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Min Chou & Juan Almodovar Congressman Frank J. Guarini Library New Jersey City University Jersey City, New Jersey 07305 PowerPoint Presentation
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A Practical Approach to Enhancing Library Instruction for Diverse Students in the Digital Age A presentation at the 2009 Joint REFORMA, AILA, APALA, BCALA and CALA Mini-Conference, May 15, 2009. Min Chou & Juan Almodovar Congressman Frank J. Guarini Library New Jersey City University

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A Practical Approach to Enhancing Library Instruction for Diverse Students in the Digital AgeA presentation at the 2009 Joint REFORMA, AILA, APALA, BCALA and CALA Mini-Conference, May 15, 2009

Min Chou & Juan Almodovar

Congressman Frank J. Guarini Library

New Jersey City University

Jersey City, New Jersey 07305

introduction
Introduction
  • Much attention has been paid to the issue of ethnic diversity in relation to the ever-increasing diverse populations and their socio-demographic characteristics and educational attainment
  • The purpose of this presentation is to review the literature with respect to strategies for improving library services to meet the needs of diverse students in digital age
  • The presentation includes a demo using Camtasia Studio screen recording software to make library instruction videos to enhance information literacy services to diverse students
highlights of student diversity in higher education
Highlights of Student Diversity in Higher Education
  • Culturally diverse populations represent a large proportion of students in higher education in the U.S.
  • Student diversity will continue to increase in the next ten years
  • New York and New Jersey are among the most diverse states
  • Spanish and Chinese are the most represented non-English languages among minority groups in the U.S.
slide4
Projections of Enrollment by Race/EthnicityBased on the data from National Center for Education Statistics (http://nces.ed.gov/)
slide5
Projections of Enrollment of Four Ethnic Groups (Black, Hispanic, Asian, American Indian) and International Students Combined
information literacy instruction for diverse students identifying their concerns and needs
Information Literacy Instruction for Diverse Students – Identifying Their Concerns and Needs
  • Language barriers: English language and library jargons
  • Cultural adjustment: asking for assistance may be uneasy for some students
  • The most popular method of learning about library services in the view of diverse students: virtual library tour followed by personal contact with library staff
approaches to improve library instruction for diverse students
Approaches to Improve Library Instruction for Diverse Students
  • Avoid idioms and cultural references – take time to explain these words and expressions to them
  • Avoid jargons - define terms and distribute glossaries with simple definitions
  • Speak clearly and pause frequently rather than speaking slowly
  • Provide information in multi-formats for reinforcement - written and verbal instructions, web documents, interactive tutorials, etc.
creative use of technology to enhance virtual services to diverse students
Creative Use of Technology to Enhance Virtual Services to Diverse Students
  • Apply existing technologies and explore new ones to enhance library services to all users, including diverse students
  • Add audio and video enhancement in virtual instructions to allow students to participate and improve their communication skills and learning experience
  • Create virtual tours, bilingual guides, “how to” instructions, self quizzes, etc. with audio and video enhancement
camtasia studio screen recording software
Camtasia Studio – Screen Recording Software
  • To create training, demo, and presentation videos
  • To share videos in the format and size that meet users’ needs
  • Can be uploaded easily to a variety of media and devices - pc, mac, iPod/iPhone, mobile devices, MP3, Flash, Windows Media, Quicktime etc.
  • Can be uploaded to video sharing websites (i.e. YouTube or screencast.com)
camtasia studio features
Camtasia Studio - Features
  • One click to convert PowerPoint presentations to videos
    • Add voice narration
    • Produce smaller file size and better quality
    • Use the video as a web-based instruction tool to be accessed anytime, anywhere
  • Screen recording
    • Capture the process of instruction screens
    • Add audio or video to the recording
    • Post video product on the web to be accessed anytime, anywhere
easy steps to use camtasia studio record
Easy Steps to Use Camtasia Studio Record

Record

Stop

Delete

The three options (Record, Stop, Delete) are the main commends to be used during recording.

easy steps to use camtasia studio edit
Easy Steps to Use Camtasia Studio Edit
  • All editing features can be used to enhance the effectiveness of the video and to make it more interactive.
  • Callouts can be used to provide bilingual library jargons and provide explanations of terms (see the examples later on in the demo).
easy steps to use camtasia studio produce and share
Easy Steps to Use Camtasia Studio Produce and Share

The video production can be easily produced in one of the formats listed.

Camtasia files are supported by many popular video standarrd

using camtatia to create instruction guides for diverse students a demo
Using Camtatia to Create Instruction Guides for Diverse Students – A Demo
  • How to Use OSCAR (in Spanish), available on YouTube

http://www.youtube.com/watch?v=b_yVRNlUG8w

  • Guide to Guarini Library services (in Chinese), available on YouTubehttp://www.youtube.com/watch?v=b2J2MPVebMQ
references
References
  • Amsberry, Dawn. (Jl 2008). Talking the Talk: Library classroom communication and international students. The Journal of Academic Librarianship, 34(4), 354-7. Retrieved April 29, 2009, from Wilson Omnifile Full Text Mega Edition database.
  • Brainard, Jeffrey. (Sept. 26, 2008). Race and ethnicity of students at 1,400 colleges and universities. Chronicle of Higher Education 55(5): B26-39.
  • Comparison of screencasting software. From Wikipedia, the free encyclopedia. http://en.wikipedia.org/wiki/Comparison_of_screencasting_software
  • Evans, Karen. ( Spr 2007 ). Interlink© at Indiana State University: adventures in library instruction for international students. Indiana Libraries 25(4), 8-10. Retrieved April 29, 2009, from Wilson Omnifile Full Text Mega Edition database.
  • Factbook for the academic year 2007-2008. Office of Institutional Research, New Jersey City University. http://www.njcu.edu/dept/instres/documents/Factbook_2007_08.pdf
  • McClure, Jennifer and Krishnamurthy, Mangala. (Spr 2007). Translating the libraries: a multilingual information page for international students. The Southeastern Librarian 55(1), 26-31. Retrieved, from Wilson Omnifile Full Text Mega Edition database

(to be continued)

references continued
References (continued)
  • National Center for Educational Statistics. http://nces.ed.gov/
  • Nicole Sackers, Nicole; Secomb, Bess; and Hulett, Heather. (Mr 2008). How well do you know your clients? : international student’s preferences for learning about library services. Australian Academic & Research Libraries 39(1), 38-55. Retrieved April 29, 2009, from Wilson Omnifile Full Text Mega Edition database.
  • Tao, Dorothy. (Spr 2005). Bibliographic instruction for a diverse population: understanding, planning, and teaching in the twenty-first century. Art Documentation 24(1), 29-37. Retrieved April 29, 2009, from Wilson Omnifile Full Text Mega Edition database.
  • Valentine, Patrick M.(Fall 2008). Managing libraries for multilingualism: using the web for non-English language retrieval and translation. Personal, Library Administration & Management, Library Administration & Management, 22(4), p. 199-204. Retrieved April 29, 2009, from Wilson Omnifile Full Text Mega Edition database.
  • Wang, Jiannan. (Fall 2008). Toward understanding international students : a study conducted at Middle Tennessee State University. 569(3), 4-10. Retrieved April 29, 2009, from Wilson Omnifile Full Text Mega Edition database. The Southeastern Librarian
acknowledgement
Acknowledgement

The presenters would like to thank Ashraf Elbaz and Dinesh Hiralall, Guarini Library, New Jersey City University, for their technological support.