Creating Objectives Collaboratively: Actionable Goals across the Library System

Imagine a room full of librarians and a blank, whiteboard. One librarian asks the group, What do you want to teach students? The librarians go beyond articulating instruction in the form of tools ( I teach the library catalog ) to writing down ideas about real concepts ( I want students to be better information seekers ) that students need to survive in an information-rich world. How do you know if students learned from your instruction? How can you articulate your goals and assessments together as a library staff? The challenge of creating successful, measurable objectives across a large library system can be difficult to implement. This presentation will focus on how relevant, actionable learning objectives and measurable outcomes were created collaboratively across campus. These objectives and assessments were created for a Scholarly vs. Popular instruction module, a concept commonly covered in library instruction. Information presented in this session will include a bibliography about objectives culled from the library literature and kindergarten-higher education research. It will also include findings from librarian interviews regarding how objectives can be created and what would be good methods to measure successful instruction in a Scholarly vs. Popular module

Instructor College Virtual Swap Meet: A Model for Developing an Instruction Community

Many educators, newbies and veterans alike, find themselves facing the same problems as their students; there is an overabundance of helpful information available, and getting started can be overwhelming and disorienting. In an effort to fill the need for constant professional development in the area of instruction, the University of Michigan Libraries have created the Instructor College. The Instructor College has attempted several versions of an institutionally-curated repository of resources to support library instruction. This year the Instructor College Steering Committee is working with a School of Information University Library Associate to create a more flexible repository for these materials. In addition to including strong content such as visual teacher prep materials, scholarly articles, interesting handouts & lesson plans, and assessment ideas, this repository has many other features making the repository easy to use. Characteristics include the following features: • a streamlined submission and retrieval interface • categorical organization of materials in diverse formats • custom tagging, user rating and reviewing The Instructor College would like to present the pilot version of this repository at LOEX in order to receive feedback on the design and content. The planning and development behind the creation of Instructor College’s repository will be discussed in brief to illustrate the feasibility of implementation of similar systems at other institutions. We are also interested in generating interest within the library community in order to solicit librarian participation and to encourage the grassroots development of similar repositories at other libraries

Diving into Data: Developing Data Fluency for Librarians

As data services continue to emerge as a growth area for academic research libraries, many librarians are finding themselves in need of a skill upgrade in order to support research data at a level of excellence consistent with other library services. With the full support of its administrators, the University of Michigan (UM) Library has implemented a three-stage professional development program to develop readiness for data services within the organization. The first stage consists of a two-part workshop series presenting basic data concepts around data structures, storage, security, and sharing. These workshops build a shared understanding and vocabulary among librarians across the institution as a foundation for more specialized training. The second stage employs a workflow developed by UM librarians, the Deep Dive into Data, which provides a self-directed, iterative, non-linear method for exploring the data landscape around a particular research discipline. Deep Dive workshops apply this workflow to an example discipline through in-class exercises and discussion, providing librarians with an expert-mediated means to build their familiarity with the tool before applying it to their own work. The ongoing third stage addresses specific topics in research data which are broadly applicable across disciplines. Some of these workshops explore cross-disciplinary data techniques which librarians may encounter or recommend to researchers, such as text mining. Others connect librarians to services provided elsewhere on campus, such as data storage, by inviting colleagues from those providers to brief library staff on the basics of the service and how to make an effective referral. Another type expands traditional public services skills, such as reference interviews, into the data services realm by providing an overview of current best practices and reports from individual librarians who have been piloting these services. Feedback gathered from participants at each stage has informed planning for subsequent offerings.http://deepblue.lib.umich.edu/bitstream/2027.42/117590/1/Martin_Oehrli_Diving_Into_Data.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/117590/2/Martin_Oehrli_Table_1.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/117590/3/Martin_Oehrli_Table_2.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/117590/4/Martin_Oehrli_Appendix_A.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/117590/5/Martin_Oehrli_Appendix_B.pdfDescription of Martin_Oehrli_Diving_Into_Data.pdf : Chapter textDescription of Martin_Oehrli_Table_1.pdf : Table 1Description of Martin_Oehrli_Table_2.pdf : Table 2Description of Martin_Oehrli_Appendix_A.pdf : Appendix A: Deep Dive MethodologyDescription of Martin_Oehrli_Appendix_B.pdf : Appendix B: Sample workshop assessment surve

Diving Into Data: Developing Skills in Research Data Services

Poster presented at ACRL 2015, Portland, OR.http://deepblue.lib.umich.edu/bitstream/2027.42/115482/1/samarti_jooehrli_diving_into_data.pdfDescription of samarti_jooehrli_diving_into_data.pdf : Poste

Deep Dive into Data Workflow

This workflow was designed to assist subject liaison librarians in self-directed exploration of the data landscape around a particular discipline. For more information, see Martin and Oehrli 2015 (http://hdl.handle.net/2027.42/117590).http://deepblue.lib.umich.edu/bitstream/2027.42/117636/1/DeepDiveintoDataWorkflow.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/117636/2/RepositoryDescriptionTool.pdfDescription of DeepDiveintoDataWorkflow.pdf : Deep Dive into Data workflow documentDescription of RepositoryDescriptionTool.pdf : Repository Description Too

An Assessment of Fall 2020 Library Instruction

During 2020-2021, the University of Michigan Library Instruction Assessment Task Force investigated curriculum-related library sessions conducted online during Fall 2020. This final report documents the feedback analysis from Fall 2020 course instructors and library instructors of curriculum-related classes.During 2020-2021, the University of Michigan Library Instruction Assessment Task Force investigated curriculum-related library sessions conducted online during Fall 2020. This final report documents the feedback analysis from Fall 2020 course instructors and library instructors of curriculum-related classes.http://deepblue.lib.umich.edu/bitstream/2027.42/168417/1/Online Instruction for Curriculum-Related Classes_ An Assessment of Fall 2020 Library Instruction .pdfSEL

Practical academic library instruction : learner-centered techniques

Comprend des références bibliographiques et un index"This book offers classroom management tips with easy-to-implement suggestions that focus on the learner" -- Provided by publisher.Part I: The Basics -- Words Matter: Defining Learning, Library Instruction, and Motivation -- Guiding Principles -- Part II: The Beginning: The Starting Point of Class -- Preparing for Class: Intentional Teaching and Lesson Planning -- Starting Class: Setting the Stage for Learning -- Part III: The Middle of Class -- Prior Knowledge -- Thinking about Thinking: Metacognition, Guided Reflection, and Formative Assessment -- Talking and Listening in Class: Classroom Discussion and the Importance of Listening -- Active Learning: Applying Knowledge as Reinforcement -- Part IV: The End: Looking Back and Forward on Your Library Instruction -- The End of Class -- Looking Back on Your Teaching: Reflective Practice