Exploring ChatGPT for Business Question/Assignments

Lightning Talk for the Midwest Business Librarians Summit on testing the ChatGPT AI service using academic business questions and scenarios. The brief presentation will show and comment on the results of a variety of questions posed to the Chat GPT service that reflect common types of questions from different business disciplines. It will conclude with an assessment of what this and other similar tools might mena for the future of Business Librarianshi

Distinguishing Trade Publications Video

This Lightning Talk would discuss the frustration I\u27ve felt with traditional materials designed to teach students the difference between Scholarly and Popular Journals. Even when materials address trade publications, they rarely if ever promote them positively. As a Business Librarian, I know that such journals are vitally important in the Business disciplines so I set out to create a very brief video on Scholarly vs Trade vs Popular journals designed especially for business students. My talk would discuss the perceived need, the creation process, and it reception/use since creation. I would provide a link to the video if there was not time to show it

Going LIVE: Online Modules for Critical Thinking

How to provide meaningful Information Literacy instruction to thousands of freshmen each year? What to do when the instruction for large lecture or multiple section classes takes your librarians and physical resources to the breaking point? These are daunting challenges facing university libraries around the country. This poster session will show the evolution of course-integrated information literacy instruction for Wayne State University’s Critical Thinking for Consumer Decisions course. While initially elated at the chance to provide Information Literacy instruction for one of the university’s general education courses, the Business Librarian was soon faced with the reality of providing meaningful instruction to 5 sections with 150 students each in a large lecture hall setting. Over a 3 year period, with the assistance of her colleagues, library instruction for this course went from a lecture/tour/computer lab combination requiring 75-100 librarian hours in a single week to a graded, course-integrated, online information literacy assignment. The poster will showcase how a team of librarians assessed critical learning needs for the course and then developed a series of compact online modules to create an authentic learning experience for students based on acknowledged Information Literacy standards. It will also discuss the overall effectiveness of the team approach to this process, the ongoing challenges of maintaining this type of instruction, and the unexpected outcomes experienced by our Business Liaison librarian as a result of this project

Location! Location! Location!: Reference Service in Non-Library Settings

The decline in the number of face-to-face reference transactions has implications that are of concern to librarians, as well as the faculty and students we serve. A strategy to address this is to take reference to locations that are “more convenient” for users – locations where they already work, study and gather. Three reference librarians shared their experiences with offering services in non-library settings, such as a faculty office building, a computer lab in a classroom, a student lounge, and a departmental library room. The objectives and experiences of these librarians vary, as do their specialized subject disciplines. This presentation detailed the spaces, scheduling, advertising, faculty/student relationships, evaluation/assessment strategy, and future plans unique to each locale. Handouts included a checklist of considerations for those planning mobile reference service, and a list of benefits and disadvantages from offering these services

There\u27s No I in Team: Collaborative Development of Online Instructional Modules

Providing meaningful Information Literacy instruction to thousands of freshmen each year is a daunting challenge facing university libraries. After the demise of a university required 1-credit library skills course, the Wayne State University Libraries tried to target instruction at Courses meeting freshman level General Education requirements. Unfortunately these courses tend to be composed of either numerous 25-30 person sections or very large lecture sections. To provide hands-on, in person instruction to students in all of the sections of even one of these courses can require 75-100 librarian hours in a single week. Servicing multiple courses would drain staff time and energy from all other necessary work or projects. To address this issue for one particular course, “BA1010—Critical Thinking for Consumer Decisions”, at WSU, a team was formed to develop a series of compact online modules that would replicate the essential information provided in the hands-on instruction sessions provided in previous years. If successful, it was hoped that this would form the model for the creation of additional modules for other required courses. This paper will explore the workings of the team, the development & implementation of the modules, and the overall effectiveness of the team approach to this process