Active-Learning Presentation

Tomorrow I will be giving an active-learning presentation to librarians at Utah Valley University in Orem, UT. I have been updating and revising previous presentations along these lines. On my Google Sites page you can find some of these materials.

I anticipate that there will be lots of discussion. Librarians like to talk it seems. If you look at or want to use my presentations, please let me know and attribute me accordingly.

Favorite Teacher

Anyone who teaches for any length of time will certainly have there ups and downs along the way. How do you remain positive in the face of real challenges? Librarians, for better or worse, do not get to see students every day, so they do not get to see the progress or lack thereof of the students in the learning process. This may be changing as more librarians are becoming embedded in classes and help to grade research-related assignments. This models appears to have great potential for increasing students' information-literacy competencies.

To get excited about teaching, it may help to attend a teaching and learning workshop. Additionally, teachers may benefit from thinking about their favorite teacher. Why did they like that particular teacher? Which attributes did they exhibit?

Today I practiced a presentation and asked two groups of participants to describe their favorite teachers. Here are some of their responses:

• Cute


• Variety: in teaching methods


• Surprising


• Demanding high standards


• Meaningful, relevant assignments


• Funny or has a sense of humor = noted by both groups


• Knowledgeable = noted by both groups


• Interesting or off beat = noted by both groups


• Intelligent or smart = noted by both groups


• Interactive


• Passionate and/or enthusiastic


• Manages time effectively


• Organized = well prepared


• Caring


• Encouraging

What kind of teachers do we want to be? Are we embodying the teaching qualities that we admire in others? What can we do as librarians to help students become information literate?

Oboler Library Room 212

Jardines in 2010 029,
originally uploaded by Ref & Ins.

We have two instruction rooms in our Library. One has 26 computer workstations that allow for hands-on practice and live demonstration (we have Vision software that allows us to broadcast what we are doing at the instructor's station to all the other stations). It has a projector, screen, whiteboard, moveable blackboard, bulletin boards, handout cupboard, and ELMO. These have all been useful for instruction. This room (#212) gets used the most for instruction, because librarians like to let students practice and develop their searching and accessing skills.

Take a look in Flickr to see the photostream with more photos of our instruction rooms.

Oboler Library Room 266

Jardines in 2010 035,
originally uploaded by Ref & Ins.

This instruction room (#266) has an instructor station, projector, screen, whiteboard, a big-screen TV, tables, and chairs that seat a little over 30 individuals. It's more of a lecture room, but we have also used it for teleconferences (College of DuPage). We do have a piece of art work or two in each classroom as well.

We like having two instruction rooms; it allows for more flexibility as far as library instruction and scheduling goes. It also doubles as a meeting room for librarians and for a presentation room when vendors come and want to show us their products.

ACRL Information-Literacy Competency Standards

Academic librarians love to talk about instruction and reference. We like talking about students as well. Today we had ten librarians attend our monthly instruction meeting, which is about two-thirds of the total number of librarians who give instruction in our library. For the bulk of the meeting we talked about information-literacy skills. After a quick review of the information-literacy competencies, we ranked them, giving a rank of one (1) to the competency we felt students have mastered best and a seven (7) to the one for which they may have the least ability. Granted, this was just a survey on the perceptions of our librarians, but it sure generated some good discussion.

ACRL’s Information Literacy Standards

1. Determine the extent of information needed


2. Access the needed information effectively and efficiently


3. Evaluate information & its sources critically


4. Incorporate selected information into one’s own knowledge base


5. Use information effectively to accomplish a specific purpose


6. Understand the economic, social, & legal issues surrounding the use of information


7. Access and use information ethically & legally

We had junior and senior undergraduates in mind for this survey. The rankings seemed to be all over the place without too much consensus. The only two standards that a majority seemed to agree upon were the last two. Eight of the nine ranked Standard #6 a six (6) or a seven (7). We tallied the rankings, so the rank each received added up for points toward that standard. Like golf, the lowest point total wins as the standard our librarians considered that students had mastered the best. Here are some of the results:

1. Use information effectively to accomplish a specific purpose = 24 points (ACRL Standard 5)


2. Determine the extent of information needed = 26 points (ACRL Standard 1)


3. Access the needed information effectively and efficiently = 27 points (ACRL Standard 2)


4. Incorporate selected information into one’s own knowledge base = 31 points (ACRL Standard 4)


5. Evaluate information & its sources critically = 39 points (ACRL Standard 3)


6. Access and use information ethically & legally = 47 points (ACRL Standard 7)


7. Understand the economic, social, & legal issues surrounding the use of information = 52 (ACRL Standard 6)

Of course, at least one librarian filled the "maverick" or "outlier" role by ranking Standard 6 number one (1). This same librarian may have been the one who ranked Standard 7 dead last with a seven (7). This "maverick" librarian may have been the one who was grading student papers last night, or perhaps she was grading bibliographies, which certainly indicates that librarians' perceptions may certainly differ from instructors' perceptions, who assess student work and work with students through the whole process.

