http://campusgw.library.cornell.edu/svcs/serve/classinst^{Image Removed}

The goal for reorganizing the workshop and instruction web page is to help our audiences (i.e. faculty versus students versus libarians) find information that is relevant to them quickly and coherentlyrelevant information. Discrete components to achieve this goal are:

• Categorize workshops by topic, rather than by library unit
• Promote librarian/faculty partnerships which have a strong information literacy component through short narratives, video clips, pictures, etc.
• Develop a video that showcases our work across units, and that can be a "generic" pitch to faculty and administrators regarding the library's work in information literacy
• Provide an assessment toolkit for librarians to conduct assessment that can be shared with faculty (course-related assessment and workshop assessment tools)

...

• A team of 2-3 reach out to unit libraries to ask their assistance in categorizing workshops by subject. List is available on the web site by Jan. 24.

February

• A email is sent out seeking ideas for promoting library instruction. A team of 2-4 works with librarian partners to develop very short narratives, video clips, etc. that promote library guides, course-embedded instruction, etc. for showcasing on the web site. 
• Initial discussion with Communications and Marketing about producing material showcasing CUL instruction options. Work plan launched after conversations.

March

• Discussions Evaluate our current assessment resources. Initiate discussions with RAU about designing a comprehensive assessment are initiated.plan and tools for librarians who teach workshops and course-related instruction.
• Work on developing narratives continues

April

• Narratives produced by the instruction committee are available on CUL web site

May

Brainstorming for workshops and instruction web page:

What's the difference between workshops and course-related instruction? What vocab are we using to articulate this to faculty? 

Consistent language (between print and web advertising); 

Polling/look in syllabus/email to see what faculty "call" library instruction sessions that is beyond showing the the library web site. (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;

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. Get consent from librarians; ask them to prepare short sound bytes and stmts.

Action items: 

1. narrow down people for testimonials

 (Email template needs to be created; consent forms; expectations)

2. What to emphasize (top five) 

3. Define what we're calling this service/page

(rank suggestions)

4. Figure out our video strategy/options

 5. Labor mockumentary