Reaching out to external students online
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Presentation delivered to ALIA Information Online, Brisbane 2013 - "Reaching out to external students online", part of a pecha kucha session on Online Information Literacy.
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Reaching out to external students online
- 1. Reaching out to external students online Sally Cummings Liaison Librarian Charles Darwin University @CDUniLibrary @sallysetsforth http://www.flickr.com/photos/g-ratphotos/3498764856/ Reaching out to external students online| February 2013 | Slide 1
- 2. Charles Darwin University Reaching out to external students online| February 2013 | Slide 2
- 3. Studying happens online Three quarters of higher education students at CDU study fully or partly online Reaching out to external students online| February 2013 | Slide 3
- 4. Flexible delivery http://www.flickr.com/photos/mikol/543480391/ Reaching out to external students online| February 2013 | Slide 4
- 5. Synchronous training http://www.flickr.com/photos/dcjohn/74907741/ Reaching out to external students online| February 2013 | Slide 5
- 6. Asynchronous training http://www.flickr.com/photos/wgreller/260560053/ Reaching out to external students online| February 2013 | Slide 6
- 7. Training that engages Challenge: developing and delivering engaging, relevant information literacy training in the online environment http://www.flickr.com/photos/lar-f/6870270207/ Reaching out to external students online| February 2013 | Slide 7
- 8. Right place, right time Challenge: getting information literacy resources to students at the right time, in the right place and in the right format http://www.flickr.com/photos/86530412@N02/7987532186/ Reaching out to external students online| February 2013 | Slide 8
- 9. Online classrooms Reaching out to external students online| February 2013 | Slide 9
- 10. Online tutorials Reaching out to external students online| February 2013 | Slide 10
- 11. LibGuides (subject guides) Reaching out to external students online| February 2013 | Slide 11
- 12. Library website Visits to the CDU Library website: • 39% are from the Northern Territory • 61% are from students who are interstate or overseas Reaching out to external students online| February 2013 | Slide 12
- 13. Mobile website Reaching out to external students online| February 2013 | Slide 13
- 14. Embedded learning objects Directly into LMS (Blackboard) units http://www.flickr.com/photos/opensourceway/6555466127/ Reaching out to external students online| February 2013 | Slide 14
- 15. Limitations Doing the best we can with limited resources •Staff •Time •Budget http://www.flickr.com/photos/capsicina/361735510/ Reaching out to external students online| February 2013 | Slide 15
- 16. Free tools online Reaching out to external students online| February 2013 | Slide 16
- 17. YouTube channel Reaching out to external students online| February 2013 | Slide 17
- 18. Social media http://www.flickr.com/photos/bulius/4088894193/ Reaching out to external students online| February 2013 | Slide 18
- 19. Orientation online Reaching out to external students online| February 2013 | Slide 19
- 20. Where to from here? http://www.flickr.com/photos/thepicturedrome/6334628811/ Reaching out to external students online| February 2013 | Slide 20
Hinweis der Redaktion
- Thanks everyone for coming along to our session. I’m Sally Cummings, a liaison librarian at Charles Darwin University. I’m going to talk about the challenges of reaching out to external students with information literacy resources in the online environment, and what CDU Library is doing about it.
- CDU is located in the Northern Territory, with four main campuses at Casuarina in Darwin, Palmerston, Alice Springs and Katherine. We have approximately 10,000 higher education students (equivalent to about 5000 full-time), plus 13,000 in VET. Our clients include significant numbers of indigenous, international, and mature-aged students.
- Three quarters of higher education students at CDU study fully or partly online. Online information literacy training and assistance is therefore essential, not optional, for our student cohort. We need to provide equitable access to library and information literacy services for students who don’t attend classes on campus.
- Online study provides flexibility, but can be something of a double edged sword, for both students and librarians. External students often study alone, for example after the kids have gone to bed. They can’t always contact lecturers and support staff when they need to, and they may lack peer support.
