In May 1998, Murray set up a group to propose strategies for the development of library Information Services. The group reported in March 1999. Goal 3 lists recommendations for library instructional goals. The UserEd Committee reviewed these at 3 meetings in the summer of 1999. Under each recommendation, we have outlined our activities or accomplishments since the report was made public (May – Dec.) as well as related activities from previous years.
The comments and issues that arose during our discussions are also listed. Help us to help you by sending your comments related to any goals which interest/concern you. We'll add them to the Webpage for others to read. This way, we can generate some specific directions for next year's activities.
Anne, Jane, Ann, Jackie, Connie, Melanie, Erin
UserEd Committee
1999 – 2000
Full report of the Information Services Review
3.1 Curriculum
integrated instruction
3.2 Measuring
instructional effectiveness
3.3 Support
for Liaison Librarians
3.4 Library
overview for New Students
3.5 Review
UserEd Committee mandate
2.4 Working
relationships with other UW groups
| Goal 3: Expand upon and improve our curriculum-integrated
library instructional programs.
The role of the Liaison Librarian is doubly important, for the more faculty and teaching staff know about library resources and services, the better they will understand the importance of integrating "information literacy" into the curriculum. User education efforts are best directed through course-specific instruction. At this level, students can appreciate the variety of resources and research strategies that the library can provide. Already many Liaison Librarians work closely with faculty to develop workshops and services specific to their students' needs. Other library staff contribute to instructional programs through such groups as the User Education Committee, or some of the general orientation activities. Other opportunities to investigate include:
|
Recommendations:
3.1 Plan and implement, in consultation with appropriate faculty members, library instructional programs where course requirements for undergraduates include a need for library/information research.
May – Dec.:The following courses offered course-related instruction to UW students:
| Anthropology | 102; 460 |
| Classics | 486 |
| Architecture | Library Tour (twice) |
| Biology | 428 |
| Canadian Studies | 101 (twice) |
| Chemistry | 218 |
| Environmental Engineering | 410 |
| Civil Engineering | 253 (3 times) |
| Environmental Studies | grads |
| Economics | 220; 310; 351; grads |
| English | 109 (8 times); 345 |
| Environment & Resource Studies | 100 (4 times) |
| Fine Arts | 210 (4 times); grads |
| French | 600 (grads) |
| Geological Engineering | 126 |
| Geography | 165 (3 times); 393 (twice); 630 (grads) |
| German | 600 (grads - twice) |
| History | 250; grads |
| Kinesiology | 102 (11 sessions); 770 (grads) |
| Mathematics | grads (twice) |
| Social Work | |
| Optometry | 412 (twice) |
| Philosophy | grads |
| Planning | 100 (twice); 350 (twice); 710 (grads) |
| Psychology | 257 (twice); 261 (twice); 291; 396; TAs (3 times) |
| Sociology | 237 |
Previous Years:
- see our annual reports
Comment/Issues
- initiated by Liaison Librarians
- how can we assist?
3.2 Develop specific measurements of the effectiveness of such instructional programs, and establish and enhance "feedback" and evaluative mechanisms.
May – Dec. 1999
- revised the Web interface for reporting stats. Two database models have been investigated with Chris Gray and Glen Anderson, IST.
- some librarians gave students feedback forms after their workshops (e.g. international students, )
- UserEd data from 1998-99 analysed to determine which general workshops to offer and best timing (date in the term, time of day)
- data on course-related instruction summarized by faculty, department and year of study. This is reported on our Website.
Previous Years
- UserEd data back to 1984 is on the S:\ drive. Annual reports or summaries since 1995 are on our Website. In 1995, the data was presented to Library Council for information and discussion.
Comments/Issues
- our data is activity counts as reported by librarians. It does not measure quality of presentation or usefulness of session.
- stats form and database need fine-tuning as there is still a lot of editing of submitted data. Using macros with the Excel files would speed up reporting. Give a workshop to librarians on how to use it.
- data input by Rose Koebel, who will be on maternity leave from February to September, 2000 – who will replace her?
- co-ordinate the use of feedback forms after workshops
- explore how to get faculty feedback on workshops – do librarians ask for feedback?
- we have names of participants in tours and some general workshops. Can we contact these people for feedback on the session?
- can we gather information desk staff impressions of the impact of instruction sessions, or discuss this at an ISR meeting?
3.3 Provide support to Liaison Librarians in their skill development in the planning, promoting and implementation of instructional programs, by for example investing in conference attendance and sponsoring workshops.
May – Dec. 1999Your Comments
- ran an Ideas Exchange on how to talk to faculty about library instruction
- e-mailed WILU conference info to librarians
Previous Years
Concerns/Issues
- met with Liaison Librarians to get a list of needs and concerns regarding instruction
- created a Website with links to relevant journals, conferences, etc.
- sent notices of conferences (WILU, LOEX, CLA, OLA, etc.)
