2008 -

1. 2008 - C. G. O’Kelly Library, Winston-Salem State University

2. Mae L. Rodney • Winston-Salem State University • Director of Library Services 1983

3. Background Click here to start video

4. O’K Scholars • Title III grant for 2008-2012 • Stipend for 40 faculty members to participate ($900) • Consultants to offer instruction services • Faculty • Librarians

5. Mission statement • O’Kelly Fellow Institute will provide faculty members relevant information about combining effective teaching strategies, library resources and services to accomplish the goal of producing information literate graduates

6. Objectives • At least one-third of the full-time faculty will participate in the institute by 2012 • All instructional disciplines will be represented in the institute • Sufficient disciplines will be represented to ensure that students will have information literacy learning experiences across the curriculum which will help the university produce information literate graduates • Document the impact of the experience on the library, faculty and students

7. Components of the program • Overview of the Institute things faculty should do and know: fill out papers, assessment forms; O’K Fellows Libguides, develop library assignment • Redesigning library assignments experience (consultant) • Modifying class assignments: one on one session • Reviewing collections, resources and services looking at the collection with the assignment in mind - online catalog, electronic resources, Libguides • Building librarian and faculty collaboration librarians work with faculty to select the best databases and offer suggestions to improve assignments that lead to students using library resources • Developing assignment strategies librarians continue to offer suggestions about what works, having stages, chunks in the assignments

8. Additional segments • Attacking plagiarism - lively discussion • Reviewing information literacy sessions (new perspective on instruction as it relates to new assignment) • Introducing media production services - new types of assignments using media and research • Reflections from previous participants - experience working with librarians, quality of assignments, revisions are part of the process and students reactions

9. Additional learning experiences • Readings about information literacy • Web site on Plagiarism ( strategies for combating,Turnitin.com)

10. Introduction to Libguides • Readings about librarian and faculty collaboration

11. Participants • New full-time faculty members • Full time faculty members all disciplines • Full time faculty who teach research and writing • Faculty members involved in the SACS QEP – writing across the curriculum effort • 25% of QEP cohort have graduated from the institute

12. Recruitment/marketing strategies • Send invitations to faculty members • Ask department chair persons to recommend potential participants • Request library liaisons to recommend participants • Make presentations to academic council • Identify faculty members who teach writing/ research courses – invitations • Recommendations by past participants • Post information on LCD panels & library website

13. Presenting Certificate and Medallion • English Composition Coordinator

14. O’K Fellows’ promo Click here to start video

15. Admission to the Program • Faculty members are invited to participate • New faculty members • Faculty members who teach research/writing courses • English Composition Coordinator

16. Requirements of the Program • Must attend a two day workshop • Select an information literacy skill students should develop (locate, evaluate and use information) • Modify a library assignment to include: • Consultation with a librarian • Library instruction session (s) • Students have interventions with a librarian • Students use electronic resources

17. The Workshop • Opportunity to understand information literacy (readings)

18. The Workshop • Participate in active learning experiences

19. Work one on one with librarians

20. Discuss library assignments

21. Become better acquainted with resources and services

22. Consultation With Librarian (Faculty) • Faculty members can receive suggestions from librarians regarding what aspect of the assignment will work • What requirements should be modified because of resources or the number of persons within a class

23. Librarians are available to continue working with faculty on assignments

24. Comments from Faculty Click here to start video

25. Library Instruction Sessions • Using electronic resources • Writing term papers • Avoiding plagiarism

26. After the instruction session • Librarians begin working with the students • Make an appointment • Keep the appointment

27. Intervention (Student) • Librarians assist students with • Understanding the assignment • Selecting the best database to use • Refining search strategies • Choosing the best keywords • Occasionally reviewing topic outlines • Using style guides

28. Student comments Click here to start video

29. Impact of the program on library services

35. Outcomes -direct • Faculty members acquire a better appreciation of library services and resources • Students will be information literate • Library resources and services are utilized to complete assignments • Students correctly use citation style guides in their written assignments in progress • Plagiarism is reduced in written assignments in progress

36. Number of participants • Who continue to utilize the O’K Fellows experience is over 60 percent.

37. Outcomes • Faculty member who have not participated in the program are requesting library instruction sessions • More respect for individuals’ responsibilities in instruction • Hire a Coordinator for the Institute

38. Indirect outcome • Master Teacher Librarian certification program • Workshop for Writing Center Tutors

39. Other outcomes • Some faculty members saw a decline in plagiarism • Some faculty members offered sufficient library experiences and interventions within their classes that students’ writing did improve • The Writing Center plays an integral role in the writing experience • Faculty members learned more about library and campus services available to help students

40. Other outcomes • Master librarian/teacher program • Presentation skills • Electronic resources • Active learning presentation • Apprentice reference librarian • Seeking ways to incorporate the requirements in all English composition classes • Developing assessment tool for students

41. Other outcomes • Students feel they are now ready for graduate school • Students become aware of services librarians provide • Students and faculty members know librarians’ names • Faculty are saying to librarians let’s write an article

42. Master teacher librarians

43. Master teacher librarian • Quality researcher (look and look so more) • Knowledgeable researcher (databases) • Excellent communicator • Skills to organize and present information • Know the exact information needed for the class • Customer friendly

44. Writing center tutors • Information on library resources • How to use style guides

45. Librarians comments Click here to start video

46. Impact on written assignments • Faculty members are modifying their assignments • Clearer directions and specific expectations are being provided • Faculty are beginning to understand students’ writing issues and assignments are being made to counter those problems

47. Student comments • Students are reporting to faculty members they are now ready for graduate school

48. Communication between participants • Let’s Stay in Touch

49. Relation to QEP • QEP • Develop writing skills • Writing assignments in all courses • O’K Scholars • faculty develop quality writing assignments • Identify steps and achievement levels • Include bench marks • Seeking assistance • Type of information required

50. Points Learned • Keep institute class size small (human touch students and faculty) • Number of faculty members requesting library instruction and the number of sessions requested • The time required to consult with faculty members • The interventions required by students