2008 -

C. G. O’Kelly Library, Winston-Salem State University

Mae L. Rodney

• Winston-Salem State University

• Director of Library Services 1983

Background

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O’K Scholars

• Title III grant for 2008-2012– Stipend for 40 faculty members to participate

($900)– Consultants to offer instruction services

• Faculty• Librarians

Mission statement

• O’Kelly Fellow Institute will provide faculty members relevant information about combining effective teaching strategies, library resources and services to accomplish the goal of producing information literate graduates

Objectives

• At least one-third of the full-time faculty will participate in the institute by 2012

• All instructional disciplines will be represented in the institute

• Sufficient disciplines will be represented to ensure that students will have information literacy learning experiences across the curriculum which will help the university produce information literate graduates

• Document the impact of the experience on the library, faculty and students

Components of the program

• Overview of the Institute things faculty should do and know: fill out papers, assessment forms; O’K Fellows Libguides, develop library assignment

• Redesigning library assignments experience (consultant)

• Modifying class assignments: one on one session • Reviewing collections, resources and services

looking at the collection with the assignment in mind - online catalog, electronic resources, Libguides

• Building librarian and faculty collaboration librarians work with faculty to select the best databases and offer suggestions to improve assignments that lead to students using library resources

• Developing assignment strategies librarians continue to offer suggestions about what works, having stages, chunks in the assignments

Additional segments

• Attacking plagiarism - lively discussion

• Reviewing information literacy sessions (new

perspective on instruction as it relates to new assignment)

• Introducing media production services - new

types of assignments using media and research

• Reflections from previous participants - experience working with librarians, quality of assignments, revisions are part of the process and students reactions

Additional learning experiences

• Readings about information literacy• Web site on Plagiarism ( strategies for combating,Turnitin.com)

• Introduction to Libguides

• Readings about librarian and faculty collaboration

Participants

• New full-time faculty members• Full time faculty members all disciplines• Full time faculty who teach research and

writing• Faculty members involved in the SACS

QEP – writing across the curriculum effort• 25% of QEP cohort have graduated from the institute

Recruitment/marketing strategies

• Send invitations to faculty members• Ask department chair persons to recommend

potential participants• Request library liaisons to recommend

participants• Make presentations to academic council• Identify faculty members who teach writing/

research courses – invitations• Recommendations by past participants • Post information on LCD panels & library

website

Presenting Certificate and Medallion

– English Composition Coordinator

O’K Fellows’ promo

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Admission to the Program

• Faculty members are invited to participate– New faculty members– Faculty members who teach research/writing

courses– English Composition Coordinator

Requirements of the Program• Must attend a two day workshop • Select an information literacy skill

students should develop (locate, evaluate and use information)

• Modify a library assignment to include:– Consultation with a librarian– Library instruction session (s) – Students have interventions with a librarian– Students use electronic resources

The Workshop

• Opportunity to understand information literacy (readings)

The Workshop

• Participate in active learning experiences

• Work one on one with librarians

• Discuss library assignments

• Become better acquainted with resources and services

Consultation With Librarian (Faculty)

• Faculty members can receive suggestions from librarians regarding what aspect of the assignment will work

• What requirements should be modified because of resources or the number of persons within a class

Librarians are available to continue working with faculty on assignments

Comments from Faculty

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Library Instruction Sessions

• Using electronic resources• Writing term papers• Avoiding plagiarism

After the instruction session

• Librarians begin working with the students

• Make an appointment• Keep the appointment

Intervention (Student)

• Librarians assist students with – Understanding the

assignment– Selecting the best

database to use– Refining search strategies– Choosing the best

keywords– Occasionally reviewing

topic outlines

– Using style guides

Student comments

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Impact of the program on library services

189

256

309

0

100

200

300

400

2006-07 2007-08 2008-09

Instruction

Library Instruction

1,169

2,012

2,364

0

500

1,000

1,500

2,000

2,500

2006-07 2007-08 2008-09

Faculty Consultation and Contacts

Faculty Consultations and Contacts

1,361

1,407

1,320

1,340

1,360

1,380

1,400

1,420

2007-08 2008-09

Student Consultations and Contact

Student Consultations and Contacts

4,284

11,773 11,496

0

2,000

4,000

6,000

8,000

10,000

12,000

2006-07 2007-08 2008-09

Reference Desks

Reference Desks

130,356

728,128

1,274,101

0

500,000

1,000,000

1,500,000

2006-07 2007-08 2008-09

Electronic Database Searches

Database Searches

Outcomes -direct

• Faculty members acquire a better appreciation of library services and resources

• Students will be information literate • Library resources and services are utilized to

complete assignments• Students correctly use citation style guides in

their written assignments in progress

• Plagiarism is reduced in written assignments in progress

Number of participants • Who continue to utilize the O’K Fellows

experience is over 60 percent.

