Page History

December 4, 2013
November 6, 2013
October 2, 2013
September 4, 2013
August 15, 2013
July 9, 2013

Minutes for December 4, 2013 Meeting

Present: Nina Scholtz, Martha Walker, Gabby Castro-Gessner, Carissa Vogel, Thomas Mills, Kaila Bussert, Lance Heidig, Jeremy Cusker, Tony Cosgrave, Kelee Pacion, Mickey Casad, Chris Miller, Mary Ochs, Amy Emerson (minutes)

Meeting Schedule for next semester:
Tentatively Proposed: Third Wednesdays at 9am. Nina will add it to everyone's calendars.

Announcements:
Budget requests have been approved by PSEC for fall and spring programming.

Programming:
The Instruction Showcase is scheduled for Thursday, December 5, 9:30-11am, in Mann 160. Refreshments will be served.
BLAST is providing Business Research sessions for CUL on Jan. 8, 15 & 22, 1-2pm. First day: General overview of business sources. Second day: Topic-specific. Third day: Resource specific.
Next semester: Reading Discussions will continue.
Thomas and Kaila are working with R&O to create a joint program for the spring semester.
Thomas and Kaila are also working on plans for a spring semester re-Immersion.

Information Literacy reports:
Regarding the ongoing Information Literacy Library Reports: A draft template of questions has been created. Please submit answers to the questions (from each library/cluster) by the January Instruction meeting. Copies of PowerPoint presentations and presentation notes should be appended to the reports.

December Reports:

• Martha (Music/Fine Arts/Africana)
• Tony (Humanities and Social Sciences - Olin & Uris Libraries)
• Jeremy (Physical Sciences, with an emphasis on Engineering)
• Carissa (Law)

Evanced Discussion:
Postponed until January meeting due to time restraints.November 6, 2013
October 2, 2013
September 4, 2013
August 15, 2013
July 9, 2013

Minutes for November 6, 2013 Meeting

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Cluster Reports
Chris (HLM):
HLM has a consolidated website with links to their individual websites. The site also includes a staff directory. The site serves as a model for how they implement services, including instruction. They are three distinct locations and user groups, but share administration.
Management: Because Management doesn't have a classroom, most instruction is done in alternate spaces.
ILR: ILR conducts significantly more instruction. They do have a classroom, but 90% of their instruction is course-related.
Hotel: There are no classrooms in the library. Their instruction is conducted in the school or elsewhere on campus.
ILR: The credit class that Chris co-teaches with Stewart takes a lot of time. Ken also has a credit class he teaches for undergrads that takes a lot of time. Alique and Chris are the main instructors. Abby is becoming more involved. She will teach a ref-works workshop in a couple of weeks, and will eventually take on more.
Hotel: Everything before August was done by Ken. A new librarian by the name of Kelly started in August. She and Ken are now co-teaching everything.
Immersion Practices:
ILR: Currently working with engagement of students. Trying to plan classes that appeal to different learning styles, theories, etc. Also engaging the students in active learning, instead of just listening. Work closely with faculty members to design assignments when possible. They have an instruction planning checklist that they complete while meeting with the faculty member. It includes objectives, etc. This is used to create a teaching outline, lesson plan, workflow, etc. It is very helpful when teaching a class multiple times. Can look back at reflections and make changes accordingly.
Hotel: Is interested in implementing a similar process.
ILR: Is working on assessment and authentic teaching. They get basic feedback (on a tab on their libguide) that includes: 1) What did you learn that you didn't know before, and 2) What questions do you still have? This can also lead to reference questions. They also get feedback from the faculty member.
Regarding the Task Force Report:
Peer review of teaching: Currently informal, but everyone has observed someone else. Are planning to make it a more formal process - – number of times per year, training in giving constructive criticism, etc.
Curriculum Mapping: They have an unofficial process wherein they look at core classes each semester and consider their capacity. Most faculty take them up on their offers to teach a class.
Release time for Information Literacy Activities: Have not been able to give this close attention because have been understaffed for some time; didn't have capacity.
Technology: There are space issues - lack of computer training labs, layout of classroom is not ideal. Interested in iPads and mobile technologies, projectors, etc. Interested in distance learning through WebEx. Interested in seeing new advancec in LibGuides2.

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Lance (RMC):
RMC is seeking a new director and this may impact their teaching and instruction.
Referenced the Task Force Report and read aloud the Rare and Manuscript Collections portion.
Classroom instruction: The more ability to move, the better. Learning to integrate the new technologies. Is helpful to be able to show the online reservation system, the catalog, etc. The movable tables take them to a whole new realm - – can break students into small groups and do exercises with the materials on the tables. For the first time, must turn away requests for instruction this semester because so busy (partly with the search).
Shared CountIt statistics. Expressed concerns with CountIt - – what is counted as instruction. They have two classrooms (instruction must occur in their classrooms b/c rare materials). There were renovations to one classroom, but not both.
Assessment: They still have a lot to talk about in this area. Has not been an opportunity to have these discussions yet. But informally, they are hearing that the students are very impressed. There has been a huge increase in requests for Saturday afternoon presentations (despite cuts in staff). This requires them to change their perspectives regarding when, where, and how they teach. Staff are maxed out. Very successful program - – but need more people, resources, classrooms, etc. They will think about information literacy more when there is a chance.

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