Case-Based: Selling Library Instruction to the Business School

1. Case-Based:Selling Library Instructionto the Business School Leticia Camacho and Andy Spackman KLA/MPLA Joint Conference April 2, 2009

2. Marriott School of Management Harold B. Lee Library

3. Library Instruction as an Outreach Tool

4. Library Instructions • Intra-curricular-Programmatic Instruction, MCOM 320, Business writing Course, interactive, basic business research skills. • Inter-curricular, Course Integrated Instruction, by faculty request. The instruction is center around specific course assignments. • Short presentations during graduate students orientation week , general • One-on-one consultations

6. Business Research Clinics • Extracurricular and open door • Offered in the business School building • Bringing the library to the students

8. Promoting Business Clinics • Aggressive & Creative • Use Multiple Channels • Faculty are the key

9. Library Instruction Techniques Pedagogy • Lectured Based – “drinking from a fire hydrant” • Active Learning • Context-based • Problem-based • Scenario-based • Case-based

10. Business Case-Based Instruction “Learning that Sticks”

11. Why Use Case Studies? • Teaching through stories • Inductive and constructivist • The way we learn naturally Case teaching “has a significant effect on the students’ motivation and . . . Produces more effective learning than lecture.” • Franz Böcker, “Is Case Teaching More Effective than Lecture Teaching in Business Administration? An Exploratory Analysis,” Interfaces 17, no. 5 (1987): 64-71.

12. Using Cases in Library Instruction • A natural fit for the business school • But Harvard-style cases are a bad fit for us • Self-contained • Application, not research

13. Using Cases in Library Instruction • Invert the model to fit library instruction • Research sets the stage for application • Information literacy is introduced in context

14. It Requires Preparation • Case studies should • Present a compelling scenario • Lead naturally to discussions about principles of information literacy • Highlight the resources the librarian has selected

15. It Requires Preparation It’s not “a one-time, 50-minute dash through the library’s ‘greatest hits.’” • Paul Frantz, “A Scenario-Based Approach to Credit Course Instruction,” Reference Services Review 30, no. 1 (2002): 38. • Prepare to be flexible, not overwhelming

16. Information Literacy in Context ACRL’s Information Literacy and Competency Standards for Higher Education • Determine the nature and extent of the information need • Access information effectively and efficiently • Evaluate information and sources critically • Use information to accomplish a purpose • Understand economic, legal, social, and ethical issues

17. Example Case:The Comic Book Guy • Herb Azaria wants to open a comic book and gaming store. • Where? Wichita vs. Lawrence • How will he convince a bank that there are enough geeks out there for him to pay off his loan?

18. Herb Knows His Target Fanboys both young . . . and old

19. Student Satisfaction • The first three semesters • 36 Clinics conducted on 17 topics • 520 attendees • Surveys measure satisfaction • 1 to 7 Likert scales

20. Student Satisfaction

21. Student Satisfaction • Anecdotal confirmation • Students: “The role-play scenario was helpful!” • Professors: “I like that you’re doing this and have heard good things from students attending when you do a case study.”

22. Library Instruction Case Wiki www.lib.byu.edu/casewiki

23. Thank You Leticia Camacho Management and Accounting Librarian Brigham Young University leticia_camacho@byu.edu Andy Spackman Business and Economics Librarian Brigham Young University andy_spackman@byu.edu