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Library Instruction Scheduling & Planning

April, 2018

Housekeeping stuff:

  • Last summer, Identified JMU's ILT assessment tool. 

UARA reports not being able to analyze any of the data from the fall GULL Week (including the ILT) because they have been reviewing some previous reports that will provide their office with feedback on the kinds of reporting and analysis that would be useful and informative to faculty and staff.

Dr. Sarah Winger and I plan to get together early in June to review ILT results and if anyone would like to join us let me know.

Reminder of availability of instruction stats on the O drive and what goes there for reporting purposes but also for your use in annual Performance Evals:

  • Comprehensive and individual librarian instruction stats, schools and programs served, special instruction librarian-led events, and student survey data. 
  • I'll soon put out a call for folks to add any missing attendance #s as well as lesson plans we've used this spring (the Instruction Report will reference these around July). 

BRIEF Gen Ed reform update: Faculty survey results, and 2018 model that was adapted per faculty survey suggestions and concerns. 

In terms of Information Literacy

Liaison Order Dashboard

After abusing the Book Ordering App for nearly all of spring semester '17, I contacted Chris ​with an idea to develop something that could help mediate ordering information between a librarian liaison and a department. 

Dear James, what kind of ordering info do you need?

  • Can I get this in print and not the ebook?
  • Did I order that yet? I can't remember? 
  • Does our department still have funds available?
  • Can you make sure to only get the 5th edition and NOT the 7th?


Wed., May 2: Follow-up meeting with Chris to determine Dashboard technical limits and possibilities based on your thoughts.

March, 2018

Welcomed Chris Woodall to the Instruction Team. Heard more about some of the kinds of instruction sessions Chris has been providing while we also consider academic ways of thinking about 3d printing and perhaps other maker technologies.

“How might our departments enhance student research using academic information?”

Here are a couple of ways that academics are applying subject content in the digital humanities:

February, 2018

The Instruction Team met with the Director of the SU Writing Center, Dr. Melissa Bugdal to get some updates about WC services, some insight into what the WC has planned for the near future (e.g., WC Fellowes program!), and opportunities for the SUWC and research help services to collaborate as academic support partners. 

January, 2018

Instruction and Info Lit reports, data, and materials on O drive. 

  • Probably other benefits to making this accessible, but I intend for liaisons to make use when it comes time to fill out performance evals in May. 
  • Other things helpful to store here? 

Gen Ed update.


Reform solutions:

  • creates 100% required courses to create a common student experience;
  • developers of these courses must use Gen Ed Goals and SLOs in the creation of courses and assignments
  • faculty will be provided development opportunities to effectively incorporate goals/SLOs
  •  assessment is the mechanism that will ensure goals/SLOs are addressed effectively, in perpetuity.

 Rule of thumb: If we recognize Gen Ed IL skills by academic level, IL should be addressed in a skills-building sequence several times. 

  • An introduction to IL in FYEs
  • ENGL 103s
  • a gateway-to-the major course (Thematic Integrated Experiece)
"Re-envisioning General Education"  When: 
Wed, January 24, 9am – 3pm, GAC Assembly

With gen ed reform:

For those who wish future generations of SU students will be better-prepared to engage with basic and advanced research, a reformed and enhanced gen ed structure would provide Information Literacy with a skills-building framework that would introduce lower-level, rudimentary research skills to students early on and foster higher-level, more sophisticated skills in the majors through to graduation. Ultimately, a reform makes this possible by book-ending (sorry, I AM a librarian) ongoing faculty development and formative and summative assessments made actionable by department Chairs and their faculty colleagues.


Without gen ed reform:

Our present gen ed’s twenty year old definition of Information Literacy is incorrect; student learning outcomes are not identified. There is no departmental APR mechanism or institutional effort at SU that compels academic units to address and assess the goal in earnest. And without a clearly defined goal and subsequent student learning outcomes, it is no wonder --our faculty have never had the tools they need to incorporate information literacy into coursework, which is how most of the learning happens.


Ultimately, one may ask why any of our current gen ed goals are listed at all as the current structure only serves to progress students through a minimal COMAR checklist of courses, which alone, is an educational sieve that has allowed generations of students to bypass gen ed goals. 

October 20, 2016

I’d like us to do a couple of things before we meet this Thursday.

1. Please have a glance at ACRL’s web page: Association of College and Research Libraries Standards for Proficiencies for Instruction Librarians and Coordinators - Thursday’s meeting will focus on #8.1

2. Please read Jennifer Corbin’s brief section on lesson plans on pages 12 & 13 (yes, that's all!) within the CIL article Notes from the Field: 10 Short Lessons on One-Shot Instruction. Feel free to read the entire article, though.

At the meeting, be prepared to discuss your own methods of planning instruction. Although the instruction librarians teach hundreds of sessions each AY and reach thousands of students, we have few artifacts of what is being taught and how. 


