Reinvigorating a Library Workshop Series: Moving Workshops into the Online Environment

REINVIGORATING A LIBRARY WORKSHOP SERIES

Moving Workshops into the Online Environment

Mandi Goodsett, Performing Arts & Humanities Librarian

Cleveland State University

Does your library offer in-person workshops?

Does your library offer online workshops?

Does your library offer both in-person and online workshops?

Does your library offer in-person workshops?

Does your library offer online workshops?

Does your library offer both in-person and online workshops?

Does your library offer in-person workshops?

Does your library offer online workshops?

Does your library offer both in-person and online workshops?

Learn it @ the Library Workshop Series

Spring 2015

Transitioning to Online Workshops

Why online?

Plagiarism 101 Workshops

Fall 2015

Who and what? Remedial workshop for undergraduate students in any discipline offered both online and in-

person taught by Mandi Goodsett, Mary McDonald, and Carol Zsulya.

Learning Outcomes - Students will be able to …

demonstrate an understanding of what constitutes plagiarism in order to avoid accidentally plagiarizing.

articulate why acknowledgement of original thought is important in order to avoid purposefully

plagiarizing.

give credit to the original ideas of others following the rules of APA or MLA style.

skillfully integrate information taken from outside sources into their writing.

approach citing sources and consulting citation resources with familiarity and understanding

Where? To sign up, students can enroll at the following link: http://library.csuohio.edu/promos/learn-it.html

Workshops will take place in the library LCLC labs.

How? Workshop #1

What is plagiarism?

Why do we cite sources?

Workshop #2

Integrating Sources

Citation Skills

How it Works

1) You identify that a student has plagiarized on an assignment that is worth less than 25% of his or her

grade.

2) You tell that student he or she has the opportunity to avoid failing the assignment by attending a library

workshop and presenting proof of completion to you.

3) The student signs up for the workshop at the link on your handout. If she is confused, send her my way.

4) After the student has completed the workshop AND turned in all required materials, you will be emailed a

certificate from a workshop instructor. We can also send the results of all assessment material.

5) The student will still need to re-write the original plagiarized paper and turn it in to you in order to

receive credit for it. We are happy to look at the paper and give feedback, but we can’t assign a grade.

Why? -To help librarians and the Writing Center reach the students who actually need help.

-To help students who plagiarize accidentally avoid being punished for what they don’t know or understand,

and to give them the tools to succeed while citing sources in the future.

-To reduce the number of students who plagiarize in the in-person and online classrooms of faculty, without

taking time out of class.

When?

Workshop I – In-Person

February 8th, 11:30-12:30pm

March 22nd, 4:30-5:30pm

Workshop II – In-Person

February 17th, 11:30-12:30pm

March 30th, 11:30-12:30pm

Workshop – Online

Asynchronous (all students

must complete course by May

6th to earn certificate)

Fall 2015

3

39

14

50

0

10

20

30

40

50

In-Person Workshop Online Workshop

Workshop Enrollment

Total Attendees

Earned Certificate

Fall 2015

3

39

14

50

0

10

20

30

40

50

In-Person Workshop Online Workshop

Workshop Enrollment

Total Attendees

Earned Certificate

Think of an active learning exercise that you use for in-person library sessions.

• Can you think of ways to translate that exercise to the online environment without losing the interactivity?

• What technology would you use?

• What’s gained in the move to the online environment? What’s lost?

http://timer.onlineclock.net/

[CELLRANGE

]

[CELLRANGE

]

PRE- AND POST-TEST SCORES, FALL 2015

Same or BetterScore

I enjoyed being able to take this workshop. I was not able to take the in-person sessions because of conflicting times and this was a nice way to learn

the material and receive credit.

“ “

Collaboration

Librarians

Writing Center

Office of Academic Programs

eLearning Department

Office of Disability Services

Librarians

Writing Center

Office of Academic Programs

eLearning Department

Office of Disability Services

Librarians

Writing Center

Office of Academic Programs

eLearning Department

Office of Disability Services

Librarians

Writing Center

Office of Academic Programs

eLearning Department

Office of Disability Services

Librarians

Writing Center

Office of Academic Programs

eLearning Department

Office of Disability Services

Transitioning an In-Person Library Workshop to an Online Environment

1) Workshop Topic: _________________________________________

2) Backwards Design

What do you want your students to be able to do?

