Browsing by Author "Russo, Michele C."

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    Team Teaching a Credit Class
    (H.W. Wilson Company, 1997) Russo, Michele C.
    The library instruction program at Indiana University-South Bend (IUSB) is much like programs at most other universities. The freshman study skills class and the freshman writing class have required library components in which the librarians introduce the basics of academic library research. Upper level and graduate classes have instruction only upon the request of the individual instructors. While we occasionally have the luxury of seeing a class two times in a semester, the majority of instruction is "one-shot." We also offer occasional workshops open to any student, and our reference-byappointment allows more in-depth instruction for an individual. While assessment of our instruction program shows that students do benefit from our efforts, students often ask how they could learn more. For quite some time we had considered offering a credit course, but we had not been able to free up one individual's time to develop and teach it, and none of the librarians wanted to take on all of the additional work alone. After much discussion, we eventually decided to team teach the course using all of the instruction librarians (who are also most of our reference librarians). In the spring of 1996, we began teaching a one credit-hour course called "Library Resources and Skills" offered through the School of Library and Information Science (SLIS). This article describes the process we used in planning, teaching, and revising the course since its inception.
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    @ Your Library: Public Relations and More at Indiana Libraries
    (H.W. Wilson Company, 2001) Russo, Michele C.
    Not so many years ago, public relations in libraries often consisted of no more than an occasional program or a few flyers and newsletters describing library services. These activities principally took place in public libraries. Academic libraries might host an event, but the focus was primarily on fundraising, not on marketing their services. Neither did school nor special librarians feel the need to promote the library to their constituencies. Those were the days when librarians took for granted that everyone knew and understood the value of what we had to offer. We were the source for information; people needed us; and we didn’t need to get involved with the perceived “messiness” of public relations.