Browsing by Subject "library instruction"

Now showing 1 - 10 of 11
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    By and For Us: The Development of a Peer Review of Teaching Program by and for Pre-Tenure Librarians
    (Collaborative Librarianship, 2012) Alabi, Jaena; Huisman, Rhonda; Lacy, Meagan; Miller, Willie; Snajdr, Eric; Trinoskey, Jessica; Weare, William H., Jr.
    Seven pre-tenure librarians at the University Library at Indiana University-Purdue University Indianapolis (IUPUI), concerned about the effectiveness of their library instruction, created a peer review of teaching (PROT) group. This article provides an overview of the LIS literature on PROT and identifies the commonalities and variations found in PROT programs. The authors then describe the development, implementation, and benefits of the PROT program at IUPUI. The program outcomes are discussed, including benefits for the observed, the observer, and for the PROT group as a whole. The authors also found that the implementation of a PROT program can enhance the sense of community among colleagues.
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    Connecting Library Instruction to Web Usability: The Key Role of Library Instruction to Change Students' Web Behavior
    (2015) Lee, Yoo Young; Snajdr, Eric
    The presentation was delivered at the International Conference of Asian Special Libraries (ICoASL) 2015 held in Seoul, South Korea.
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    Criticism is not a four-letter word: Best practices for constructive feedback in the peer review of teaching.
    (2014) Alabi, Jaena; Weare, William H., Jr.
    In recent years, peer review of teaching (PROT) has become an increasingly important tool for evaluating library instruction. Most PROT programs consist of three components: a pre-observation meeting, the observation of teaching, and a post-observation session. The post-observation feedback session can be especially challenging—for both the observer and the observed. Drawing upon literature addressing the peer review of teaching, the authors recommend a set of best practices for providing constructive criticism to fellow instruction librarians.
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    Do Clickers Improve Library Instruction? Lock in your Answers Now.
    (Elsevier, 2008-10-09T17:08:01Z) Dill, Emily
    This study assesses the effect of clickers on retention of library instruction material. A comparison of quiz results of students who utilized clickers during instruction versus students who did not showed no gain in retention. Libraries are encouraged to consider pedagogical implications before applying novel technologies to instruction programs.
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    L135 : Where to find it @ University Library
    (2005-12-22T19:11:18Z) Hanna, Kathleen A.
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    Library Instruction and Student Engagement in the Age of Google
    (LOEX Press, 2010) Weare, William H., Jr.; Kowalsky, Michelle
    A typical library instruction session generally includes demonstrations of how to use the library catalog, how to access information via library-provided electronic resources, and how to use the electronic journal list. Given limited time with a new group of students, many librarians would not opt to include instruction on how to effectively and efficiently use a search engine. The 2006 OCLC report College Students’ Perceptions of Libraries and Information Resources indicates that “that 89 percent of college student information searches begin with a search engine." Librarians should also consider beginning their library instruction sessions at the place where their students would begin—with Google. Such an approach not only motivates students, but it also enables the instructor to build on the students’ prior knowledge and research experiences more quickly and efficiently. Lessons which begin by briefly evaluating a student's prior knowledge make good pedagogical sense. Students naturally feel more confident and eager to learn something new when it appears that the topic is familiar. Activating prior knowledge prepares the mind to integrate new knowledge and concepts. Using Google to help students connect new knowledge to old helps them build sequences of memories that associate library searching with their previously 'easy' and 'enjoyable' search engine experiences. Lessons which extend student understanding of a familiar concept help to create better student searchers. In this session the presenters will demonstrate a variety of ways in which instruction librarians can use search engines and related web search products to increase student engagement.
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    Peer review of teaching: Best practices for a non-programmatic approach
    (Communications in Information Literacy, 2014) Alabi, Jaena; Weare, William H., Jr.
    Many academic librarians who provide library instruction have never received formal training in educational theory and methods. In an effort to bridge this gap and improve the teaching skills of instruction librarians, some academic libraries have established peer review of teaching programs. Despite the recognized benefits of peer review, it may not be feasible for every library to establish such a program. In an effort to aid those who are interested in peer review, but who may not be able to participate in a formal program, the authors identify the principles of peer review that can be applied on a non-programmatic basis. Six areas of best practice are described: establishing an environment of trust, respect, and confidentiality; selecting a suitable partner for the process; communicating with a peer reviewer; focusing on specific aspects of teaching where feedback is desired; making time for the process; and preparing oneself to accept criticism.
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    Steps to Research Skills: Polish Your Skills
    (2005-12-22T19:23:30Z) Hanna, Kathleen A.
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    Steps to Research Skills: Your Ideal Job
    (2005-12-22T19:18:57Z) Hanna, Kathleen A.