Robert Zai III & Threasa L. Wesley • Not counting resources (collections, facilities, and the like), what assistance does your university’s.
Download ReportTranscript Robert Zai III & Threasa L. Wesley • Not counting resources (collections, facilities, and the like), what assistance does your university’s.
Slide 1
Robert Zai III & Threasa L. Wesley
Slide 2
• Not counting resources (collections, facilities, and the like), what
assistance does your university’s on- and off-campus students
need?
Slide 3
• How does your library deliver these programs to your on- and
off-campus students?
Slide 4
• If distance was not a factor, what would be your preferred
method of delivery for all students?
Slide 5
Slide 6
•
•
•
•
to “overthrow the “tyranny” of the 50-minute, one-shot session;
as a follow-up for face-to-face information literacy instruction;
only for on-campus classes;
to provide subsequent reference assistance, and to post notes
and links covered in class; and,
• designed to focus all interaction to the Discussion Boards.
Slide 7
• 10 total classes spanning disciplines and course levels;
• professors that extensively and actively use Blackboard; and,
• professors that also utilize face-to-face library instruction.
However, we…
• only successfully recruited 8 classes;
• scrambled to find 2 more professors; and,
• elected to add 2 distance courses for an even 10.
Slide 8
• 2 distance professors from the original pilot requested the
service in the following semester; and,
• we easily found 8 more distance classes.
Slide 9
Fall 2007 Pilot
60
56
Spring 2008 Pilot
52
Summer 2008 Pilot
50
46 46
41
46
Fall 2008
Spring 2009
40
Summer 2009
30
30
Fall 2009
25
Spring 2010
Summer 20102
20
14
Fall 2010
10
8
10
7
Spring 2011
Summer 2011
3
Fall 2011
0
Number of Classes
Spring 2012
Slide 10
• Programming Via Distance Learning Technology vs. the 50Minute, One-Shot Session
• Duration of the assignment or the semester
• Vs. one-shot session
• All of the needed concepts at the needed depth
• Vs. 3 major concepts covered, and taught to the middle
• Multiple presentation styles, accommodating all learning styles
• Vs. Single presentation style, addressing a couple of learning styles
• Student paced learning
• Vs. librarian paced learning
Slide 11
• Programming Via Distance Learning Technology vs. the 50Minute, One-Shot Session
• Contextual, need-based learning
• Vs. front-loaded, “everything you need to know” learning
• All materials recorded and reviewable throughout the research process as
needed
• Vs. “a one time presentation, don’t be tardy or absent, and you better
take notes”
• Reviewing all of the course documents (syllabus, assignments, readings,
etc...)
• Vs. library instruction request, detailing session need
Slide 12
• Using University provided & supported technology is cost- and timeefficient for the library, course instructors, and students.
• Each library faculty member reaches more classes and students.
• The pool of library faculty who can participate in instruction &
reference is broadened.
• Sharing of our best resources for each class and student is facilitated.
• The visibility and standing of information literacy curriculum is
enhanced.
Slide 13
• More Pedagogically Sound Instructional Methodology.
• More Realistic Presentation of the Role of Research in
Scholarship & Learning Advancement.
• Wider & Deeper Distribution of Information Literacy
Curriculum.
Slide 14
Questions?
Comments?
Slide 15
• Threasa Wesley
• [email protected]
• (859) 572-5721
• Robert Zai III
• [email protected]
• (859) 572-6658
• http://www.nku.edu/~zair1/
Slide 16
Robert Zai III & Threasa L. Wesley
Robert Zai III & Threasa L. Wesley
Slide 2
• Not counting resources (collections, facilities, and the like), what
assistance does your university’s on- and off-campus students
need?
Slide 3
• How does your library deliver these programs to your on- and
off-campus students?
Slide 4
• If distance was not a factor, what would be your preferred
method of delivery for all students?
Slide 5
Slide 6
•
•
•
•
to “overthrow the “tyranny” of the 50-minute, one-shot session;
as a follow-up for face-to-face information literacy instruction;
only for on-campus classes;
to provide subsequent reference assistance, and to post notes
and links covered in class; and,
• designed to focus all interaction to the Discussion Boards.
Slide 7
• 10 total classes spanning disciplines and course levels;
• professors that extensively and actively use Blackboard; and,
• professors that also utilize face-to-face library instruction.
However, we…
• only successfully recruited 8 classes;
• scrambled to find 2 more professors; and,
• elected to add 2 distance courses for an even 10.
Slide 8
• 2 distance professors from the original pilot requested the
service in the following semester; and,
• we easily found 8 more distance classes.
Slide 9
Fall 2007 Pilot
60
56
Spring 2008 Pilot
52
Summer 2008 Pilot
50
46 46
41
46
Fall 2008
Spring 2009
40
Summer 2009
30
30
Fall 2009
25
Spring 2010
Summer 20102
20
14
Fall 2010
10
8
10
7
Spring 2011
Summer 2011
3
Fall 2011
0
Number of Classes
Spring 2012
Slide 10
• Programming Via Distance Learning Technology vs. the 50Minute, One-Shot Session
• Duration of the assignment or the semester
• Vs. one-shot session
• All of the needed concepts at the needed depth
• Vs. 3 major concepts covered, and taught to the middle
• Multiple presentation styles, accommodating all learning styles
• Vs. Single presentation style, addressing a couple of learning styles
• Student paced learning
• Vs. librarian paced learning
Slide 11
• Programming Via Distance Learning Technology vs. the 50Minute, One-Shot Session
• Contextual, need-based learning
• Vs. front-loaded, “everything you need to know” learning
• All materials recorded and reviewable throughout the research process as
needed
• Vs. “a one time presentation, don’t be tardy or absent, and you better
take notes”
• Reviewing all of the course documents (syllabus, assignments, readings,
etc...)
• Vs. library instruction request, detailing session need
Slide 12
• Using University provided & supported technology is cost- and timeefficient for the library, course instructors, and students.
• Each library faculty member reaches more classes and students.
• The pool of library faculty who can participate in instruction &
reference is broadened.
• Sharing of our best resources for each class and student is facilitated.
• The visibility and standing of information literacy curriculum is
enhanced.
Slide 13
• More Pedagogically Sound Instructional Methodology.
• More Realistic Presentation of the Role of Research in
Scholarship & Learning Advancement.
• Wider & Deeper Distribution of Information Literacy
Curriculum.
Slide 14
Questions?
Comments?
Slide 15
• Threasa Wesley
• [email protected]
• (859) 572-5721
• Robert Zai III
• [email protected]
• (859) 572-6658
• http://www.nku.edu/~zair1/
Slide 16
Robert Zai III & Threasa L. Wesley