Where’s the Librarian? Expanding Beyond the Library Through Research & Technology Peer Fellows (ACRL NEC 2015)
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ACRL NEC 2015 Where’s the Librarian? Expanding Beyond the Library Through Research & Technology Peer Fellows Elizabeth Dolinger (Keene State College), Irene McGarrity (Keene State College), Danielle Hoadley (Keene State College), Matthew McDougal (Keene State College) Questioning the value and sustainability of librarian led research instruction sessions, as well as the librarian staffed reference desk, two librarians spear-headed the development of a student peer mentor training program to improve integration of information literacy across the curriculum and provide research and technology assistance at the library’s new student staffed Information Desk. During this session, student Research & Technology Fellows will share their experiences participating in the program and two librarians will share their experiences developing and managing the program through a self-paced, blended model of online modules in the Canvas course management system and face-to-face trainings
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Where’s the Librarian? Expanding Beyond the Library Through Research & Technology Peer Fellows (ACRL NEC 2015)
- 1. Where’s the Librarian?? Expanding Beyond the Library Through Research & Technology Fellows “Where’s Waldo Flash Mob” Jeff Moriarty. CC by 2.0 #acrlnec15
- 2. Keene State College • 8 full time library faculty • 250-330 session per year until spring semester 2014 • Traditional reference desk until fall semester 2014
- 3. "Vanna White Stands Beside Puzzle." US Federal Government. Public Domain. Have you ever been a Vanna ???
- 4. Sustainability “Felling Snags on Fire Line” Gerald W. Williams Collection. Public Domain.
- 5. Integrative Learning Promoted by the intentional design of programs to facilitate students making connections between knowledge from multiple disparate experiences, concepts, or subjects and adapting skills learned in one situation to problems encountered in another See report: Integrative Learning: Mapping the Terrain & the Carnegie Integrative Learning Project http://gallery.carnegiefoundation.org/ilp/
- 6. High Impact Practices • First year seminars and experiences • Common Intellectual Experiences • Living & Learning Communities • Writing Intensive Courses • Undergraduate Research experiences • Service / Community based learning • Internships • Capstone Courses http://www.aacu.org/leap/hips
- 8. Training Program: Development • Develop competencies and expectations for tiers 1 & 2 • Create a modular course and develop activities, videos, and other learning materials
- 9. Training Program: Execution • Students enrolled in Canvas course and start training • Most of the course is online; a few key parts are in person 9
- 10. Training Program: Challenges • Tracking students • No dedicated Info Desk trainer • Student motivation to complete the training • Not enough face-to-face time 10
- 11. “Students were engaged with the Fellow in a way I haven’t seen when we’ve worked with library faculty. They listened better, they asked more questions, they participated more readily in applying the strategies the Fellow outlined— in short, they accomplished a lot more than students did in previous sessions and I think that’s absolutely because the help and advice were coming from one of their peers, rather than from just another faculty member.” - Professor Steve Kessler
- 12. Research & Technology Fellows (and their mentors)
- 13. “It's given me experience with being on my toes and learning to help students with just the little information they give me and manage to create a whole drafts of papers. It's also open many doors for me in my department and is something I'm proud to put on my resume.”
