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Library Instruction Scheduling & Planning

Library Instruction Rooms

Library Instruction Request Form

Community Requests

 

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. Attendance sheet copy

Room 162

  • 39 Wired PCs
  • Dry erase board
  • Print station

Teaching podium:

  • Apple TV remote

Storage cabinet:

  • RefWorks Account Creation half sheets
  • Keyword Exercise copies
  • Pens, pencils
  • Dry erase markers and eraser
  • Whiteboard cleaner spray and cloth
  • Tissues

 

Room 163

  • Seating: 30
  • 32 Dell laptops
  • Collaboration media tables

Teaching podium:

  • Apple TV remote
  • [Red binder] Touch panel instructions for non-librarians

Storage cabinet:

  • Box of 10 retractable USB mice
  • Pens, pencils
  • Dry erase markers and eraser
  • Whiteboard cleaner spray & cloth
  • Tissues

 

Room 117

  • Collaboration media seating: 24
  • Total seating: 30

Teaching podium:

  • Apple TV remote

Storage cabinet:

  • Box of 10 retractable USB mice
  • Pens, pencils
  • Dry erase markers and eraser
  • Whiteboard cleaner spray & cloth
  • Tissues

 

 

 

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.

http://libapps.salisbury.edu/maps/

Scheduling: Instruction Calendars

  1. The sequence of names, course code (HEGIS) and number in the Untitled Event box show up on digital signage and any text that is added is the data that I pull off of both calendars using a script, so it’s important to stick pretty close to this format.
  2. There is a calendar designated for scheduling rooms 162 and 163 and a second calendar for rooms 117 and 118 (any instruction events that takes place outside of the GAC are added here). Determine the room that will work best for the need and number of students described. For example, if an instructor indicates a need for group work, room 163 and 117 are configured for collaborative learning.
  3. Indicate room number in the Add Location field.
  4. Add the anticipated number of students [only] in the Description box.

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/