Innovative Risk Library Instruction in the Blackboard Environment

1. Innovative RiskLibrary Instruction in the Blackboard Environment Marie Bronoel and Ying Shen University of California Riverside Science Library SCIL Works January 21, 2005

2. Four iLearn Models 1. Total course integration 2. A. Library iLearn site B. Faculty and librarian workshops 3. Freshman orientation 4. One-shot library session

3. Objectives • Showcase Blackboard applications • History on how applications evolved • Collaborations • Advantages of iLearn • Risks and concerns

4. Model 1 Total Course Integration • Collaboration – the key to success • Highly customized, content driven • Lesson-by-lesson library components • Critical thinking elements in lessons GEO 4Natural Hazards and Disasters iLearn elements created by Wendie Helms

5. Model 2Library iLearn Site and Workshops • Offer ready-made library modules • Promote library applications to faculty • Teach basic iLearn skills, such as “Building a Resource Page” • Provide consultation help Incorporating the Library into Course Site Libraries iLearn site and workshops designed by Ying Shen

6. Model 2A Library iLearn Site Design of the site FACULTY • Librarians have established collaboration with faculty • iLearn extensively used in UCR courses • Many course assignments require information searching skills

7. Model 2A Library iLearn Site Design of the site(cont’d) STUDENTS • Like one-stop searching • Prefer ready-to-use package • Want quick and easy searching • Search remotely

8. Model 2A Library iLearn Site Design of the site(cont’d) PURPOSE • Reinforce IL concepts taught in class • Serve as tutorial for students not able to attend class • Help faculty design student assignments • Provide an assessment tool

9. Model 2B Library Workshops • Proactive approach • Two-way learning process • Input from faculty helped to enhance library site • Faculty benefited by learning new ways of incorporating library resources

10. Model 2Library iLearn Site and Workshops Advantages • Libraries role in teaching and learning process • Easy way to link to library resource • Meets students’ learning style and connects to higher quality information

11. Model 2Library iLearn Site and Workshops Risks and concerns • Uncertainty • Trust and privacy issues • Where to draw the line?

12. Model 3 Freshman Orientation • CHEM 1A involved over 1000 students in Fall Quarter 2004 • CHEM 1A lays foundation for IL program CHEM 1A BIO 5A Discipline Specific Instruction IL Program in Science CHEM 1A General Chemistry Collaborative development of the UCR Science librarians iLearn objects designed by Geetha Yapa

13. Model 3 Freshman OrientationCHEM 1A: How it Began 1. BIO 5A: part of UCR curriculum for 15 yrs 2. UCR librarians attended SCIL 2003 3. Faculty Focus Groups 2004 4. Common goals and student competencies 5. Faculty asked the librarians to design IL component for Chem 1A

14. Model 3 Freshman OrientationCHEM 1A: Three Experiences 1. Tour 2. Scavenger hunt 3. iLearn sessions and exercises Chem 1A is designed to minimize the time involvement for librarians.

15. Model 4 One-Shot Library Session • Guide to research strategies • Tools to help the research process • Pathways to key resources • Instill the message: “Ask a Librarian” CHASS Connect ENSC 3Contemporary Issues in Environmental Sciences Library resources integrated into course site by Marie Bronoel

16. UCR Science Library Contributors Lizbeth Langston Marie Bronoel Wendie Helms Diana Lane Julie Mason Marty Nemeth Michele Potter Ying Shen Geetha Yapa

17. Risk and Success • We are learning as we are going • Unless we take a risk, we can not succeed University of California Riverside Science Library Marie Bronoel Ying Shen marie.bronoel@ucr.eduying.shen@ucr.edu (951) 827-7129 (951) 827-2816