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Southern California Instruction Librarians (SCIL)

SCIL Works 2012

SCIL Works 2012  Back to Basics: The Ubiquitous One Shot
Friday, February 3, 2012 - 9:15 am – 2:00 pm

The Claremont Colleges
Honnold/Mudd Library Founders Room
800 N. Dartmouth Avenue
Claremont, CA  91711

Most of us spend the bulk of our time teaching one-shot library instruction sessions of one type or another. For some, this work has a Zen-like pleasure: We can engage in an endless honing of our craft. For others it can be frustrating: We feel like we have little formal contact with the students or input into the curriculum.

What can we do to facilitate students' development of information literacy skills throughout college and life?
SCIL Works 2012 explored how colleagues are:
  • making the most of opportunities for collaboration with colleagues and discipline faculty
  • piquing students' interest
  • applying instructional design principles to online or face-to-face instruction
  • assessing what students have learned

Research & Practice Presentations

Hour-long presentations on effective programs or practices. 

Rethinking handouts for library instruction sessions: They’re not as bad as you’ve been told!
John Hickok, Instruction/Outreach Librarian
California State University, Fullerton

Powerpoint Presentation

Presentation pdf
These and other materials available on John Hickok's website.

Handouts have gotten a bad rap over the past years.  Many librarians have abandoned them because (a) they seem old-fashioned; (b) they appear inconsistent with being “green” (eco-conscious) today; (c) librarians are just deferring to e-guides instead.  However, handouts are not bad!  Quite the contrary; they can be powerful learning aides, and green-friendly, when used effectively.  This presentation will make you rethink handouts!      First, this presentation will dispel the view that handouts are old fashioned.  Not so!  Handouts directly address active learning principles.  Nearly all educational theorists, from Vygotsky to Piaget, note the impact of “doing” while learning.  Handouts—as this presentation will show—can greatly increase the “doing”, rather than just passive listening.  Second, this presentation will show how handouts can indeed be green-friendly.  Multiple strategies will be shown to reduce paper use while still harnessing the power of active learning though handouts.  Third, this presentation will show the advantages handouts have over generic e-guides, and how they can make a huge difference (with student testimonial data supporting this).   Principles of dynamic and effective handout design (generating high interest among students) will be shown.  These will not be your grandmother’s handouts!  Attendees of this presentation will come away with a host of ideas, tools, and strategies for using handouts to increase student learning in library instruction.  Handouts or e-handouts will be provided (of course!)

Methods Behind the (One-Shot) Madness: Enhancing Instruction through Portfolios, Mapping, and Rubrics
Natalie Tagge, Instruction Librarian, Char Booth, Instruction Services Manager & E-Learning Librarian, and Sean Stone, Science Librarian
The Claremont Colleges

Presentation Slides

In-class techniques and e-learning tips can undeniably improve one-shot sessions, but collaborative management and outcomes-driven assessment of an overall instruction program is key to increasing instructor effectiveness and student learning in even the briefest of interactions. This presentation explores three pilot initiatives designed to build a structured and strategic framework behind "traditional" undergraduate instruction at the Claremont Colleges Library: instructor portfolios, curriculum mapping, and information literacy rubrics. Instructor portfolios collect teaching materials, student work, and coordinated evaluations in an integrative attempt to holistically assess one-shot library instruction from the perspective of faculty, students and librarians. Curriculum and knowledge mapping is a way of visualizing the path a learner takes through a discipline, department, or degree, as well as an engaging planning and brainstorming tool. Rubrics help define specific student outcomes as well as provide a quantifiable tool for assessment of information literacy skills.  When applied in tandem, these approaches can be used to gather powerful insight into the learner experience and create the impetus for more collaborative, creative, and lasting library instruction.

“But it’s not enough!" Confronting reality and optimizing learning--the 50 minute one shot  
Kristin W. Andrews, Research Librarian for Romance Languages, Latin American Studies & Classics
University of California, Irvine

Presentation Handouts

Librarians are experts in research, but our strength is often a weakness: we want to teach students as much as possible, but instead can overwhelm them with too much information. There is a difference between what we think is enough and what students can absorb. Developing learning outcomes & objectives is critical in helping librarians find a balance between what we would like students to know versus what students can realistically learn in 50 minutes. Attendees will learn a model that will help them develop learning outcomes that blend mechanics (how to use databases) and concepts (how to think about research) and stay on target when teaching a time-limited one shot instruction session. The example model will be based on one library’s program for freshman writing students, but the approach can be adapted for one shot sessions at any level (undergraduate or graduate). Participants will also have the chance to brainstorm and share ideas for their own instruction programs.

Lightning Round Presentations

A set of 5-minute poster sessions describing a program or initiative, highlighting an online tool or tutorial, or exhibiting an assessment process or instrument.

