Tip Sheet for Library Instruction Planning

As one of my artifacts for my internship, I have taken what I learned from creating class outlines for library instruction this term and created a tip sheet. Please see it below and enjoy!

Top 5 Tips for Creating Library Instruction Plans

  1. Be aware of what will be available in the room where the course is taking place. (In my case I wanted the student to do practice searches themselves but without       individual computers it had to be demonstrated on the projector)
  2. Study the professors requests and course summary well so that you know what type of information will be most useful.
  3. Stay away from “point and click” instruction and instead try and think of ways that help the student build knowledge and skills to conduct searches themselves.
  4. Be aware of the timeline (it can be very difficult to understand what will take how long and how to fit it all into the allotted time. This is a skill that develops over time).
  5. Change up the activities and content frequently (include discussion, videos, practice, lecture all in one to keep the students interested. Undergraduate especially lose interested quickly and easily.)

Guide on the Side

Below is the link to the “Guide on the Side” I created for my internship at PSU which covers searching basics on the SPORTSDiscus database. This tutorial is also part of the subject guide I created for Physical Activity & Nutrition. The subject guide will be published shortly. I enjoyed creating this guide and particularly  the way it made me have to deeply think about the user and their needs.

Guide on the Side: http://tutorials.lib.pdx.edu/guide_on_the_side/tutorial/sportdiscus-database 

DFW Artifact-2016-Class Outline

Here is the class outline and handout I created for a research methods class at PSU.

Consumer Health Issues

Healthy Skepticism Research Project

  1. Introduction & Agenda
  2. Library Resources
  3. Research Overview
  4. R.A.P Test
  5. Exercise
  6. Database Searching Demonstration
  7. R.A.P Test
  8. Library Catalog Searching Demonstration
  9. Wrap-Up

 

  1. Introduction & Agenda-Projector Screen on Community Health Subject Guide “Get Started” Tab
  • Introduce Self
  • Review Agenda for the class
  • Important Points
  1. Research Takes time and the library is here to help
  2. Different resources are created with different audiences in mind
  3. Find & identify scholarly (peer-reviewed) articles
  1. Library Resources available to you
  • Library DIY and other research tools on the Library website
  • Ask a Librarian-Don’t be afraid to ask for help
  • Youtube Channel
  • Introduction to Community Health Subject Guide (overview of tabs and information available through the guide).

(all will be on handout)

  1. Research Overview
  1. Ask class “What makes an article scholarly?”
  • Written by an expert for an expert
  • Reviewed by other experts
  1. Ask class: Why is it important to find scholarly peer reviewed sources?
  • High Quality/Reliable Information
  1. C.R.A.P Test
  • Brief overview of the C.R.A.P test
  • Handout of C.R.A.P method
  1. Put it in to Practice
  • Exercise

Using what you’ve learned so far identify which article is the most scholarly and which is the Least

  • Penney, Tarra L., and Sara F. L. Kirk. 2015. “FRAMING HEALTH MATTERS. The Health at Every Size Paradigm and Obesity: Missing Empirical Evidence May Help Push the Reframing Obesity Debate Forward.” American Journal Of Public PHEHealth 105, no. 5: e38-e42. Education Research Complete, EBSCOhost (accessed February 2, 2016).
  • WEBSTER, P. (2015). The geography of Obesity. Canadian Geographic, 135(2), 56.
  • Mayo Clinic (2015). “Obesity.” Retrieved from http://www.mayoclinic.org/diseases-conditions/obesity/basics/definition/con-20014834?p=1
  1. Database Searching
  • Navigate to “Find Articles” Tab of Subject Guide
  • Show list of databases
  • Navigate to Ovid MEDLINE Tab of Subject Guide
  • Overview of help available on the subject guide
  • Brief demonstration of database searching
  1. Library catalog search demonstration (physical library books)
  • Demonstrate navigating to the “find books” section of the community health guide
  • Demonstrate searching PSU library catalog
  1. Wrap-up
  • Questions and feedback

 

Evaluating Information

Evaluation Criteria

Currency

  • When was the Information published or posted?
  • Has the information been revised or updated?
  • Does your topic require current information, or will older sources work as well?
  • Are the links functional?

