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Library Orientation in a New Era

Library Orientation in a New Era. A Transition in Progress, Continuing the Conversation. Library Orientation at AMBS. Information literacy in AMBS educational outcomes Library orientation for new students Collaboration with faculty on class assignments.

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Library Orientation in a New Era

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  1. Library Orientation in a New Era A Transition in Progress, Continuing the Conversation

  2. Library Orientation at AMBS • Information literacy in AMBS educational outcomes • Library orientation for new students • Collaboration with faculty on class assignments

  3. Information Literacy in AMBSOutcomes, MA programs MA: Peace Studies and MA: Theological Studies Demonstrate the ability to locate, evaluate, and use information effectively. MA: Christian Formation Demonstrate the ability to locate, evaluate, and use information and resources effectively.

  4. MDiv Educational Outcomes AMBS graduates… • Are grounded in and formed by the Bible. • Engage historical and theological traditions. • Are formed by encounter with God. • Demonstrate personal integrity and authority in ministry. • Understand/engage their ministry context. • Lead the church in fulfilling its mission.

  5. Specific outcomes statements are grouped in three categories: • Pedagogy of Knowing • Pedagogy of Doing • Pedagogy of Being

  6. Information Literacy Outcome 4.Demonstrate personal integrity and authority in ministry Pedagogy of Knowing • Understand themselves as both fallen and redeemed. • Understand their own giftedness and limitations • Understand the ethical significance of boundary maintenance. • Know when to seek information and where to find it.

  7. The MDiv. degree requires satisfactory demonstrations of…. • information literacy • completion of a ministry case study paper • senior presentation based on significant learning during the seminary experience with a faculty interview • faculty recommendation for graduation

  8. AMBS Information Literacy Rubric Introduction Students demonstrate sufficient information literacy skills by recognizing when information is needed and locating, evaluating, and using it effectively. Requirement Students will demonstrate competency in all five areas with a score of 2 or better. 4-excellent 1-barely acceptable 3-above average 0-unacceptable 2-good

  9. Area 1. Ability to determine the nature and extent of the information needed.

  10. Area 2 2. Ability to locate appropriate information, including its authority, accuracy, and quality. Note: Appropriateness includes authority, accuracy, objectivity, academic rigor, and currency. Key library and discipline specific resources are not overlooked. (Descriptions of the five levels are omitted from this slide.)

  11. Area 3. Number of sources

  12. Area 4 4. Variety of sources (drawing on a wide range of publication types) Note: Material types include books, essays, reference sources, internet resources, audiovisual materials, interviews, research findings, etc. (Descriptions of the five levels are omitted from this slide.)

  13. Area 5. Citations follow Turabian

  14. ACRL Information Literacy Competency Standards (2000) The information literate student….. • Determines the nature and extent of the information needed. • Accesses needed information effectively and efficiently. • Evaluates information and its sources critically and incorporates selected information into knowledge… • Uses information effectively to accomplish a specific purpose. • Understands economic, legal, social issues….

  15. Library Orientation (-2012) • Self-guided tour (20 – 30 min.) • A print booklet • Questions for assessment • Groups of 5-10 students in library lab (90 min.) • Demonstration of library resources and search systems (45 minutes) • Hands on practice of features just demonstrated • Worksheet of answers handed in for librarian’s review

  16. Teaching Faculty Survey • Name one course you teach in which you require students to do independent research in the library. • If you teach this course in an online format to students who are unable to come to the AMBS Library, will you modify the assignment requiring independent research? How?

  17. Responses • Provide all the readings so that students can complete the assignment without doing independent research. • Continue to expect independent research, even if students cannot come to the AMBS Library. • Other. Please comment.

  18. Responses • Provide all the readings so that students can complete the assignment without doing independent research. • Continue to expect independent research, even if students cannot come to the AMBS Library. • Other. Please comment.

