Library one shot goes online - Evans & Sobel

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1. When the library one-shot goes online: What to let go, what to keep, what to build. Lorrie Evans and Karen Sobel University of Colorado Denver – Auraria Library…
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  • 1. When the library one-shot goes online: What to let go, what to keep, what to build. Lorrie Evans and Karen Sobel University of Colorado Denver – Auraria Library LILAC 2019 / Nottingham, UK
  • 2. Logistics • Group work or individual work – your choice! • There is a vocabulary handout so we minimize confusion. • There is a handout to guide you on your own lesson planning. • Lorrie and Karen will use a timer to stay on track. We will also roam around to help you out. • Ask lots of questions and make comments as we go. Most of all be sure to have fun!
  • 3. Our perfect teaching comfort zone. What makes it comfortable? • It is personal and engaging. • It’s great working with the students and collaborating with the faculty. • Feedback is instant.
  • 4. Does the same hold true when we teach virtually?
  • 5. In the face to face library class… Time is on our side. It provides a structure
  • 6. In the face to face library class… Students are present in the moment.
  • 7. In the virtual library class… • Unsustainable expectations from the course professor. • Unsustainable expectations from ourselves. • Teaching into the abyss. • What does engagement even look like? It seems we have to work harder to build the same learning environment and overcome some challenges:
  • 8. Toss Build Keep Keep • Most important objectives. • Engaging activities. Toss • Content that can be packaged for later/supplemental use. Build • Elements that require engagement. • Sustainable structure. Trust in what you do best and move it online.
  • 9. Rethink the teaching – setting limits What is essential for the students to know? How will you know they are engaging with the lesson? Learning? What content can be provided as a supplemental and recyclable guide?
  • 10. Example: A request came in for virtual library instruction, Social Work Research Methods. “Students need to learn how to do most of the following… Find resources Locate databases (and social work/psychology sources) Learn how to navigate the library Learn how to navigate resources/services Learn effective ways to search in databases Send themselves resources via email
  • 11. And also this… how to modify and narrow down search how to locate videos, if needed how to limit results within 10 years how to locate original sources to limit your sources to APA citations how to locate articles and online journals, etc (and more if you have other ideas)
  • 12. Prior assessment and student consultation indicated that students could navigate, search, email and use “the library” quite well. Based on our experience Students were not recognizing how evidence from different sources were related or even of value to their own research. Source evaluation, the scholarly conversation, and reading became the focus of this class. We didn’t cover search mechanics. The librarian’s reply to the request:
  • 13. Converting/creating our lesson plans • Define the scope and relevance of the lesson for the students. • Will students understand how to complete activities without additional help? • Clear directions • Supplemental materials • Linked tutorials if needed. • Will the student work be assessed?
  • 14. Lesson Plan Planning • Pick just one or two content areas in the request for actual teaching and activities. • Can the other content areas be taught outside of class? Using screencasts, online guides, etc. • What Could Go Wrong? Minimize problems to the extent you can. Get your handout!
  • 15. Time to build! Create a draft lesson plan or activity for a virtual library instruction session. Each group takes a sample instruction request or f2f lesson plan. Create an outline of what a virtual library session might looks like. Put your ideas on the flip charts for sharing. You could use your own lesson plan if you have one. You could use one of ours. You could make one up on the fly. You could work in pairs, in groups, or individually. Your turn!
  • 16. It’s time to share our new lesson plan outlines!
  • 17. Challenge: making a personal connection You are scheduled to facilitate an online library instruction class in two weeks. The lecture content and assignments are finished and ready to launch. What might you do to feel more connected to the student learning? Brainstorm together!
  • 18. Pre-survey results Our students: • Can we assume they have appropriate technology? • Can we assume they are comfortable with the technology? Ourselves • Do we have institutional support (technology, accessibility, etc.)? • Is the perfect tech tool (easy, free, intuitive, learner centric, aesthetically beautiful) out there but I just can’t find it? Get your handout today!
  • 19. Lorraine Evans Teaching & Learning Librarian University of Colorado Denver Email: Lorrie.Evans@ucdenver.edu Telephone: 1 303 315 7744 Twitter: @LorrieEvans303 Karen Sobel Teaching & Learning Librarian University of Colorado Denver Email: Karen.Sobel@ucdenver.edu Telephone: 1 303 315 7709 Twitter: @kslovesbooks
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