Literacy instruction: Connecting to online faculty and students

Dr. Marilyn Harhai, Department of Library Science

Mary Buchanan, University Libraries

Clarion University of Pennsylvania

Yang (2005) noted that the respondents “all agreed that teaching faculty are the key individuals who can encourage distance students to use the libraries’ resources. Unfortunately many teaching faculty do not promote library services to distance students and do not offer feedback to Librarians” (p. 94)

Yang, Z. Y. (2005). Distance education librarians in the U.S. ARL libraries and library services provided to their distance users. Journal of Academic Librarianship, 31(2), 92-97. doi:10.1016/j.acalib.2004.12.004

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The importance of faculty communications regarding the library was evident in this survey because more respondents (65%) credited their instructor than any other source in learning about the University of Illinois Libraries.

Hensley, M. K., & Miller, R. (2010). Listening from distance: A survey of University

of Illinois distance learners and its implications for meaningful instruction.

Journal of Library Administration, 50, 670-683.

doi:10.1080/01930826.2010.488946

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As universities increase their distance education and online course offerings, more users will need online library training sessions.

Smith, S. C., & O’Hagan, E. C. (2014). Taking library instruction into the online environment: one health sciences library’s experience. Journal of the Medical Library Association, 102(3), 196-200. doi:10.3163/1536-5050.102.3.010

Clarion University’s Department of Library ScienceOnline classes for over a decadeCompletely online Master’s Degree program

since 2009;Undergraduate completely online 2015

Content delivery technology used in programCamtasiaPanaptoNarrated PowerPointPodcastingMediasite by Sonic Foundry (Live)WimbaBlackboard Collaborate

Quality Matters Rubric concepts:

Learning activities provide opportunities for interaction that support active learning.

Course tools and media support student engagement and guide the student to become an active learner.

Students can readily access the technologies required in the course.

Lets get down to the nitty-gritty!

LIBRARY OUTREACH AND COLLABORATION

LIBRARY NEWSLETTERALL FACULTY EMAIL BLASTLIBRARY FACULTY LIAISONS

UNIVERSITY-WIDE COMMITTEESPARTNERS IN TEACHING…ARTICLES

DISTANCE EDUCATION LIBRARIANWORKS CLOSELY WITH THAT OFFICE TO PROMOTE LIBRARY

SERVICES VIA DIRECT ONLINE FACULTY EMAIL, INSTRUCTION, EMBEDDING, CREATES LIBGUIDES AND

VIDEO TUTORIALS

INITIAL CONSULTATIONBETWEEN CLASSROOM FACULTY AND LIBRARY FACULTY

GOALS AND OBJECTIVES FOR THE SESSION ALIGNMENT WITH CLASSROOM ASSESSMENTS SYNCHRONUS VERSUS ASYNCHRONUS AND

ARCHIVING TIME FOR THE SESSION/S LENGTH OF THE SESSION/S NUMBER OF ATTENDEES TECHNOLOGY CONCERNS FACULTY UNDERSTANDING OF PRESENTATION

SOFTWARE LIBRARIAN UNDERSTANDING OF SOFTWARE

GENERAL IDEAS BETWEEN CLASSROOM FACULTY AND LIBRARY FACULTY

Information to test conferencing software

Link session to an assignment including understanding resources available (digital and print)

Require report if watching archive

Create trouble-shooting listPractice

Classroom Faculty Role for Session:

Set up the room Invite students/announce session Welcome attendees before the session begins Set privileges Introduce the session and librarian Monitor the email Facilitate chat and trouble shoot

Library Faculty Role for Session:

Plan and organize presentation Prepare your quiet space Log into session Upload PowerPoint Check audio reception Establish relationship with the

students Facilitate interaction Demonstration of online services

and materials especially LibGuides Hard copy only materials Digital collections – ebook guide

demonstrate collections important to session and access, downloading

Online Literacy Instruction:

FacultyLibrarianSoftwareStudents

Online Learning: How Libraries go the Distance