Following this ranking exercise, the handout asked us to identify which standard or competency that students believe they have mastered more than the others. A unanimous vote for Standard number two (2). Librarians perceive that students think they are excellent searchers. A Google mindset means that they think they can find anything and everything when provided a search box or a browser at least.

When asked which standard we as librarians feel we address the best in our instruction sessions, we responded with Standard 2. We mainly focus on accessing the information, including demonstrating the mechanics of our catalog and databases. With only 50 minutes we must show them where to go in order to find the articles or books for their research project.

Idaho State University librarians (at least the two-thirds in attendance today), maintained that focusing on accessing information efficiently and effectively, as well as evaluating information and its sources critically (Standards 2 & 3), should continue to be emphasized during library instruction sessions.

View the PowerPoint presentation (ACRL Info Lit Standards) from the instruction meeting, which includes the results of the voting. My Slideshare account provides access to other presentations as well.

Facilities as Recruiting Points

A week or two ago I learned about a study that discovered the importance of facilities in recruiting prospective college students to campus. I needed that information again today, so I thought I'd share it with other in case they had not heard about it already:

The Impact of Facilities on Recruitment and Retention of Students
by David Cain, Ph.D. & Gary L. Reynolds, P.E.

Yesterday I attended a workshop on creating an emergency survival kit for the workplace, and the presenter happened to be one of our campus recruiters for the College of Technology. In fact one of his other recruiting colleagues also attended. As the Coordinator of Instruction I am also involved with outreach and coordinate tours and instruction for students in local high schools. Anyway, I thought to share one of our promotional brochures on the Library with him and all the other campus recruiters, reminding them not to forget about the Library in their conversations with prospective college students. Additionally, I invited them to work with me to schedule tours of the Library. Student opinions of the Library can influence their enrollment decisions as suggested in the above-mentioned article.

It interests me that attending a workshop introduced me to new people who gave me some new information and ideas on how I can help recruit college students, plus some tips on emergency kit items.

English 101 Class

So I have been teaching students in the library one-shot sessions for close to three years now, but I still get nervous. Preparation for this class began two or three weeks ago, but I still felt like I was scrambling to get ready. Last week I sent a tentative outline with some tentative worksheets to the instructor. He asked if this would include/allow for a "quick tour." Then I looked at his request a bit more closely and saw that he did ask for an introduction to the Library's resources, so a tour made sense, though I wonder if librarians know how to give a "quick tour." We love libraries, so where do we stop?

As with other classes, I asked for a list of student topics. Instead, the instructor gave me access to his Moodle course, which allowed me to go see students' posts within a class forum. This proved to be very useful. With the topics I chose one that allowed me to find a resource on three of our four floors (apparently there are not many books on human genetic engineering in our Special Collection = basement). With call numbers in hand, we went straight to the spot on the shelves where the resources could be found. This emphasized that items with call numbers can be found on all floors of the Library, so researchers to pay attention to the "Library Location" within the catalog.

Once we found and discussed the book a bit, I had students read previously printed questions, which just happened to be color coded. Students with a blue question read it aloud on the 3rd floor before I answered it. It did tax my memory to remember which floor went with which color; perhaps I should have written it out on my outline, which I did take with me. This livened up the tour a bit, and it even solicited a few extemporaneous questions. Many refer to this as the Cephalonian Method.

Admittedly, the tour was not so quick as I wished it would have been, but the instructor commented that he had never had one of classes take a tour, but he was glad we did it today. He thought that the questions would be used after my spiel, sort of as a review exercise, but he said that this actually worked better having students ask questions. It seems that students become owners of their questions, they get to hear someone else's voice, and they tend to pay a bit more attention.

Ideally, it works even better if you can insert a couple humorous questions, anecdotes, or bits of information on the tour. If you have any examples, please share. My tour spiel could use some improvement. I did not tell them everything I know about the Library, which is always tempting, but students do not remember it all anyway. It's good to emphasize to them to come ask us for help in case they do forget stuff.

During the class we also talked about the research process and looked up materials in our Library catalog, so this seemed to be a good course to follow for an English 101 class. The active-learning, Cephalonian exercise contributed to make the class a bit better.

Need a DOI?

No, this is not a post on driving over the influence, nor under it, either. Rather, this is about finding a digital object identifier (DOI). The International DOI Foundation gives the following definition: "A DOI® (Digital Object Identifier) is a name (not a location) for an entity on digital networks. It provides a system for persistent and actionable identification and interoperable exchange of managed information on digital networks."