  19. New 80-hour MDiv Degree • AMBS Campus • A residential program centered on the AMBS campus in Elkhart, Ind. Students can complete the program in 3years. • AMBS Connect • A distance program with online courses and hybrid courses that combine online and on-campus learning. Students can complete the program in 5½ years.

  20. Hybrid Orientation Courses, 2013 • Leadership Education in Anabaptist Perspective (LEAP) • for all MDiv students, both Connect and Campus • Two weeks of online study Aug. 13-23. • Intensive week on campus, Aug. 26-31. • Three small assignments to complete by October. • MA Symposium for students in MA in Theological Studies and MA in Peace Studies. • Same schedule as LEAP, some shared sessions on campus. • Fall semester (campus and online) began Sept. 3.

  21. Library Assignments • Examine Library Orientation LibGuide. • Use the AMBS Library website to locate the following e-book chapters and online journal article. Both are required readings for upcoming LEAP assignments. hooks, bell. Teaching Critical Thinking. p. 7-11, 19-22. (For Session 8) Saner, Eileen K. “The Anti-Racism Journey at AMBS” ATLA Summary of Proceedings 64, (Jan. 1, 2010): 132-138. (for Sessions 7 & 10) • Complete the Library Orientation Survey.

  22. Library Orientation: LibGuide http://libraryguides.ambs.edu/LEAP (This link is to the Fall 2014 guide. The following screen shots are from the 2013 guide.)

  23. Student Survey Responses • 71% of students had no difficulty finding and reading the assignments (17 of 24 students) • 50% could have located the texts without the instructions in the guide • 87% read every page of the guide • 8% (2 of 24) only read some of the pages • One person was excused.

  24. Value of the Orientation Guide

  25. Daily Themes for LEAP Week Mon. God’s Reconciling Mission in Our Lives Tues. God’s Reconciling Mission in Our Learning Community Wed. God’s Reconciling Mission in Our Neighborhoods Thu. God’s Reconciling Mission in the Church and Creation Fri. Leadership in God’s Reconciling Mission Sat. Called to God’s Reconciling Mission

  26. Tuesday p.m. Library Activities • Group introduction to library collections and features of primary search tools. (30 minutes) • Three small group activities (30 minutes each) • Computer orientation and Zotero hands-on • Scholarly journals and multi-author works • Reference books and searching catalog • Pauline views of women in ministry

  27. Survey: “I Take Responsibility…” • I have read the syllabus for this course, will use it as my guide as the course progresses, and have noted the assignments, their requirements, and their due dates. • I will check my AMBS email at least twice every week, and know how to attach files to messages I send.

  28. Survey: “I Take Responsibility…” • I am able (or willing to learn) to use Moodle to get readings, submit assignments, and participate in discussions. I will upload a photo of myself to complete my Moodle profile. • I am able (or willing to learn) to open Adobe Acrobat (.pdf) open and Microsoft PowerPoint (.ppt,.pptx) documents.

  29. Survey: “I Take Responsibility…” • I have visited the AMBS Library Guides website and will return to it when I have questions about finding library materials. • I am able (or willing to learn) to open, read, and save full text journal articles that I find using the library databases, and e-books that I find using the library catalog.

  30. Valuable Now and After Graduation • Use ATLA Religion Database to find articles and essays on a specific scripture text. • Find a book review using the ATLA Religion Database. • Establish an EBSCOhost alert to receive an email when a new journal issue is posted. (For courses that assign monitoring current periodicals .) • Evaluate a free website for academic use.

  31. Essential for Student Success • Use an online Bible commentary. • Use the “Journal Titles” tab to determine online and/or print access to specific journals. • Obtain a book and/or journal article from another library by interlibrary loan request.

  32. From Alumni Library Guide

  33. From Alumni Library Guide

  34. Questions • Does your school have information literacy in degree outcomes? • How is it expressed? Evaluated? • How do you provide library orientation to primarily distance students? • Is library instruction linked to course assignments? • What challenges do you face in encouraging library use? How have you responded?

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