Benefits of creating lesson plans

Program assurance: Last year, most of us developed and then voted to adopt the Information Literacy Matrix, a set of information literacy student learning outcomes that are organized by academic level. Lesson plans help us to develop instruction based on those outcomes. 

Before a class: In preparation of working with a class, lesson plans help us to leverage teaching content that is focused on our learning outcomes with time limitations. Planning also encourages/reminds us to check informally for evidence of student learning that takes place within our sessions. P.S. This kind of assessment is effective because Megan Oakleaf.

After a class: When compared with student survey responses, reflections can help us continuously improve our sessions. 

Sharing experience: Lessons are opportunities to share creative teaching approaches, in-session exercises, ways of assessing, as well as challenges. 

Librarian Performance: Lessons help librarians develop a teaching portfolio; teaching artifacts can help to build CVs and aid promotion.

Continued maintenance/enhancement: For any new instruction librarians, wouldn't it be nice to have record of what we do in ENGL 103, and to have an artifact around which folks who teach ENGL 103 sessions can update/maintain? Wouldn't it be nice to have record of Sarah's sessions for our new Business Librarian? When Ian takes over HIST, wouldn't it be nice for him to know what I've done in the library sessions that I have taught? 



Proposal 1: I would like us to vote to use a customizable lesson plan template for one-shot sessions starting in the spring '17 semester. 

Proposal 2: Contingent on proposal 1, I would like us to vote for instruction librarians to have guide editing privileges in order to store lessons within the Library Instruction Scheduling & Planning guide annually.



New laptop carts for 163 and 118!

Locking down classroom control panels; no trespassing signs in the meantime.



September 28, 2016

Communities of Practice - part library instruction safe space, part creativity sandbox, part decision-making tool

“From finding one person who gives you solid feedback to creating a programmatic instructor development initiative in your workplace (or both), the goal of a community of practice is to find individuals with whom you can connect productively around the issue of pedagogy and praxis.”

Booth, C. (2011). Reflective teaching, effective learning: Instructional literacy for library educators. Chicago, IL: ALA.


Library Mission

Instruction Program Mission; IL Goal; accreditation; university assessment; departments/programs;

IL student learning outcomes; IL oriented courses; assignment collaboration; library instruction;

We have: librarian intrinsic motivation; librarian job description (60% core responsibility for some; 240 instruction events with 4400 participants).

We need more professional motivation; annual performance evaluations that directly address teaching and compel librarians to reflect on year's work for continuous improvement; ditto forcriteria for promotion and tenure. 

Once all of this is in place, we begin to grow more intentionally as teachers who each have a librarian educational philosophy as well as portfolios of individual instruction work.

A COP breaks from convene, discuss, vote meetings and instead encourages opportunities to enact what's described above.

This guide

Instruction Scheduling & Planning:

  • Guide development, IL Matrix, & Lower and upper division templates
  • Instruction Survey –review/interpret after teaching
  • ENGL 103 instructor contact checklist
  • Community requests & project distribution among Instruction Team (e.g. N. Salisbury)

Presentation: A glimpse at SU’s General Education model prototype and discussion

"Why change? Show us how SU's current Gen Ed doesn't work." 

Lack of cohesion. Nothing lock-step about our curriculum. Disjointed approach to student course selection; over reliance on faculty advisors to get students to majors; no required intro courses and no real senior capstones.

IL has been one of the 5 Gen Ed learning goals ( a huge victory in itself)

2014 University assessment of Gen Ed showed student IL skills among lowest evaluated. 

ENGL 103 is supposed to be a required gateway course.

  • It's one course. It attempts too much. Farmed out to first semester TAs and relegated to faculty who may or may not be housed under the English department.
  • 50% of SU grads never take ENGL 103. Of the 50% who take it, a percentage wait until junior or senior year. 

School curriculum committees: New course proposals merely check an Information Literacy box.

  • No mechanism or requirement for new courses to use IL outcomes to develop the course/coursework 
  • No requirement to consult librarians. 


Easybib news

Easybib purchased by Chegg last spring.

We will migrate to "Easybib.EDU." which retains all of the features that we currently have. 

Free. No longer IP access; institution receives one coupon code that students use to log in. 

Ad supported, no institutional branding.

Asked if coupon codes change and if so what is the frequency; if we migrate to EDU, will accounts carry over; can i trial EDU? 

Chris and Learning with Technology Committee have been apprised; LTC will be the group to help find alternative if need be.

Nov. 17 Meeting

Review of Library Instruction Lesson Plan template.

Instruction Team provided suggestions to customize the template for our use. Cut the "Transition" sections. Provide less generic examples for each. 

Discussion of where to upload lessons; group agreed on a Libguide organized by subject to store lessons each semester, going back two years.