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. Large undergraduate instruction course support

• 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. For credit courses

• 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. Undergraduate courses

• 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. Graduate and multidisciplinary 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