Date post: | 15-Apr-2017 |
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DYNAMIC DUOReference and Instruction Are Better Together!
Anna Mary Williford, Kelly Bradish, Amanda Folk & Amanda MillerMillstein Library
University of Pittsburgh at Greensburg
A Team Librarians
◦ Front: Amanda Folk & Anna Mary Williford◦ Back: Kelly Bradish & Amanda Miller
Credit: Diane Hughes
How Instruction Informs Reference
•Assignment Binder•Specific Products Demonstrated•LibGuides (such as
Intro to Theatre)Pass Information
Along
•Advertise individualized reference services (A Team LibGuide)Captive
Audience
How Instruction Informs Reference
•Assignment Binder•Specific Products Demonstrated•LibGuides (such as
Intro to Theatre)Pass Information
Along
•Advertise individualized reference services (A Team LibGuide)Captive
Audience
Students’ Perception of Librarians
1 2 3 4 50
500
1000
1500
2000
2500
3000
Q9-After the session, I feel comfortable coming to the library to use their resources, or ask for help from a librarian
Series1
Instruction SurveyFall 2010
to Spring 20154,219 Responses
Sometimes, students get stuck.
Get the most out of your
efforts to help them“unstick!”
jdurham/morguefile
Get details at the reference desk
> find out the class, instructor & assignment> ask to copy, scan or take a photo
Talk to instructors!> clarify assignments> share with colleagues
Frequently Asked
Questions are key!
Instruction librarians need to know about
reference statistics.
jeanneg/morguefile
Use those stats & fill in gapsLibGuide updatesTutorial linksEmbedding resources into LMSFollow-up class visits
Questions about assignments
•Has a librarian provided instruction to this class?Communicate
with instruction librarians
•Instructor might not arrange session without contact and evidence of needFAQs could
result in new sessions
Questions about resources
Met with students• During consultation,
questions asked about JOVE
LibGuide updated• JOVE tips added to
course guide to help students navigate
Instruction enhanced• Future classes will
benefit from additions to guide
Think of reference
consultations and
interactions as informal teaching
opportunities.
Miphoto/m
orguefile
– Dr. Olivia Long, Assistant Professor of Biochemistry, Pitt-Greensburg
“…having the research librarians interact with my senior capstone students…transformed the students’ understanding of a literature search from a search in Google into being able
to utilize our campus resources. The students find these sessions very helpful…they find better
quality primary literature and are therefore more successful when developing their own research projects.
…our librarians partner with the students and really understand their needs on our campus. I will definitely be
continuing these types of consultations in the future.”
– Dr. Gretchen Underwood, Assistant Professor of Communication, Pitt-Greensburg
“…no matter how many times we tell students that resources are available, they rarely see the value…until they can utilize them in a meaningful way. By designing projects for my intro level courses that require research consultations, I hope to get students in the habit of using the library and scheduling time for consultations…
To date, more than a dozen students have made a point to tell me how valuable their consultations were...
I can see the value in the improved writing, evaluation of sources, and critical thinking that these students have demonstrated…I am
more than satisfied that our collaboration is a success.”
Formalizing Information Literacy◦ ACRL’s Characteristics of Programs of Information Literacy that Illustrate Best
Practices: A Guideline
http://www.ala.org/acrl/standards/characteristics
Formalizing Information Literacy
Getting our measures to measure up◦Are we able to determine the level of instruction involved in reference transactions? ◦Existing system of gathering data did not differentiate between basic, intermediate and complex reference questions◦Conclusion: Existing system did not accurately reflect the type of informal teaching provided by librarians
Warner Classification System pilot
This classification was developed by Debra
Warner and colleagues at Eastern Carolina University’s Health Sciences Library.
Warner, D.G. (2001). A new classification for reference statistics. Reference & User Services Quarterly, 41(1), 51-55.
Classification pilot at MillsteinIncorporating the
Warner Model into our transaction recording provides more detail
about questions we are asked.
EXPLANATORY: how to/demonstrationEXPLORATORY: strategy/subject or topic searchEXTENSIVE: consultation/in-depth
1. Understand how our reference services add value to students’ experiences
2. More accurately assess informal teaching activities embedded in our reference services
3. Improve informal instruction we provide for students through reference
Goals of the Warner pilot
Research CollaboratoryDevoted quiet space for students to discuss and work with librarians on their research projects
Research CollaboratoryBEFORE AFTER
Questions?Feel free to contact us!Amanda Folk ([email protected])Anna Mary Williford ([email protected])Kelly Bradish ([email protected])Amanda Miller
Or visit our LibGuide!pitt.libguides.com/ateam