- 14. What we learned • One dedicated Info Desk trainer (could be rotating) • Required monthly meetings • More face-to-face contact • Assessment
- 15. Assessment • Reviewing data from LibAnalytics, analyzing the questions the students answered at the information desk (next week!) • Designing formal qualitative feedback mechanism for workshops taught by Fellows (one-minute exit ticket) • Gathered qualitative feedback from the Fellows and the instructors who worked with a Fellow
- 16. Where we are headed … • Collaborations with the Center for Writing– Research & Writing Fellows for specific “linked” courses spanning a full year • Training Research & Technology Fellows involved with Living & Learning Communities “Gordon Creek Road.” Luke Detwiler. CC by 2.0
- 17. Elizabeth Dolinger edolinger@keene.edu Twitter: @grateflibrarian Elizabethdolinger.wordpress.com QUESTIONS ? Irene McGarrity imcgarrity@keene.edu Twitter: @IreneMcgarrity
Hinweis der Redaktion
- INTRODUCTIONS – Elizabeth start – all introduce ourselves https://www.flickr.com/photos/moriartys/5647888080 image credit
- Elizabeth ~5,000 undergrads Primarily residential Liberal arts college 90% of sessions occurred at the lower level -- not equally distributed among the library faculty A majority of the sessions occurred in the same lower level gen ed courses – Integrative Thinking & Writing – was the main focus Had been in place since 2007, and was built upon bibliographic instruction– NOT SUSTAINABLE We also were required to staff a traditional Reference Desk – despite the quality of interactions that were occurring at the desk
- Elizabeth – You all know what we mean tho right!? This is a symptom of one-shots that we’re all familiar with and likely frustrated by -- Primarily our challenge is that these ONE SHOTS ARE IN SERVICE TO THE COMPLETION OF A SPECIFIC PRODUCT/ASSIGNMENT (like SOLVING THE PUZZLE)– RESULTS IN EXPECTATIONS FOR SESSIONS TO ADDRESS TOOLS AND THE SKILLS TO USE THEM – primarily database demonstrations which librarians don’t need to do – LIBRARIANS DON’T NEED TO BE VANNA WHITE -- BUT students teaching these can gain PRESENTATION SKILLS AND RESEARCH skills by preparing for them and LEADERSHIP AND PEER TUTOR SKILLS by helping others with research English professors don’t drop into classes and teach grammar– they have students in the writing center who do that One-shots are rarely built upon and scaffolded throughout the four year curriculum – they’re really in support of other curriculum
- Elizabeth ITS SIMPLY UNSUSTAINABLE for librarians to do these one shots and at the same time work on developing curriculum that actually develops Information Literacy– which at Keene we see as requiring the study on information as content WE DESIRED TO WORK IN A MODEL WHERE WE DEVELOP MEANINGFUL TEACHING & LEARNING RELATIONSHIPS WITH STUDENTS SO WE BEGAN TO RECOGNIZE these one-shots for what they are – which is a session in support of students completing their assignment AND SOUGHT OUT A WAY TO WORK DIFFERENTLY
- ELIZABETH At the same time as we’re having these thoughts – the predominant language on campus and in the higher education landscape was about this concept of Integrative learning, which is REALLY ABOUT THE DESIGN OF PROGRAMS- Integrative learning IS ABOUT THE INTENTIONAL DESIGN OF PROGRAMS TO FACILITATE STUDENTS MAKING CONNECTIONS BETWEEN COURSES, EXPERIENCES, AND THE APPLICATION OF THEIR LEARNING
- ELIZABETH And – also dominant in the language on campus was talk about “high impact practices” -- opportunities for integrative learning are fostered through these types of learning experiences – in addition -- The ACRL Framework drafts were being shared for public comment – The Framework highlighted these trends in higher education – especially the first draft-- such as integrative learning, collaborative projects, undergraduate research, and other high impact practices, and at Keene we heard a call upon the community of information professionals to engage in these practices to increase student understanding of the processes of scholarship and knowledge creation, and information development and impact on self and society. WE DECIDED TO FOCUS ON WAYS WE COULD ENGAGE IN HIGH-IMPACT PRACTICES Quality not quantity Aim for meaningful teaching and learning experiences
- ELIZABETH & TRANSITION IRENE I read this article by Brett Bodemer from California Polytechnic State University –inspired by this article and based on model of a center for writing & writing tutor programs – IRENE AND I DESIGNED THE Research & Technology Fellows program/wrote up an action plan— WE HAD ALREADY BEGUN TO TRANSITION OUR REFERENCE DESK TO AN INFORMATION DESK, PRIMARILY STAFFED BY STUDENTS -- BECAUSE LIBRARIANS SIMPLY COULDN’T SUSTAINABLY STAFF THE DESK – SO THE PROGRAM GREW OUT OF THAT TRAINING 2 models – 1)Fellows are either employed by the library WHERE THEY provide workshops for courses on demand and some are also aligned with Living & Learning Communities, and with the 1st year Research & Writing course 2) OR – they are employed by an academic department, usually within their academic major and we provide training and ongoing mentoring – IRENE Fellows: Hold one-shot sessions for a variety of courses – on demand – resource focused/ basic database demonstrations Hold one-on-one research consultations Work at the library’s Information Desk Provide training for new Information Desk student workers Work with small groups of students
- IRENE Training occurs through face to face workshops, and Canvas modules – takes about 40 hours of training Show list of tier 1 & 2 competencies, objectives, and activities
- IRENE Show Canvas course
- IRENE And from a faculty member’s perspective – “Students implicitly trust the voices of students… No matter how good the working relationship is that I cultivate with students, or that library faculty may model, student teachers are able to reach students effectively provided that they are comfortable in their role as workshop leader or facilitator.” -- Professor Mark Long Students really respond to learning from peers.
