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- What's the difference between workshops and course-related instruction? What vocab are we using to articulate this to faculty?
- Ensure that we use consistent language (between print and web advertising);
- In order to determine what faculty call our instruction sessions, we could polling/look in syllabus/email to see what faculty "call" library instruction sessions that is beyond showing the the library web site. (we need a name that indicates learning take place
- Who is our audience and what is our aim?
- how do new instructors find out about course-related instruction?
- Strategies: examples of what we do, testimonials from faculty, students; Jim (Communications); Strong Library guides; Lance & Tracey (embedded librarians); Fred mentioning going to classes to teach; GIS support from Keith in the classroom; Camille & Jeremy on BEE (Engineering); creating a library assignment specifically for the visit; perhaps we could look at statistics from CountIt! to see who is teaching what.
- Emphasize flexibility and posting new "ideas" - instruction in the news, a RSS feed?
- videotape the R&O forum; Wendy will ask Ryan K. to videotape; as backups, maybe Gwen or Carla. (Update per Gaby: this is not an area where they have much expertise.)
- Figure out the scope of our testimonials, and get consent from librarians; ask them to prepare short sound bytes and stmts.
- Discussed different levels of instruction support
Research/Instruction Approaches
Overall message:
- Research/library instruction and support (whatever language we decide!) is customizable by class. We work with you to develop the best strategy for you and your students.
- We offer some examples of strategies we've invested in at CUL, but this by no means represents all that we can do, or are willing to do;
- Other information?
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