mbonambi library orientation strategy sharing experiences
TRANSCRIPT
AGENDA
Orientation Team
Orientation Phase 1
Orientation Phase 2
Orientation Phase 3
Lesson Learned
Plans
Conclusion
THE TEAM
The team consist of a representative from each campus
Activities
• Hold meetings
• Standardization
• Innovative ideas
• Submit report to the Training Librarian
• Identify gaps
Phase1
CD for all the campuses
• Facilities
• Services
• Information considered important
• Distribution of O! material
• Screen presentation CD/Video play
PREPARATIONS
• Receive list of venues and number of students expected per venue
• Checking of CD before the start date
• Allocation of venues to Library Staff participating per day
• Library Staff – CD overview
• Organize access to the e-learning system
ATTENDANCE : NUMBERS PER CAMPUS
2010
TABLECampus Attendance Enrolments Difference
APB 1193 2453 1260
APK 2320 5165 2845
DFC 798 1790 997
SWC 493 1526 1033
TOTAL 4799 10934 6135
PHASE 2
TRAINING IN DEPTH
• Generic training in using catalogue and databases linked to research process.
• LIBRARIANS-Liaise with Faculties for Groups
• One on one training
• Ongoing training throughout the year
PHASE 3
Aim: Extended Orientation
Build a relationship with the faculty
Support students’ academic work
Create information competency skills
related to a specific subject
To contribute to teaching & learning
activities of the University of
Johannesburg
What we have done so far?
Project 1. MAPS(Mastering of Professional & Academic Skills)
• Generic information skills for students in
extended courses offered on EDULINK
• The librarian works together with the
instructional designer
• Learning modules : Economics, Education ,
SET & Humanities
Library Course Content
• Tt
A student is compelled to work on all the units, should respond to all questions
including the survey and observe the final submission date
STUDENT : ASSESSMENT REPORT FOR APK & SWC
TABLEStudent: Assessment Report
Start & closing date Course No of students Completed Ass
Not completed
MARCH -15/03/2010 -04/05/2010
Education 500 363 137
JULY- 13 & 17 /07/2010 –28/08/2010
Economics 419 309 110
Humanities 173 130 43
SET 224 128 96
Total 1316 930 386
STUDENT ASSESSMENT REPORT
GRAPHIC FORMAT
0
100
200
300
400
500
600
Education Economics Humanities Set
No. Stu
Compl Ass
Not Compl
PROJECT 2: Subject specific information skills.
• Pilot project with 1st year Engineering
students in 2009/2010
• Information Librarian and Instructional
Designer
• Information skills development integrated
into an Engineering assignment
CONTEXT
Subject
Introduction to Engineering
Design
First semester course
Student
1st year Engineering
Unfamiliar with research, library and information
skills
QUESTION LAYOUT
Content Question Set
Question 1:True or False
Library Web Page:•Library Rules•Library Hours•Different campuses
12 from 30 questions
Question 2:Matching Question
Research ethical issues:•Copyright•Plagiarism•Turn-it-in
3 compulsory questions
Question 3:Fill in the blank
UJLink (catalogue):•Referencing information (books & journals)•ISBN
3 from 7 - books1 from 3 - journals
STUDENT FEEDBACK – OVERALL STATISTICS
0 5 10 15 20 25 30
Quiz too long
Quiz length OK
Need more time to complete the quiz
Find better time slot in semester for quiz
Complaints about wrong system marking
Complaints about faulty examples
Complaints about unclear instructions
Complaints about confusing examples
Questions too difficult/challenging
Questions not challenging/easy/boring
Need help - orientation/introduction
Need help - tutors/library staff/lecturer
Need training - computer literacy
Need follow-up training
Positive learning experience
Negative learning experience
2010 2009
STUDENT RESPONSE - POSITIVE
“The overall experience
of learning is excellent.”
“... very useful for
learning how the library
environment works.”
LESSON LEARNED
•Immediate feedback•10% portion of semester mark•Students value library skills•Strong relationship with Faculty•Librarian acquiring skills: BlendedLibrarian