Jerilyn Veldof at Cornell University Library 3/08

WHAT’S A LIBRARY TO DO?

Exploring our choices as educators in the academy

Jerilyn Veldof at Cornell University Library 3/08

Jerilyn Veldof at Cornell University Library 3/08

“A college is an institution that exists to provide instruction.”

Robert B. Barr and John Tagg, “From Teaching to Learning – A New Paradigm for Undergraduate Education” inChange, vol 27, Nov/Dec 1995, p.12-25

to….

“A college is an institution that exists to produce learning.”

Jerilyn Veldof at Cornell University Library 3/08

Shifts in Higher Ed

National Leadership Council and Association of American Colleges and Universities (2007)College Learning for the New Global Century: A Report from the National Leadership Council for Liberal Education &

America's Promise

Jerilyn Veldof at Cornell University Library 3/08

2008 Horizon Report by the Educause Learning Initiative and the New Media Consortium

Jerilyn Veldof at Cornell University Library 3/08

At the time of receiving a bachelor's degree, it is the University's goal that its students:

1. Can identify, define, and solve problems. 2. Can locate and critically evaluate information. 3. Have mastered a body of knowledge and a

mode of inquiry. 4. Understand diverse philosophies and cultures

within and across societies. 5. Can communicate effectively. 6. Understand the role of creativity, innovation,

discovery, and expression across disciplines. 7. Have acquired skills for effective citizenship

and life-long learning.

University of Minnesota’s Student Learning Outcomes

Jerilyn Veldof at Cornell University Library 3/08

1st year comp students will be able to:

• Focus, develop, and organize claims and backing (evidence) to flesh out an argument.

• Distinguish between popular and scholarly sources; evaluate the credibility of sources

• Show an understanding of the principles of ethical and accurate documentation, and practice using a standard format for citing sources

• And more…

University of Minnesota’s outcomes for first-year composition courses

Jerilyn Veldof at Cornell University Library 3/08

“Students’ interpretive and evaluative skills have not kept pace with [the] information explosion.

They can Google ―facts and information, but if they don‘t understand how knowledge is created and how information is interpreted, then how can they assess what they Google?”

University of Minnesota’s Council on Liberal Education, Draft Report, 10/07

Jerilyn Veldof at Cornell University Library 3/08

What do our students need in order to find a few books and

articles for their paper?" 

OLD PARADIGM QUESTION

Our Answer: THE GUEST LECTURE & THE ONE-SHOT

WORKSHOP

Jerilyn Veldof at Cornell University Library 3/08

What do our students need in order to navigate the world of

information for the rest of their lives?" 

NEW PARADIGM QUESTION

William Badke from Trinity Western University

Our Answer: INFORMATION LITERACY EMBEDDED INTO

THE CURRICULUM

Jerilyn Veldof at Cornell University Library 3/08

Does the “one-shot workshop”

go away?

Jerilyn Veldof at Cornell University Library 3/08

Scalability is impossible

with ~60 librarians on front-lines

~2,300 instructional faculty =

~3,350 class sections =

~50,000 students =

1:38

1:833

1:56

Jerilyn Veldof at Cornell University Library 3/08

Common model for who is responsible for “instruction”

Assign a liaison to teach who is:

• responsible for many, many other things

• not someone who entered into this profession thinking teaching would be part of their responsibilities

• not someone who has received any training or coursework in teaching and learning

• not a teacher

• not an instructional designer

• not expected (or perhaps even allowed) to collaborate with colleagues in the design/teaching/assessment

• not evaluated on learner outcomes during performance reviews or tenure process

Jerilyn Veldof at Cornell University Library 3/08

Common Model for Teaching in Libraries

Lecture….

Demo….

Hands-on

Jerilyn Veldof at Cornell University Library 3/08

If we’re operating out of the new Learner Paradigm, the one-shot has to change

The New Question:

What do our students need in order to navigate the world of information for the rest of their lives?

Jerilyn Veldof at Cornell University Library 3/08

One-shot in the new paradigm

Release time for Subject Matter Expert (SME) collaborations with instructional designers

Needs assessment

Professional development for all liaisons with info lit responsibilities

Graduate students for direct delivery

E-learning and Library Performance Support System developers

Assessment Strategies

Changes in performance evaluations

Develop plug-n-play learning modules & worksheets

Hire instructional designers

Learner-centered

instructional design

Jerilyn Veldof at Cornell University Library 3/08

How committed to moving the one-shot to

the new paradigm do we want to be? 

Jerilyn Veldof at Cornell University Library 3/08

Discussion?