- While we can provide synchronous training and assistance through live classes or Q&A sessions using Blackboard’s Collaborate web conferencing platform, this won’t suit all students. Especially those who have conflicting work and family commitments. So librarians can’t just fall back on traditional classroom teaching methods.
- This means that asynchronous methods of training and assistance are even more important. At CDU Library we deliver a range of online training products that students can access any time. I’ll talk about some of these products, and how we deliver this information to students when and where they need it.
- Our first challenge: To develop information literacy training in the online environment that’s engaging and relevant. We need to provide online content that suits different types of learners, building in interactivity wherever possible. We need to consider accessibility, bandwidth, and device compatibility, and we always need to focus on learning outcomes.
- Our second challenge: Getting information literacy resources to students at the right time, and in the right place. This can be really hard – how do we position the information so that a student sees it when they have a question (or before they have a question)? How can we make the library the first place that students look for information, not the last? I’m now going to look at some of our answers to these challenges.
- Firstly, online classrooms using the Collaborate platform. Collaborate’s great for screencasting live web navigation, Powerpoint presentations, or a whiteboard function as shown here. Classes can be delivered live with student interaction, or recorded and archived for playback at any time.
- We have a suite of online tutorials. There’s a generic Researching Skills tutorial, three discipline-specific tutorials: Health Online, Law Online, Education Online, and an online tutorial for researchers called MyResearch. As much as possible, we avoid using big blocks of text in favour of interactive activities so that students can learn by doing.
- We use the LibGuide platform to develop subject guides. We link out to relevant resources and provide information literacy training in a web-appropriate format, and we love to include multimedia content to keep things interesting. LibGuides can also be used as teaching tools, and my demonstration following the pecha kuchas will delve further into that idea.
- The Library website had 238,000 visits last year. Students arrive here from the CDU homepage, links in their Blackboard units (Blackboard’s our learning management system), or directly from Google. 61% of visits are from outside the Northern Territory. These are the students we’re trying to reach, so that’s a good stat for us.
- Last year we launched the CDU Library mobile website, and our site is now included in the University’s mobile app. There were over 5,000 visits to our mobile site’s homepage last year, and an additional 6,500 visits to the mobile friendly versions of our LibGuides. They’re not big numbers yet, but it shows that producing mobile-compatible information resources is worth the effort.
- When it comes to getting information literacy resources to students where they need it, of course one of the most effective ways is to embed our learning objects directly into Blackboard units. We work closely with faculty and lecturers to ensure that resources such as LibGuides and discipline-specific online tutorials are directly linked from unit menus.
- Now, let’s move away from solutions that use conventional methods, and think about some new alternatives. When you’re squeezed for resources like we are – with a small staff and small budget – it makes a lot of sense to explore free tools for creating information literacy resources.
- At CDU Library we use free online tools to create animated videos, online quizzes, talking avatars, and comic strips. We’re lucky to have the support of our management team, who encourage Library staff to spend time exploring and trying out new options for engaging students.
- Our YouTube channel hosts our growing collection of training videos, using live action, screencasting, animation, etc. They can be easily shared by linking to them or embedding them in LibGuides, Blackboard units, and online tutorials. As with any social media channel, we have a strong set of usage guidelines in place.
- Speaking of social media … it can be another effective way of getting information literacy resources out to students. We use Facebook and Twitter to push content, and messages about Library support to places where students already spend time. Social media can be less formal than announcements and newsletters, and provides opportunities for interaction.
- Finally, each year we try to create fun and engaging Library orientation programs. We always make sure to design them for online as well as face-to-face students. A University-wide online orientation program is currently in development, and the Library’s involvement provides a great opportunity to build student awareness of our services early.
- The next area we want to focus on at CDU Library is assessing the effectiveness of our information literacy training. We want to know more about what works and what doesn’t, always in the context of student learning outcomes. This will be especially challenging in the online environment, but we look forward to seeing what we can accomplish.