Some associations, such as APA and AMA, have begun to ask for DOIs in their bibliographic references and include instructions within their published citation style manuals.

What happens if you cannot find the DOI? Fortunately, many databases provide the DOI as part of the full citation of the articles they index. Nevertheless, there may be times when the DOI cannot be located. Crossref.org has created a query page that allows individuals to input elements of their citation into blank fields before clicking the search button to find the answer. Actually, they provide three different search options:

• Bibliographic Metadata Search: enter as many individual elements of an article, book, or conference proceeding citation. Note: select the radio button next to Book/Conference proceeding if that is what you seek.


• Search an Article Title: use this one if all you have is the article title. Knowing the author's name may reduce results.


• Automatic Parsing of a Normal Reference: enter the text for a bibliographic record. It lets you search for multiple DOIs if you enter multiple bibliographic references.

So if this post influences you to use Crossref.org to find DOIs, then you might just be driving [the internet] under the influence (DUI).

Using Google Sites as Library Guides

Idaho State University stopped using a webmail service back in October 2009 and switched to Google Apps. I have migrated completely from the Microsoft Outlook to exclusive usage of the Google Apps. It has many advantages, though many of my colleagues may argue otherwise. They have stayed with Microsoft Outlook, preferring its system of folders, which is an advantage in many instances. Today's news says that 25 million people use Google Apps.

I like the greater capacity to collaborate with the Google Apps. It seems to be easier to share calendars, share documents, collaborate on websites, etc. Google Sites in particular makes it easy to create webpages. True, they may not function as well as LibGuide's product; however, the price tag, or lack thereof, really makes Google Sites more of a realistic option in today's down economy.

As part of my duties, I teach lots of different classes and have created handouts for many of them. Unfortunately, some students will discard them immediately after the class, so rather than print handouts that may get wasted it may make a bit more sense to create websites and include digital copies of the handouts and worksheets that they can print or use digitally themselves.

Here are some of the Google Sites I have created thus far:

• Comm.101


• Eli M. Oboler Library Tutorials


• English 102


• Grad Students


• PE 473/573


• PE for Grad Students


• Spencer Jardine's ISU Work Site


• Theatre Resources

Let me know what you think of them and please share any suggestions for improving them.

Information Literacy: A Practical, Everday Skill

About a month ago, a friend of mine invited me to join him in a triathlon. That sounded like a good idea, so the next morning I got up early and went to the gym to swim. Of course, I was pathetic, which did not surprise me. My swimming skill at the time was more on the level of a beginner than an intermediate. Another friend saw me swimming and invited me to train with him for this triathlon, which I gratefully accepted.

From the beginning he talked about how difficult swimming had been when he had first started a year earlier. He also mentioned that he had gone onto YouTube to learn more about swimming techniques, how useful that had really been, and even supplying some basic keywords for the search.

Now I had heard that YouTube had become more of a reference resource, but I just have not used it much for anything more than entertainment or library-related videos. Like many online search engines, when I began typing in "swimming technique" it supplied with numerous other search options, such "swimming technique freestyle," "swimming technique butterfly," "swimming technique for beginners," "swimming technique breathing," etc.

One thing I really like about these videos is that they automatically include captions, which is really nice for catching all that the "instructor" says. The audio is not always the best, considering that many of the YouTube videos are created by amateur cinematographers.

Like other social networking sites, you may add your own comments to critique or praise the video. As a beginner, I have enjoyed some of the following videos on the subject of swimming technique as found in my Delicious account under the tag "swimming."

By the way, several people think I'm crazy for wanting to compete in a triathlon; they believe I need to start practice the word "No." We have even had some mini-workshops on this skill in our core reference meetings. : )

Finding Full-text Theses & Dissertations

A week or two ago one of my colleagues made me aware of a site that can help you find the full text to a thesis or dissertation. If she is helping someone at the reference desk who needs a thesis, she will look here before advising them to request a copy via our Interlibrary Loan department.

Networked Digital Library of Theses and Dissertations's website states: "The Networked Digital Library of Theses and Dissertations (NDLTD) is an international organization dedicated to promoting the adoption, creation, use, dissemination and preservation of electronic analogues to the traditional paper-based theses and dissertations."

Once you get there, select the following words in the box: "for Researchers: Find ETDs." Presumably, ETD stands for "electronic theses and dissertations." On the Find ETDs page you will see options for searching, browsing, and contributing to the archive as well as various possibilities for interfaces. The VTLS Visualizer hyperlink will take you to a search interface where you can plug your search terms in the box and do some hunting.

