Timing of instruction & what counts?
- Use the Goldilocks rule: If library instruction occurs too early, there's a disconnect between what you teach and what students actually need to do. Too late, and students don't have enough time to incorporate what they learn from you.
- Work with course instructors to time your session to take place one or two class meetings after a research assignment has been distributed and students have had a chance to identify topics.
Attendance: Please document attendance (students, faculty, staff, public) for any activity that you have prepared in advance for instruction, orientations of any kind that you have helped to facilitate, or otherwise educational presentation.
Follow-up sessions with only 10 minutes of teaching: We sometimes provide follow-up sessions in which we provide guidance for the first 10-15 minutes and then allow students to work. According to NCES, this also counts, so be sure to document attendance.
The National Center for Education Statistics defines instruction-related activities in this way:
"Information services to groups are presentations at which a staff member or person invited by a staff member provides information intended for a number of persons and planned in advance.
These services may be either bibliographic instruction or library use presentations, or cultural, recreational, or educational presentations. Presentations both on and off the library premises should be included, as long as they are sponsored by the library. Do not include meetings sponsored by other groups using library meeting rooms."
Source: http://nces.ed.gov/
Scheduling Library Instruction using LibCal
Once logged into LibGuides, select LibCal, Events, Library Instruction. Consider bookmarking.
First, check for conflicts
Select a date and enter a Start Time and End time: Please use precise begin and end times. Ex. 3:00 - 3:50 rather than 3 - 4.
Check any events on that date: If an event appears on your date, click the event to see the classroom number.
Check Event Location
This tool consults the other calendars. In this example, the event clashes with a meeting on the Library Meetings & Reservations calendar.
Complete the form as follows:
Event Title: Add the course abbreviation and number. Ex. FYS FRN02
Related LibGuide: Add your course guide.
Presenter: Course instructor's last name only. Please do not add prefixes like Dr.
Types: Select as appropriate.
Anticipated Attendance: Enter the number of students anticipated.
Internal Tags: Choose "undergraduate" or "graduate."
In-Person Location/Space: Select your classroom.
Scroll to the bottom and Submit: Add new event.
Post-instruction, update attendance by opening the event and saving the Actual Attendance.
Edit or delete an event: Open the event and select Modify Event on the right side.
Library Instruction Rooms
Library Instruction Request Forms
Classroom Extron passcode and laptop cart padlock combination number are located on tthe #Classrooms & Equipment Slack channel.
Instruction request and room policies
If the course instructor cannot be present at your workshop, consider offering to take attendance. Ask the instructor to inform that class that attendance will be taken toward the end of your session that day. This has proven to encourage students to come to your workshop even though the instructor will not be there. An attendance sheet copy is attached below for your use.
Classroom problems? Always submit a Help Desk Ticket.
All technology and equipment problems encountered in library instruction classrooms should be submitted as an IT Help Desk ticket: https://itsupport.salisbury.edu/
When submitting a ticket, please also document the problem on the Slack channel #classroom_equipment. Doing so alerts other librarians who may also plan to use the classroom and/or equipment that is not working properly.
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Room 162
Teaching podium:
Storage cabinet:
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Room 163
Teaching podium:
Storage cabinet:
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Room 117
Teaching podium:
Storage cabinet:
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Once you've established the time, date, and room, sharing our building map is a handy way for instructors to help guide their students to the correct classroom.