Delivering Library Resources and Services through Course Management Systems

1. Michigan Library Association Annual Conference 2009 Sara Miller MSU Libraries Suzanne Bernsten and Kim Farley Lansing Community College Library Delivering Library Resources and Services through Course Management Systems

2. Session Outline • Types of Course Management System (CMS) Integration • Creating a Library Learning Object Repository • Using Camtasia and PowerPoint to Create Information Literacy Modules for Tier I Writing • Using the LOR to Assess Information Literacy Sessions for Writing Students • Questions and Discussion

3. Types of Course Management System (CMS) Integration Suzanne Bernsten LCC Library

4. Where is the library? Default Resources tab in ANGEL at Lansing Community College

5. Integration Strategies Macro-Level Global or Institutional Librarians work with programmers or designers e.g. generic library tab for all courses Shank, John D. and Nancy H. Dewald. “Establishing Our Presence in Courseware: Adding Library Services to the Virtual Classroom.” Information Technology and Libraries. 22.1 (2003) 38-43.

6. Resources/Library tab / Library Find Background Information (Credo Reference) Find Articles (ProQuest Central) Possible Library/Resources tab in ANGEL

7. Macro-Level Strategies • Virtual reference-desk services • OPAC and database links • Global pathfinders and helpsheets • Document delivery services (eReserves, Interlibrary loan)

8. Integration Strategies Micro-Level Customized Librarians work with individual faculty members Shank, John D. and Nancy H. Dewald. “Establishing Our Presence in Courseware: Adding Library Services to the Virtual Classroom.” Information Technology and Libraries. 22.1 (2003) 38-43.

9. Micro-Level Strategies • Library instruction outlines • Pathfinders, bibliographies, webliographies • Recommended databases for an assignment • Citation style sheets • Reference service • Tutorials • Quizzes • Questionnaires for students • RSS feeds of new books, articles, sample database searches • Customized search boxes, e.g. “Steal this Code” webpage

10. Process Approach • End goal - establish both macro-level and micro-level presence in CMS • Start by establishing micro-level projects • Learning object repository • Assessment • Video tutorials • Target specific groups, word will spread e.g. resources tab for writing or nursing classes

11. Creating a Library Learning Object Repository (LOR) Suzanne Bernsten Kim Farley LCC Library

12. What is a Learning Object Repository (LOR) in ANGEL? • File storage area accessible to faculty • Quizzes, pages, surveys • Personal, departmental, institutional • Finding content for lessons

13. Why Create a Library LOR? • Ease of use • Faculty LINK to items, not copy – if URL changes, they won’t be affected • Make faculty aware of resources spread out across website • No need to cut and paste long URLs • Everything available within ANGEL

14. LCC Library LOR Content

15. Library in a Box

16. Process • Contact eLearning administrator • Select links to include and folder structure • Create LOR • Test and troubleshoot • Publicize to faculty • Backup LOR and maintain links

17. Creating Screencasts for the LOR

18. Process • Brainstorm topics. Select topic and create script. • Record tutorial in Camtasia. • Save source files in library files. • Upload to LCC Library YouTube Channel. • Add link to tutorial in LOR and library website.

19. Tips for Creating Screencasts • Check out Animated Tutorial Sharing Project (ANTS) before you begin • Tag team – one person drives mouse, other person reads script • Recording • Use small screen dimensions – 640 X 480 for YouTube • Pause rather than starting over – edit later

20. Challenges http://www.flickr.com/photos/gillesgonthier/476901520/ www.flickr.com/photos/gillesgonthier/476901520/

21. Promoting Library LOR LCC eLearning Dept. webpage LCC eLearning Dept. Facebook Page

22. Future Plans for Library LOR

23. Intentional Integration Using Camtasia and PowerPoint to Create Information Literacy Modules for Tier I Writing Sara Miller MSU Libraries

24. Background • Collaboration with Tier I Writing • Alignment of outcomes • Time constraints • 50 minute information literacy sessions • Point-of-need instruction • Establishment of global LOR • Open Web accessibility

25. Infrastructure • File storage • Creation of library Storemedia account • ANGEL LOR • Pilot, global • Shared server space for raw files

26. ANGEL Assessments http://angel.msu.edu

27. Flash (Open Web) versions http://www.lib.msu.edu

28. Within course guides http://libguides.lib.msu.edu/content.php?mode=preview&pid=53506&sid=408706

29. Process Identify need and set outcomes Script and questions PowerPoint Camtasia Storing files Create ANGEL assessment Upload module to global LOR: “Library Research Tips”

30. Problems • PPT 2003 or later • Storemedia and Flash • Conflicting Camtasia versions • Production problems • Recording: space and quality • Learning curve and collaboration • Keeping data in LOR • Calling appropriate help line

31. Pedagogical implications Provides supplemental and assessable component to in-class instruction Available to distance learners Available across curriculum Tied to Liberal Learning outcomes

32. Future Directions • New possibilities with ANGEL upgrade • Publishing • Gradebook entry • Review by pilot group • Formal examination of item validity • Assessment and evaluation

33. Using the LOR to Assess Information Literacy Sessions for Writing Students Kim Farley Suzanne Bernsten LCC Library

34. Reasons for Assessment • To determine the effectiveness of library instruction sessions • To identify the information literacy concepts students are learning or not learning • Assessment & evaluation are part of the teaching process • Evaluate student learning • Adjust teaching methods • Improve subsequent student learning

35. Why use Angel? • Paperless • No programming • Easy to administer and update • Immediate results • Built-in quiz / assessment feature “Assessment is the evaluation of student learning through assignments, exams, and portfolios”

36. Creating the Assessment • Determine the learning outcomes • Develop questions / activities based on the learning outcomes for the session • Contact eLearning Administrator to have librarians assigned as “instructors” • Construct the Angel quiz or assessment • Copy the quiz for each instruction librarian in the Library LOR

37. Administering the Quiz • Seek permission from faculty & identify course section number • Publish the quiz from the Library LOR to the faculty member’s Angel course prior to the instruction session • Consider informing students about the quiz at the beginning of the session • Provide about 10 minutes at end of the library session for the quiz and review

38. Students know Angel Quiz can be used even if the instructor does not use Angel Immediate feedback for students and librarian Students unable to access Angel Course sections not available – added late or merged Faculty may not grant access to their Angel course Results not user friendly Advantages / Disadvantages

39. Results • Librarians can determine the level of student learning for each student, class, or semester they teach and can make necessary changes for subsequent instruction • Instruction team can use the collective team results for benchmarking and continuous program improvement • Increased student learning!

40. Use Spring 2009 as our benchmark for WRIT 121 – continuing to assess students this fall semester Assess second semester writing course, WRIT 122 – spring 2010 Migrate to Angel 7.4 – use assessment feature Continue to assess writing students on regular basis Add new courses – technical and business writing – fall 2010 Future Plans

41. Any Questions? • Sara Miller Assistant Library Instruction Coordinator, MSU Libraries 432-6123 ex.185 smiller@mail.lib.msu.edu • Kim Farley Instruction Services Librarian, Lansing Community College Library 483-1662 farleyk@lcc.edu • Suzanne Bernsten Web Services Librarian, Lansing Community College Library 483-1644 bernss@lcc.edu