in developing a customized library instruction and resource component for the courseware enhanced courses.

Page 13: Robin kear   western trends in academic librarianship - instruction

Ideas for Courseware

Create downloadable items that can be imported into online courses

Remind faculty of virtual reference desks and library web presence

Offer to create and embed discipline specific IL rubrics

“Librarian Role”

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Techniques for Effective Library Instruction

Follow the Instruction Cycle Creation of instructional outlines (lesson plans)

Use Learning Objectives tied to Information Literacy

Active learning exercises related to objectives Use of tutorials and screencasts LibGuides (or research guides) Evaluation and Assessment

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• Online guides to using the library’s resources that can be designed around a subject or for specific classes and assignments.

• Can be built around the course syllabus or an assignment to connect students with the specific library resources they will need to be successful.

• Faculty can link to the guide or embed it into their CourseWeb class.

• http://pitt.libguides.com

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Rubrics

The ULS has created several rubrics that can be used by faculty and librarians to incorporate appropriate structure and assessment to the development of their instructional sessions.

These rubrics are based on the ACRL Standards and the eight skill sets identified by the SAILS (Standardized Assessment of Information Literacy Skills) test currently in use. There are four levels for all of the ULS rubrics. These include: novice, developing, proficient and accomplished.

Page 17: Robin kear   western trends in academic librarianship - instruction

Novice Developing Proficient Accomplish

ed

Develop Research Strategy

Unable to narrow

topic; Unsure of

how to findinformation

neededfor

assignment

Understandsnature & scope of

assignment;Determines

general keywords

in relation to topic

to begin searching

Shows an increased

understanding of

information neededfor topic; Refines

keywords and

develops synonymsfor search

terms

Able to adapt search

process to topic;

Knows what keywords

and phrases to employ

Page 18: Robin kear   western trends in academic librarianship - instruction

What is a Curriculum Map?

Grid for subject specific information literacy instructionScope and Sequence of skillsCustomizable to needs of a particular department or major

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Keeping Up with Technology Keep up with technology developments

and tools Learn various (standard) technology

applications Develop understanding of pedagogical use Implement in appropriate instructional

settings Assess if the technological tool

accomplishes desired outcomes

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Integrating Information Literacy…

Can be done in the faculty classroom, online, or through the library classroom.

It is imperative to collaborate with faculty, whether you will be embedding, be there in person, or through the web.

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The Reality

The research process is more difficult with information abundance:

•Technology issues now complicate research concepts further•Too many information choices, not enough orientation

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Goal: Better Research Assignments

Process over Product Tiered Paper Approach Suggest Alternatives to the 5-7 Pages

Annotated bibliography Literature review Bibliographic essay Evaluate and edit a Wikipedia entry Grant or research proposal

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Goal: Tiered Research Assignments

Thesis/topic meetingResearch log/journalPreliminary bibliographyOutline/IntroductionMid-point checkDraftsFinal Paper

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Goal: Embed Smaller Research Components

Explain Citations Explain Source Types Suggest Disciplinary Sources Explain Terminology (primary vs. secondary)

Explain Information Cycle

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Things students need… Collaboration between faculty and librarians Collaboration between academic departments and

libraries Connection between research-paper process and

everyday life research Context: background, vocabulary, expectation,

gathering resources Librarian as informational coach Frequent explanations of research (IL) concepts

across courses and years from faculty and librarians

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The Result: Ubiquity

Research is not disconnected from the classroom

Research is not an outside skill Research skills are necessary for all

their work

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LibGuide Companions

Information Literacy Fundamentals http://pitt.libguides.com/infolit

Information Literacy Tools http://pitt.libguides.com/infolittools

Page 29: Robin kear   western trends in academic librarianship - instruction

Robin Kear

Reference/Instruction LibrarianUniversity of PittsburghG22 Hillman Library3960 Forbes AvenuePittsburgh, PA [email protected]

http://www.linkedin.com/in/robinkear Twitter: @rkearMeebo Chat: rkearSkype: robin.kearhttp://pitt.libguides.com/profile.php?uid=18189