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We built it, They came, Now what?. Lessons learned from creating a successful course integrated information literacy program. Margaret Fain Jamie Graham Lisa Hartman Head of Public Services Assistant Instruction Librarian Outreach Librarian. Kimbel Library Coastal Carolina University

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we built it they came now what

We built it, They came, Now what?

Lessons learned from creating a successful course integrated information literacy program

Margaret Fain Jamie Graham Lisa Hartman

Head of Public Services Assistant Instruction Librarian Outreach Librarian

Kimbel Library

Coastal Carolina University

Conway, SC

building a program internal factors
Building a Program: Internal factors

Supportive Library Administration

Continuing Education

Personnel

Peer Mentoring

Creative Atmosphere

Time

Flexibility

Responsiveness

building a program external factors
Building a Program: External factors

Respect

Authentic collaboration with faculty

Demonstrated student success

Marketing

Partnerships

defining success
Defining Success:

Inclusion of information literacy concepts in courses

First Year Experience course (FYE)

Scope of disciplines participating in instruction

18 disciplines, 88 sessions, 2006-07

Measurable assessment

Statistically significant improvement on pre/post test

defining success1
Defining Success:

Constant evolution

Annual program review

Positive growth of program

Increase in not just number of sessions, but scope

Comparisons to peer institutions

NCES data, other national measures

SAILS test

slide8

Source: 2004 Data http://nces.ed.gov/surveys/libraries/compare/index.asp?LibraryType=Academic

challenges and responses external
Challenges and Responses: External

Strained campus resources: 24% increase in 1st year freshmen between 2004-2007.

Proactive planning: space, resources, personnel must align with overall university needs.

challenges and responses external1
Challenges and Responses: External

Library: low priority of previous administrations

New administration is pro-library, work with and respond to their ideas

Campus disinterest in information literacy

Librarians serve on Core Revision Committee, general concept incorporated into new Core Curriculum

Continuing education of faculty, placed into context of discipline

challenges and responses internal
Challenges and Responses: Internal

Demand from multiple constituencies:

First Year Experience: all incoming first year students

English 101/102: new place in core, desire to tie library sessions to English assessment

Upper level classes: faculty satisfaction with instruction increases requests

Local schools want students exposed to college library resources: outreach CCU priority

challenges and responses internal1
Challenges and Responses: Internal

Demand from multiple constituencies:

No more than two concurrent instruction sessions

First come, first served, push early scheduling

Online request system and calendar for faculty to check availability

Non-CCU sessions offered only during breaks

challenges and issues internal
Challenges and Issues: Internal

Prioritize resources

Laptops:

Borrow laptops from circulation to make up shortages.

Use instruction statistics to request additional laptops from CCU technology funds.

challenges and issues internal1
Challenges and Issues: Internal

Prioritize resources

Librarians:

Added two new faculty slotted positions between 2004-07

Hire graduate students and interns to either teach or work reference desk

Share teaching materials to reduce prep time

challenges and issues internal2
Challenges and Issues: Internal

Prioritize resources

Space:

Added 2nd classroom space in 2006

Leave laptops set up during semester

Teach large (45+) classes in wireless classrooms with student laptops

Plan for increased instructional space in new Learning Commons space

challenges and reponses internal
Challenges and Reponses: Internal

Assessment and Accountability

No credit course, dependent on faculty willing to administer pre/post tests in class.

New Core accountability means assessing information literacy in multiple courses in multiple departments.

Partner with departments to assess Core, working with English and FYE to create joint rubric for annotated bibliography.

challenges and reponses internal1
Challenges and Reponses: Internal

Burnout

Librarians, increase in workload, expectations

Evenly distribute sessions, provide support, lobby for additional positions.

Students, attending multiple sessions leads to motivation issues

Monitor focus of sessions.

Use a variety of teaching methods and strategies.

Reinforce prior learning and use students as peer teachers.

future challenges
Future Challenges:

How can we continue to grow with our current resources?

When do we have to say no and refuse to accommodate all requests? Are we even willing to say no?

Do we set priorities based on Library information literacy goals?

Will the new Learning Commons address our needs for space or CCU’s need for space?

assessing your program
Assessing Your Program:

What is going well?

What isn’t going well?

What can we do to create or manage growth?

conclusion
Conclusion

Set priorities of instructional program within mission of KL and CCU.

Plan for future growth.

Continue to build instructional quality of the program.

Address new issues before they arise.