Strategies for Success: Helping Online Students Discover the Library
Terri Bogan, Reference & Instruction Librarian
Hope International University


We are always looking for ways to reach out to our online students and let them know that we are here for them and have resources and services to help them with their research. Many of our online students are returning adults who are very concerned about doing well, yet do not feel confident in their study and research skills. The first class our online students take is called Strategies for Success. This class includes an assignment with a simple library research component. Prior to working on this assignment, students view three video tutorials (each under 10 minutes) created by a Hope librarian. These videos address:
  • Online access points to library resources, our online reference help system (LibAnswers), and how to navigate the Library Home Page
  • Using our ILS (OCLC WMS) as a discovery tool to begin the research process
  • How to search for journal articles using our research databases (keyed to their library research assignment)
Memory and Color: Developing Instructions Citations Guide
Eric P. Garcia, Psychology and Educational Psychology & Counseling Librarian
California State University, Northridge

Instructions are very important in our daily lives, in our jobs, and at home. In the academic community, students are presented with instructions on performing a task ranging from how to build a paper to how a citation should look like. While instructions in many cases can help students it also can hinder their performance depending on how the diagrams are designed. In creating a citation, students will have to manipulate the source data in order to build a citation, yet they will find it ease and simplistic if diagrams are easy to follow versus overly text heavy diagrams descriptions. It is important to note that one-time instructions do not led to the individual learning or memorizing the process of building a citation. The instructions for citation creation generally only provide a frame of reference for the user. By building an instructional citation guide that is simplistic, clear and using color to highlight designated areas, students will be able to build a citation with an understanding or framework of how to build a citation in the future.

Super Stats!!!
Michelle Jacobs-Lustig, Librarian for Instructional Design, Outreach and Training
Pepperdine University

Pepperdine University has revamped its library instruction program and changed the way statistics are gathered. In Fall 2011 we implemented two new products, from Springshare: LibCal and LibAnalytics. LibAnalytics is an assessment tool that allows us to track our instruction program, including the number of courses taught, students reached, as well as the amount of prep time for these sessions. This has given us an opportunity to demonstrate the impact that our instruction program has on both the student body and staff time. The ease of use of the product allows us to quickly (in a manner of seconds) extract the data requested by peers and administrators.  We are also using it to gather data on our reference and research support transactions. There are a variety of ways to gather this kind of data (Excel, Google Docs, home grown and corporate products); however the ease of use, flexibility and visual components built into LibAnalytics makes it a perfect product at an affordable price.

The “What Stuck?” Game
Joan Kaplowitz, Ph.D., MLIS
University of California, Los Angeles Librarian Emerita

The “What Stuck?” game is my take on the minute paper. I like to end my sessions with some kind of wrap-up/review/assessment and methods like the minute paper give a lot of bang for the buck. In a very short period of time, the students get to reflect on what they learned and the instructor gets a chance to obtain some assessment data on how well the students attained the expected learning outcomes set for the session. I have always liked to do the minute paper as an oral exercise in one-shots since it is rare that I got any further contact with the students. Doing it out loud allows for everyone to benefit from the experience. However, a few years ago I realized that I rely heavily on collaborative experiences in my teaching and have done little that might appeal to the more competitive types of learners. So I morphed the minute paper into a game. The class is divided into small groups or teams. Since most of my sessions take the form of small group exercises, these groups are generally already in place. Each team is given five minutes to list as many things that “stuck” from the session – concepts, methods, exercises, assessments etc. I use five minutes for sessions that last 90 minutes or more, but this could be cut down to one or two minutes in a 50 minute long session. When the time is up, I review each team’s list and declare a winner. I usually give the members of the winning team some kind of prize (pens, post-it pads, highlighters) and the rest of the class gets some small token because no-one should leave feeling like a loser. The students always seem to have a great time playing this game. I like this version of the minute paper because it creates an upbeat ending to the session, lets the students do the reviewing and summarizing themselves in a lively and active learning type format, and offers a way for me to assess the attainment of expected learning outcomes. And this is all done in just a few minutes – thus proving that assessment can be done even in the 50 minute one-shot.

iPad 2s for everyone!  Catching students’ attention in library one-shots
Ngoc-Yen Tran, Manager, Collection Development
California Lutheran University


“You are an exercise science major and you have a mid-term essay due in two weeks. You’ve chosen to write about the benefits of yoga. The assignment requires you to find at least 2 peer-reviewed articles (also known as scholarly articles).”

This is the scenario that I have given to students during one-shots and although that does not excite them, seeing iPads being distributed in conjunction with the activity certainly does. But, instead of using the iPad as a parallel to a computer (meaning that students use the web app to find materials), the students use the iPads to scan the QR codes that I have generated and then take the iPads out to the periodical stacks in teams to find the differences between scholarly and popular articles, primary v. secondary sources, and to use WorldCat Local to find their own articles. At the end, we all come back together to talk about what they found, and for me to show them some last minute things and to assess their learning.

Find out more about how the activity is set up and whether or not it is possible to have such an elaborate session all within the limits of a 50-minute one-shot.

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