Relevance

  • Does the information relate to your topic or answer your questions?
  • Who is the intended audience?
  • Is the information at an appropriate level?
  • Have you looked at a variety of sources before determining this is one you will use?
  • Would you be comfortable citing this source in your research paper?

  Authority

  • Who is the author/publisher/source/sponsor?
  • What are the author’s credentials or organizational affiliations?
  • Is the author qualified to write on the topic?
  • Is there contact information, such as a publisher or email address?
  • Does the URL reveal anything about the author or source?

(.com, .edu, .gov, .org, .net)

 Purpose

  • What is the purpose of the information? To inform? Sell? Teach?
  • Do the authors/sponsors make their intentions or purpose clear?
  • Is the information fact, opinion or propaganda?
  • Does the point of view appear objective and impartial?

The library has many resources available for you, to assist in every stage of the research process!

Get There:

http://library.pdx.edu/      Research Tools & Collections      Subject Guides

 

 

Presentation for Guide on The Side-LIS 568

Please click on this link to watch my presentation on my chosen technology: Guide on the Side and comment below this post!

Bibliography

Arizona Libraries (2013). Guide on the Side. Video retrieved from https://www.youtube.com/watch?v=55frLSbNO6U

Chauncey, S. Motivation at a Glance: An ISchool Collaborative. Retrieved from: https://sites.google.com/site/motivationataglanceischool/arcs-motivation-model

Glasberger, R. http://www.glasbergen.com

Portland State University Guide on the Side. Screen Shots retrieved from: http://tutorials.lib.pdx.edu/guide_on_the_side/tutorial/psu-library-catalog 

Portland State University Directed Field Work

This quarter I will be interning at Portland State University, concentrating specifically on Library Instruction. I will be working approximately 10 hours a week under the mentoring of the Urban Studies Subject Librarian. I’m really excited  for this opportunity and the experience I will gain from it! I will be posting here links to some of the artifacts I will create throughout the term, including the subject guide I create that will be posted on the Portland State University Website.

Farewell For Now

11038002_10206143985310120_5668290903296075480_oToday was my last day of my summer internship at Lewis & Clark College. I will greatly miss the beautiful atmosphere and wonderful people. Hopefully we will stay in touch. On my last day I was able to help some researchers set up an exhibit about WWI and the college. I have seen them working tirelessly all summer to research the topic and it was fun to see their work come to a close. There is a lot more to exhibit display then I ever dreamed including captions, boards, cleaning cases, designing and planning displays, selecting materials, drilling, placing screws, replacing light bulbs, and more! I also finished up the journalism pieces I was arranging and describing for Author X (who will be revealed here once the college has announced it). I put more detail in to the labels on the boxes as well so that the next student workers will hopefully be able to understand clearly my thinking and continue on easily. It is greatly disappointing that Lewis & Clark only hires their own students to work in the library because I am stopping this projects right in the middle of its processing.

The greatest benefit this experience has had for me is spending time with my mentor who thoroughly answered all my questions and taught me a great deal. Not to mention brought me delicious muffins and croissants and was fun and lighthearted. Hopefully soon he will also be a panelist for a student organization I am a part of speaking about international libraries. I now have a  very clear picture of what being an archivist at a University entails. Also, I gained a lot of arrangement and description experience that will be useful if I choose to enter into the archival field after graduation. I have gained some great contacts and connections and also references for future job applications. Hopefully I was an asset to their team and they will remember me for it.

Archival Events

38014_74a60b4bfe8fc1044d9a707aa9e224f0Last week I was excited to participate in an open house in the Lewis & Clark Special Collections for participants in a writing conference, focusing on William Stafford. Shadowing my supervisor we selected what materials to set out for visitors to enjoy and arranged them in a manner that would look best. next, I was given a brief overview of the details regarding each item so that I could answer potential questions. As it turns out many of the writer knew William Stafford personally and were incredibly excited to see their own names within the correspondence finding aid; as well as photos of Stafford. What I have realized from my interaction is that in my future I would really like to focus on a career path in the library field that involves heavy interaction with users and others, perhaps in outreach. So often in archival institutions it is difficult to see the direct affects of archives and special collections since most work is done behind the scenes. The chance to see a physical representation of how archives can impact a users life was truly amazing.