- arranged for TRACE workshop announcements to go to all librarians
- have drafted a survey to learn what kinds of skill-based and other workshops librarians would like
- discussing how to run a regular best practices or speakers series (perhaps TUG)
- need more feedback/input from librarians re. support for course-related instruction
3.4 Provide an effective overview of the UW Library to new students
a. Undergraduate students
May – Dec.
- staffed a Student Life 101 display and answered questions about library services, gave out bookmarks with undergrad library Webpage, gave library tours and participated in Student Services Skit.
- participated in the Student Services Tour during Orientation Week and toured 800+ students through Porter and Davis libraries, introducing them to TRELLIS, Info Desk and their Library card, Circulation and Reserves Services. Overheard students say it was one of the best tours of the group.
- gave 40 20-minute tours to x students in either Porter or Davis Library. Focus was services and their location in the library.
- workshop on TRELLIS and library services and tours of Porter or Davis for x International students
- gave open workshops on specific library services:
Sessions Participants TRELLIS 9 46 Database searching 10 30 Getting Articles fast 1 7
- Liaison Librarians gave course-related workshops to first year students. These may include an overview of the library:
Sessions Participants Sessions Participants Arts 11 206 Engineering 1 12 AHS 13 66 Math 0 0 ES 9 247 Science 0 0 Previous Years
- bookstore gift certificate for game to get new students to learn WATCAT
- created an undergrad Webpage of commonly used library resources and services. Focus was an informal, friendly style. Similarly, created a Distance Ed student Webpage.
- workshop on TRELLIS, journal index and Web searching for Distance Ed students during their Open House weekend.
- Internet Café hands-on workshop in student residences focusing on searching information from UWELib
- staffed Campus Day library display and gave out bookmark with undergrad URL
- designated a counselling services contact for library-anxious students
- workshops on database searching and Web searching – drop-in and demo format
- course-related workshops to first year students in past years:
Comments/issues
- usability testing of Undergrad and Distance Ed Webpage; maintenance issues
- library tours valued – when and how to offer these or a replacement activity
- evaluation of general and course-related workshops needed. We do not know if these workshops/overviews are effective.
b. Graduate Students
May – Dec.
- 5 general workshops reaching y graduate students provide a general overview of library services. A Web-based version of the workshop is also available. Mostly science and engineering grad students attend.
- focussed workshops for more in depth view of services: Keeping Current, a hands-on workshop on research databases (3 sessions, y participants) and 2 sessions on document delivery - ILL and TUGdoc - (x particpants)
- workshops and the grad student Webpage are promoted through a flyer twice a year sent for us by the grad office to all grad students
- Liaison Librarians give grad student workshops or individual consultations on demand:
Sessions Participants Sessions Participants Arts 10 97 Engineering 0 0 AHS 1 11 Math 2 97 ES 1 4 Science 0 0 Previous Years
- Webpage of library services and resources commonly used by grad students for research or teaching
- general workshop and department or course specific workshops by Liaison Librarians
- Web searching workshops such as Using the Web for Research; Which Search Engine Should I Use?; EDS
Comments/Issues
- usability testing of grad Webpage – is it being used?
- Keeping Current sessions very well attended. Add one on Reference Manager or EndNote once site licensing confirmed by IST (UserEd initiated discussions on licensing with IST).
c. New Faculty
May – Dec.
- general workshops – TRELLIS, Keeping Current; ILL and TUGdoc
Previous Years
- coffee break for new faculty with Liaison Librarians explaining services – turned into a brief demo of UWELib
- names of all new faculty sent to Liaison Librarians for their own follow-up
- various amounts of information sent to new faculty – from packages of flyers and handouts to one flyer with a URL for the Faculty Webpage – UserEd created packages; librarian created packages based on a checklist etc.
Comments/Issues
- contact has been left up to Liaison Librarians – what support do they need?
3.5 Review the focus and efforts of the User Education Committee to be congruent with the above recommendations.
This self-study is our first contribution towards this review.
2.4 Build upon and further develop our collegial working relationship with other units such as IST and Graphics Services.
May – Dec. 1999
- a few librarians have attended some of the TRACE workshops for the TA Teaching Certificate and found these very helpful
- all librarians receive e-mail notice of TRACE workshops and the TRACE newsletter
- three UserEd members created the Library needs for LT3 document and have continued to work with Andrea Chapell on details of the classroom design
- trained student ambassadors (Visitor Centre) for the library part of their campus tours
- met with Visitor Centre to learn more about Open House, weekly tours and Campus Day. Explained what library could do.
- contribute text to UW's recruiting publications
- met with Career Resources staff, provided TRELLIS training and discussed similar staff training needs
- took part in the Orientation Week Student Services skit
Previous Years
- we have met annually with the First Year Student Life co-ordinator to learn more about their planned projects, to see how Library orientation can work with other orientation events
- Chair attends SSNG meetings – learns about plans by other groups and reports on library instructional issues
- contribute to Campus Day, Student Life 101 and other campus-wide events
Issues/Concerns
- add UserEd to TRACE newsletter mailing list and librarians to the TA newsletter
- can TRACE staff provide workshops designed for librarians as teachers?
- administrative structure of LT3 classroom – scheduling issues
December 1999
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