Transcript Troy University – Montgomery Campus

ALLA Annual Convention
April 25-28, 2006
Collaboration with Faculty to Develop
Course-integrated Library Orientations
Jo Anne Bryant, [email protected]
Professor of English
Chair, Department of Communication & Fine Arts
Alyssa Martin, [email protected]
Reference/Interlibrary Loan Librarian
Jana Slay, [email protected]
Reference/Collection Development Librarian
Rosa Parks Library
Troy University, Montgomery Campus
Collaboration among Faculty & Librarians in an
Information Literacy Program
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Enhances Student learning
Garners academic support
Fuses information literacy concepts and content
Identifies opportunities for achieving information literacy
outcomes
Occurs during all stages of program
Characteristics of programs of information literacy that illustrate Best Practices: A Guideline
Course-integrated Instruction
Instruction must meet at least three of the following
four criteria:
1. Faculty outside the library are involved in the design,
execution and evaluation of the program
2. Instruction is directly related to the students’ course
work and/or assignments
3. Students are required to participate, and
4. Students’ work is graded or credit is received for
participation
Definition by Francesca Allegri cited in Working with Faculty to Design Information Literacy Programs
Troy University – Montgomery Campus
Adult evening university
 Majority of students are “nontraditional”
 4,460 students enrolled Spring 2006
 1,990 new students (Fall 2005 & Spring
2006)
 39% of total student body are
Freshman
 50% of total student body are
Undergraduate transfers
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TROY 1101 University Orientation
Required 1-semester hour undergraduate
orientation course
 Purpose – acquire knowledge and skills to
maximize potential for success
 Campus specific
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Troy 1101 Library Orientation:
Faculty/Librarian Collaboration
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Initial Discussion between directors about creating a
library component in Troy 1101
Meetings/email correspondence discussing course goals,
creation of textbook & timeframe
Troy 1101 Library Orientation: Goals/Objectives
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Students will become familiar with the library facility and
basic services
Students will become familiar with the Troy University
Rosa Parks Library website
Students will increase their knowledge of library
services/resources
Troy 1101 Library Instruction Components
Textbook
 Video
 Powerpoint
 Library activity
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Troy 1101 Textbook: Library Section
Essentials for Success at the Montgomery Campus
Library policies/procedures
 Library terminology
 LC Classification System
 Database information
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TROY 1101 Library Orientation Video
Content
 Physical location
 Overview of library
services, policies &
procedures
Development
 Pre-production
 Production
 Post production
Video as Instructional Method
Strengths
 Captures students’ attention,
 Can be viewed anytime
 Can be developed on a low budget
Weaknesses
 Can be expensive if professionals are hired
 Can be large investment of time
Library Orientation Powerpoint Presentation
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Overview of Troy University Rosa Parks Library website
Screen shots of website (see example below)
Powerpoint as an Instructional Method
Strengths
 Reinforces text material
 Is visual
 Can be placed on reserve, on a website or emailed
 Used for uniformity
Weaknesses
 Can be boring if other information not added
 Can be distracting
 Time-consuming to prepare & update
 Requires equipment
Troy 1101 Library Orientation Activity
Course-related
 Mandatory & graded
 Discussion of completed activity
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Library Activity as an Instructional Method
Strengths
 “Hands-on” activity
 Opportunity for personal interaction with librarians
Weaknesses
 Requires preparation time
 Requires time for students to complete
Working with Faculty to Schedule & Coordinate
Library Orientation Sessions
Obtain & review schedule of classes
 Verify all dates, locations and times
 Prepare schedule for librarians
 Have ongoing communication with one contact person
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TROY 1101 Library Orientation: A Success with Faculty
Faculty involvement
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Crucial in developing courses and assignments
Motivates students to use the library
Directly influences attitudes students form about the
library and its usefulness
Faculty Feedback & Support
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Benefited having librarians as instructors
Pleased with current library orientation
Learned more about library resources and website
Will continue to provide input
TROY 1101 Library Orientation: A Success with Students
Results of Fall 2005 Pretest/Posttest & Student Survey
More knowledgeable about library facility, website and
basic services
 More comfortable using library resources & more familiar
with staff
 Enjoyed librarians as teachers
 Enjoyed the video/Powerpoint methods of instruction
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TROY 1101 Library Orientation: A Success with Librarians
Librarians have played a significant role in the TROY
1101 class
 Librarians have gotten experience developing course
material
 Librarians have played an integral part in curriculum
development
 Librarians continue to do library orientation evaluations,
making changes based on the results
 Librarians have formed positive working relationships
with faculty and students
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Remember: For Effective Library Orientations
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Obtain & maintain administrative support
Have clear purpose & objectives
Keep ongoing communication between faculty &
librarians
Encourage feedback from librarians, faculty, &
students
Evaluate the program on a continual basis