Outcomes

• Faculty member who have not participated in the program are requesting library instruction sessions

• More respect for individuals’ responsibilities in instruction

• Hire a Coordinator for the Institute

Indirect outcome

• Master Teacher Librarian certification program

• Workshop for Writing Center Tutors

Other outcomes• Some faculty members saw a decline in

plagiarism• Some faculty members offered sufficient library

experiences and interventions within their classes that students’ writing did improve

• The Writing Center plays an integral role in the writing experience

• Faculty members learned more about library and campus services available to help students

Other outcomes• Master librarian/teacher program

– Presentation skills– Electronic resources– Active learning presentation

• Apprentice reference librarian• Seeking ways to incorporate the

requirements in all English composition classes

• Developing assessment tool for students

Other outcomes

• Students feel they are now ready for graduate school

• Students become aware of services librarians provide

• Students and faculty members know librarians’ names

• Faculty are saying to librarians let’s write an article

Master teacher librarians

Master teacher librarian

• Quality researcher (look and look so more)

• Knowledgeable researcher (databases)

• Excellent communicator• Skills to organize and present information• Know the exact information needed for the

class• Customer friendly

Writing center tutors

• Information on library resources

• How to use style guides

Librarians comments

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Impact on written assignments

• Faculty members are modifying their assignments

• Clearer directions and specific expectations are being provided

• Faculty are beginning to understand students’ writing issues and assignments are being made to counter those problems

Student comments

• Students are reporting to faculty members they are now ready for graduate school

Communication between participants

• Let’s Stay in Touch

Relation to QEP• QEP• Develop writing skills• Writing assignments

in all courses

• O’K Scholars• faculty develop quality

writing assignments• Identify steps and

achievement levels• Include bench marks

– Seeking assistance– Type of information

required

Points Learned

• Keep institute class size small (human touch students and

faculty)

– Number of faculty members requesting library instruction and the number of sessions requested

– The time required to consult with faculty members

– The interventions required by students

Points Learned

• Keep librarians’ knowledge and techniques fresh– Electronic resources– Teaching and presentation skills– Research skills

• Communication among the team is imperative

• Expect librarians to be friendly

O’K Scholars is our future!

• We must create a place for the library within students’ learning process

• Our competition is winning! my space, Internet

• Faculty members need assistance!• Students need assistance!

Learning and Teaching is Hard Work

• Repetition • Repetition is imperative• Start quality library assignments early in

the curriculum• Students must consistently be required to

use library resources in all disciplines• No one can allow Wikipedia into their

written assignments

Research opportunities

• Compare students performance – Students who followed the guidelines– Individuals who did not– Students who did not receive instruction and

interventions– Impact of student perceptions of libraries and

the actual use of library services– Librarian faculty collaboration and students’

response to library assignments

Challenges• Finding a time to offer the institute• Finding a way to pay the faculty.• Dealing with the large number of classes being

requested in September & October• Rising need for larger and more instructional

sites• Getting faculty and students to schedule

consultations throughout semester vs last minute

• Reaching groups that really need the experience

Bibliography - Readings

exemplary programs." Raspa, Dick and Dane Ward. The Collaborative imperative: librarians and faculty working together in the information universe. Chicago: Association of College and Research Libraries, 2000. 39-60, 64-71.  Collaborations." Resource Sharing & Information Networks 17.1/2 (Mar. 2004): 5-17.

Walter, Scott, et al. "Case Studies in Collaboration: Lessons from five

Dewey, Barbara I. "The Embedded Librarian: Strategic Campus

Questions

• Will faculty members stop coming if we do not provide the stipend?

• How many classes are offered during the busiest period of the semester?

• How many persons are on the instruction team?