Meeting Notes
Brainstorming
- 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?
1. Instruction support for large undergraduate classes (250-300 students)
- MUSIC: Lance/Tracey and Steve Pond;
- COMM: Jim and Kathy;
- ENG: Antje, Jeremy and Camille
Main points to cover:
- Why research in large lecture courses is difficult to cover in a single research session
- How they help students learn introductory research
- The instructor's role in developing the strategy
- ???
2. Teaching for-credit research courses in your College or Area
- Area Studies: Tony and Eric Acree
- Hotel: Ken Bolton
Main points to cover:
- Benefits of a credit-course within a College's curricula
- How these classes help students learn to research
- ????
3. Instruction support for courses with 10-100 students
- A longer narrated video, perhaps 3 minutes, featuring different librarians emphasizing the importance of: embedded librarianship; library guides; active learning techniques; and the benefits of working with faculty to develop real assignments and perhaps follow-up research sessions;
- Or, instead of a longer video, a gallery of single interviews by librarians
- Wendy: What topic?
- AEM: Jaron
- ILR: Chris
- Government: Lynn
- History: Virgina
- PSL: Dianne and Leah
- ?
Main points to cover:
- Working closely with faculty to discover what best supports their course
- De-emphasizing the traditional one shot to favor sessions with active learning and/or repeat visits
- ?
4. Providing graduate and multidisciplinary/specialized software support
- Keith Jenkins and GIS
- Kaila or Susette and Visual Resources
- Professional schools consultations/sessions
- Gail Steinhart and Natural Resources
- Others?
Main points to cover:
?
Attendees
- Gaby, Camille, Wendy, Jaron
Action Items
1. narrow down people for testimonials
Camille has suggested CUICI folks: Steve, Kathy, Antje. These testimonials will help emphasize instruction options for large, undergraduate audiences.
2. What to emphasize (top five)
3. Define what we're calling this service/page
(rank suggestions)
4. Figure out our video strategy/options