If this tool is not sufficient, you might look for the Dissertations & Theses A&I database. Most academic institutions purchase access to this database, since it can be immensely useful for graduate and faculty research. It's great for searching; however, it just provides abstracts, 24-page previews, and the option to purchase a copy in various formats..

Now I have one more thing to show graduate students in future workshops--as if I did not have enough already!

New Video & Editing YouTube Videos

This afternoon I created a 5-minute video, showing how to use the EBSCOhost database Academic Search Complete. My comments are directed toward students enrolled in a Communications 101, or speech, course.

While I'm on the subject of videos, I just learned that there's a free web tool out there called TubeChop, which allows anyone to specify which part of a video they want to see and create a link to it or save it within a presentation. Librarians at Information Literacy meets Library 2.0 made me aware of this, and apparently they found out on Twitter from Phil Bradley.

Case-based Library Instruction

About a week ago, I read Andy Spackman and Leticia Camacho's article, "Rendering Information Literacy Relevant: A Case-Based Pedagogy." This article, which is published in The Journal of Academic Librarianship talks about promoting actual information-literacy skills among undergraduate students. By creating a scenario in which students must solve a problem, they engage students with real-life situations.

In each case study students must determine which sources or kinds of information they must consult to solve the problem. Spackman and Camacho created the Library Instruction Case Wiki "to assist in implementing a case-based pedagogy" (548). Moreover, these authors included three example cases within their article, which proved valuable in illustrating their points and the value of their efforts.

For them and others, they believe "that students learn and retain more when they are involved with the conditions of the problem, seek alternatives, and find their own solution" (549). They have gone away from the one-shot session dumps that try to teach the students everything they need to know about the library. Instead, they work on "meaningful problems" that grab student attention, and they focus on achieving the Association of College and Research Libraries' Information Literacy Competency Standards for Higher Education.

Spackman and Camacho also cite data from student evaluations that further underscore the value of the case study as a teaching and learning tool. This method of teaching engages students. They find more meaning participating in an activity such as this. Handouts can serve as supplemental materials to demonstrate usage of a database or outline a series of resources that would be particularly useful.

To understand how to develop or implement case-based library instruction, read their article and refer to their bibliography.

Spackman, Andy and Leticia Camacho. "Rendering Information Literacy Relevant: A Case-Based Pedagogy." The Journal of Academic Librarianship 35.6 (26 Sept. 2009): 548-54.

P.S. Spackman and Camacho are business librarians, so their cases may be particularly useful to other business librarians. They are also interested in cases developed by other librarians for other disciplines. See their Library Instruction Case Wiki.

Brief Follow-up on Jing

Thank you to everyone who has come and visited my blog in the last week. If I interpreted the Google Analytics report correctly, then 180 individuals have looked at my most recent post on Jing, which is screencast software. Honestly, that tops all other personal records as far as individuals looking at one of my posts. I must have hit on a popular topic.

I am still quite excited about Jing and its potential for demonstrating search techniques and database demonstrations, which would open up library instruction for actual information-literacy activities. I may have mentioned this in the first post on Jing, but it seems that it would be a great reference tool, particularly when working with patrons over the phone, IM, or email. It's quick and easy.

Jing! An Awesome Way to Promote Information Literacy

Jing offers free downloadable software that enables you to create audio tutorials, simple screen shots, and then share them freely with others. It seems that reference librarians could easily create an audio tutorial while serving a patron on the phone or via chat reference. By creating a free account with Screencast.com, you can have 2 GB of storage space for your screen shots and screen casts.

Look at the table showing the difference between the free Jing and the Jing Pro version.

Creators of this software have made it relatively easy to share your screen casts with email messages, web code to embed it into a web site or blog, and a stable URL however you wish to share it. Naturally, Jing created a video introducing their product, which I do recommend.

For library instruction, this could really be beneficial. Quick audio tutorials can be created and shared in the ways just mentioned, leaving more time to focus on information-literacy standards. The URLs can be distributed on handouts, to instructors, on Libguides, etc. (Recently, I took the time to learn about Google Sites, which is how I may begin creating my own Libguides, since my institution cannot afford the real Libguides.) With a good pair of headphones that include a microphone, an audio tutorial can be creating lickety-split.

Some might consider the limitation of 5 minutes to be detrimental, but it seems that many students do not appreciate lengthy demonstrations. Most are of the following mindset: "Get in, get done, get out." Of course, if any humor can be inserted, all the better.

Take a look at a couple of my spontaneous audio tutorials:

• Course E-Reserves: Finding Your Professor's Electronic Documents (2 minutes 34 seconds)


• Reference Books: Limit Results by Location in the Library Catalog (2 minutes 30 seconds)