- Irene & Transition to Matthew One of the main purposes of the program was to provide an on campus work opportunity for students to connect their academic interest with on campus employment opportunity – WHILE GAINING DESIRABLE SKILLS FOR THEIR RESUME allows for application and extension of their learning – they are also embedded into the course or department in a way that a librarian could never achieve – they understand the discipline, know the faculty, the assignments, and the students – they are involved in related clubs etc., More than just a job– a learning experience for the Fellows – BECAUSE OF THIS OPPORTUNITY FOR CONNECTION BETWEEN THEIR MAJOR AND THEIR WORK EXPERIENCE WE CONSIDER THIS ONE WAY WE ARE ENGAGING IN HIGH-IMPACT PRACTICES MATTHEW DESCRIBE YOUR EXPERIENCE AS A FELLOW – WHAT DID YOU LEARN FROM THE TRAINING? WHAT HAS THE EXPERIENCE OF HELPING OTHER STUDENTS WITH RESEARCH BEEN LIKE FOR YOU? HOW DO YOU THINK IT HAS BEEN HELPFUL FOR THE STUDENTS YOU HAVE WORKED WITH? WHAT ADVICE WOULD YOU GIVE TO SOMEONE WANTING TO START A PROGRAM LIKE THIS AT THEIR INSTITUTION??
- DANIELLE DESCRIBE YOUR EXPERIENCE AS A FELLOW – WHAT DID YOU LEARN FROM THE TRAINING? WHAT HAS THE EXPERIENCE OF HELPING OTHER STUDENTS WITH RESEARCH BEEN LIKE FOR YOU? HOW DO YOU THINK IT HAS BEEN HELPFUL FOR THE STUDENTS YOU HAVE WORKED WITH? WHAT ADVICE WOULD YOU GIVE TO SOMEONE WANTING TO START A PROGRAM LIKE THIS AT THEIR INSTITUTION??
- IRENE-- Be careful that the challenges Librarians experience in the classroom for one-shots aren’t simply transferred to the Fellows PLAN THE TRAINING! Communication with students was at times challenging– email isn’t necessarily their preferred method. SET EXPECTATIONS early. Recruit early– rotating students through the training and coordinating multiple students at different points of the training poses challenges– try to group them into cohorts Not all faculty will want to have a student teach other students – some insist on maintaining that teacher-librarian to student hierarchy The Fellows require face-to-face meetings to really develop the group dynamic – requires time commitment of librarian mentors so have a plan in place Training the students takes time!! However rather than spending it in one-shot sessions or sitting at the front desk we are developing relationships and engaging in high-impact practices developing students’ information literacy.
- Elizabeth
- ELIZABETH – Now that we have this student training--- we are expanding its reach by offering it to other students and departments where students are employed as a peer mentor or tutor Collaborations with center for writing – research & writing fellows for specific linked courses spanning a full year Training Research & Technology Fellows involved with