Learning Outcome #1: ________________________________________________

_________________________________________________

Learning Outcome #2: ________________________________________________

_________________________________________________

Learning Outcome #3: ________________________________________________

_________________________________________________

Learning Outcome #4: ________________________________________________

_________________________________________________

3) Assessment

How do you currently assess each of these learning outcomes? How will your assessment change to

accommodate an online environment? What technology will you use to create these assessments? Will you

create online tutorials? Videos? Worksheets or forms? What tools will you use to make these? See the back for

some ideas.

Learning

Outcome # In-Person Assessment Online Assessment Tools/technology Used

1

2

3

4

4) Platform

How will your students access and experience this online workshop? Will you use your learning

management system? LibGuides? A website? A wiki?

5) Collaborations

Who will you need to collaborate with to accomplish your goals for this workshop? Your eLearning

Department? Other librarians? Faculty?

Creating Online Tutorials with Free Tools

Tool Selection Criteria

Interactive Free or Low Cost

Vialogues

Zaption

MicrosoftOffice Mix

What We Learned

• First-year course instructors

• Students are impatient!

• Time crunch

What We Learned

• First-year courseinstructors

• Students are impatient!

• Time crunch

What We Learned

• First-year courseinstructors

• Students are impatient!

• Time crunch

Future Directions

• Collaboration with first-year courses

• Tutorial topics

• Digital badges

Finding Information

Source Star

Primary Pal

Word Wizard

Topic Tycoon

Search Sage

Credly ProEvaluating Information

Context Champ

Super Skeptic

CRAAP Crew

Expert Evaluator

Avoiding Plagiarism/Using

Information

Plagiarism Police

Citation Scholar

Idea Integrator

MLA Master or APA Artisan

Information

Literacy Master

Takeaway:

Providing online library workshops can save you time, increase participation, and cost you very little.

References•Bottorff, T., & Todd, A. (2012). Making online instruction count: statistical reporting of Web-based library instruction activities. College & Research Libraries, 73(1), 33-45.

•Cuthbertson, W. & Ellis, L. (2014). Citation relay. Retrieved from http://libguides.unco.edu/citerelay

•Grant, A. & Finkle, D. (2014). Taking face-to- face library workshops for freshman online: From instruction to introduction. College & Research Libraries News, 75(9), 506-27.

•Holley, D. & Oliver, M. (2010). Student engagement and blending learning: Portraits of risk. Computers & Education, 54(3), 693-700.

•Hutchings, M., Hadfield, M., Howarth, G., & Lewarne, S. (2007). Meeting the challenges of active learning in web-based case studies for sustainable development. Innovations in Education and Teaching International, 44, 331-43.

•Lindsay, E. B., Cummings, L., Johnson, C. M., & Scales, B. J. (2006). If you build it, will they learn? Assessing online information literacy tutorials. College & Research Libraries, 67(5), 429-45.

•Mestre, L., Baures, L., Niedbala, M., Bishop, C., Cantrell, S., Perez, A., & Silfen, K. (2011). Learning objects as tools for teaching information literacy online: A survey of librarian usage. College & Research Libraries, 72(3), 236-52.

References•Rempel, H. G., & McMillen, P. S. (2008). Using courseware discussion boards to engage graduate students in online library workshops. Internet Reference Services Quarterly, 13(4), 363-380.

•Silver, S. L. & Nickel, L. T. (2007). Are online tutorials effective? A comparison of online classroom library instruction methods. Research Strategies, 20(4), 389-96.

•Su, S. F. & Kuo, J. (2010). Design and development of web-based information literacy tutorials. The Journal of Academic Librarianship, 36(4), 320-28.

•Thornes, S. L. (2012). Creating an online tutorial to support information literacy and academic skills development. Journal of Information Literacy, 6(1), 82-95.

•Webb, K. K. & Hoover, J. (2015). Universal design for learning (UDL) in the academic library: A methodology for mapping multiple means of representation in library tutorials. College & Research Libraries, 76(4), 537-553.

•Zhang, Q., Goodman, M., & Xie, S. (2015). Integrating library instruction into the course management system for a first-year engineering class: An evidence-based study measuring the effectiveness of blended learning on students’ information literacy levels. College & Research Libraries, 76(7), 934-58.

QUESTIONS?Mandi Goodsett

a.goodsett@csuohio.edu

http://researchguides.csuohio.edu/onlinelibworkshops