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The evolution of library instruction at Santa Fe Community College -- From talking heads to flying fingers, we are making instruction sessions more interactive through the use of games and technology. Gone are the days of long lectures and blank stares; getting students involved means they have to pay attention and think. Let them do the talking for you!
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A. Send them to Google because that’s what they’re using anyway
B. Give them a paper encyclopedia so that they won’t use Wikipedia
C. Point to your library’s web page and wish them good luck
D. Engage them with library resources through exciting teaching and friendly reference
A. Technology in your teaching
B. In class exercises
C. Pre and/or post assessment
D. Some combination of the above
E. Who needs any of that when I’m there?!
Do we have the appropriate resources?
How do we get those resources marketed to
faculty and students?
What does our teaching look like and how is
it being received?
Build relationships with faculty
Get library instruction as requirement of
one class
2010-11
Academic
Year
2011-12
Academic
Year
% Difference
English 111
classes16 28 75.00%
English 111
students237 506 113.50%
2010-11
Academic
Year
2011-12
Academic
Year
% Difference
Total # of all
classes65 104 60.00%
Total # of all
students985 1721 74.72%
Gate Count64,777(2009)
106,665 64.66%
What we were doing
Lecture based instruction
Did not have agreement with ENGL
No marketing
What we’re doing now
Less lecture, more hands-on, ipads
Required for all ENGL 111 classes
Marketing to various departments
• Determine the type and extent of information needed based on the class assignment and be able to extrapolate that need for personal or work needs
• Identify, use, and search appropriate library resources, both physical and electronic, to support their information needs
• Evaluate information based on currency, relevance, authority, accuracy, and purpose
• Understand and differentiate between popular and scholarly resources
• Understand plagiarism and how to avoid it by properly citing resources
Fall 2011 Fall 2012 Difference
The librarian kept my students
engaged during the
presentation.
Strongly
Agree 90.90% 100.00% 10.01%
After the instruction session,
I received positive feedback
from my students about the
presentation.
Strongly
Agree 72.70% 66.70% -8.25%
After the instruction session, I
saw an increase in the usage of
library resources in student's
papers/ presentations.
Strongly
Agree 36.40% 50.00% 37.36%
Students will work in teams of 2 or 3.
Each team will receive 1 envelope each round, with enough clue sheets for each team member.
Team members may share a computer or divide the work, but each team member must FULLY and ACCURATELY complete his or her clue sheet.
When all members have completed their clue sheets, put them back in the envelope.
One team member brings the envelope up front to the Librarian.
If all the clue sheets are accurate, the judges will provide the next round's clues.
Teams that complete all three rounds will receive prizes…or bragging rights!
Guide on the
Side, http://www.library.arizona.edu/applic
ations/quickHelp/tutorial/searching-jstor
Incorporate Assessment
Get all ENGL 111 instructors to bring classes
in for two sessions instead of one
A. Incorporate ipads
B. Incorporate clickers
C. Incorporate hands-on activities
D. All or some of the above
E. Nothing, I’m fine the way I am
A. Great, really helpful and useful.
B. Got me thinking about new approaches to teaching
C. So wonderful you should take it on the road.
D. All or some of the above.
E. Not so much…
Ask us questions
Share your experiences
Ideas for the future
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