3. Libraries partner in the educational mission of the institution to develop and support information-literate learners who can discover, access, and use information effectively for academic success, research, and lifelong learning.
3.1 Library personnel collaborate with faculty and others on ways to incorporate library collections and services into effective education experiences for students 3.2 Library personnel collaborate with faculty to embed information literacy learning outcomes into curricula, courses, and assignments 3.3 Library personnel model best pedagogical practices for classroom teaching, online tutorial design, and other educational practices 3.4 Library personnel provide regular instruction in a variety of contexts and employ multiple learning platforms and pedagogies 3.5 Library personnel collaborate with campus partners to provide opportunities for faculty professional development 3.6 The Library has the IT infrastructure to keep current with advances in teaching and learning technologies
The Library has made a number of changes over the review period to enhance its educational role within the University. Overall, the Library is proud of what accomplishments it could make during the review period and is dedicated to continuing to develop and support information-literate learners. The importance of developing the Library’s instruction program and the role of the librarians as educators first became evident when it was chosen to be one of four key issues in the Library’s new strategic plan. To get started, the Teaching Excellence Academy for Librarians (TEAL) was established to provide a forum for discussion and experimentation that, over a two year period, led to a change in priorities and, ultimately, more student-centered instruction, greater emphasis on assessment, and a more thorough and consistent method of data collection. Throughout the review period, the number of requests for information literacy instruction sessions increased, even though there was one fewer Library faculty member to teach classes. It seems that changes made to improve the program were effective. Even though the Library is pleased with these changes, efforts to strengthen the program will continue as time and staffing permit.
An important future goal is to prioritize the way in which courses with a critical need for Information literacy instruction are identified. Rather than continue to teach classes solely upon request, the Library will evaluate the curriculum to determine where the need for information literacy instruction is greatest, and then prioritize instruction for those students for whom the impact will be most significant. This process will also involve developing alternative methods of instruction, identifying unaddressed critical opportunities, and continued refinement of assessment tools/processes to better monitor student learning. Continued work with implementing multiple pedagogies and technologies is being planned as well. In time, the Library will develop a pedagogically sound program that provides targeted instruction to students who need it, based on providing the appropriate students with instruction and reducing the number of students who have received redundant instruction in previous classes. Eventually, the Library hopes to address other goals, such as branching out to work with students and faculty in other high-impact areas of the curriculum that it currently does not reach, such as the Writing in the Disciplines (WID) program, while it continues to cultivate opportunities to collaborate in courses designed for undeclared students. Additionally, the Library plans to work more closely with faculty who teach online distance education courses to provide more support for those students within the online course management system. Partnerships with other campus entities to reach specific audiences is an ongoing goal.
3.1 Library personnel collaborate with faculty and others on ways to incorporate library collections and services into effective education experiences for students.
Library personnel collaborate with faculty and others in a variety of ways to foster effective curricular and co-curricular. Examples include:
Consultation with subject faculty before each instructional encounter to plan for good timing and targeted student learning
Consultation with subject faculty regarding new course proposals
Selection of library materials to support specific topics, courses, delivery method, medium, and programs, including materials on commonly studied topics and online resources for both distance and on-campus students
Selection, organization, and sharing of appropriate tools and approaches through course guides and classroom activities; distribution of instructional materials through Library website, classroom management system, and handouts
Ongoing two-way conversation with subject faculty concerning collections suited to student study and research to ensure usefulness and awareness
Supporting students’ career and professional development, especially in resume preparation and interviewing, through Professional U’s Career Intensive Boot Camps.
Professional development sessions offered by library faculty to subject faculty and graduate students on how and where to publish their scholarship.
As a result of Library faculty collaboration with subject faculty:
Students are more likely to have well timed, manageable, targeted assignments, while still focused on broader learning.
Faculty and students have access to materials needed for their study and research, inclusive of medium. Faculty and students use the materials. Video, sound, and image materials have always been in demand, but especially during the recent COVID time.
Students have access to library materials to meet their needs, regardless of their location. This has been especially true during the COVID time.
Students have had the chance to improve their resume writing and interviewing skills.
Graduate students and subject faculty have learned about how and where to publish their scholarship.
3.2 Library personnel collaborate with faculty to embed information literacy learning outcomes into curricula, courses, and assignments.
Courtesy of a provost’s mandate, a librarian has served on the campus-wide General Education Council since its inception in 2012. Information Literacy is one of the University’s ten General Education goals.
Library faculty regularly consult with Subject faculty to examine assignments and establish clear learning objectives for Information Literacy Instruction sessions.
Some Library faculty have created unique opportunities in their partnerships with Subject faculty. For example, one librarian works closely with students in the elective course History of Mathematics, incorporating two instructional sessions, offering individual office consultations with the librarian, and performing assessment.
Using the previous partnership with Department of Academic Enrichment faculty as a foundation, Library faculty have increased their instruction to first year students, especially in the sciences and health sciences, working with subject faculty to develop an in-class assignment where there had not been one before. The goal is to have students model a typical research question and process. With the appointment of a new First Year Experience (FYE) / Student Success Director, the librarians are poised to work to embed information literacy student learning outcomes in the new FYE curriculum under development, having met with the director fall 2020.
One library faculty member was invited to be an Assessment Fellow by the Office of Planning and Assessment to aid the General Education Council in the analysis of data for the first three General Education Goals. The library faculty member was tasked with leading a Specialist Group on Goal 2, Information Literacy, which will synthesize the campus-wide assessment data for Goal 2.
Subject faculty have sought advice from librarians when developing course proposals and student learning objectives to ensure that they will be approved for General Education points related to Information Literacy. Examples of this collaboration can be seen in the course proposals for Media & Journalism.
Library faculty have collaborated with subject faculty to develop and improve information literacy components of assignments. A number of assignments have been reviewed and altered to make sure the level of sophistication in the assignments matches the level of the coursework. The timing of assignments also has been discussed, with an eye toward optimum learning. Courses within the Colleges of Education, Liberal Arts, Science & Technology, Business, and a number of Enrichment courses in Academic Achievement, part of the Student Success and Enrollment Services Division, have benefited from reevaluation.
Students enrolled in History of Mathematics were able to pose quality, well-informed research questions following multiple interactions with the Librarian and classroom faculty member.
First year students in seminar courses were able to satisfactorily complete a simplified research exercise on a topic within their chosen field. Students exhibited a competent level of information literacy as indicated by classroom-based observation and follow-up conversation with course instructors
3.3 Library personnel model best pedagogical practices for classroom teaching, online tutorial design, and other educational practices.
One of the Library’s strategic goals is to strengthen the Librarians’ role as educators. To that end, the Teaching Excellence Academy for Librarians (TEAL) was established in the previous review period as a community of practice by the Library Director, who enlisted the collaboration of the Teaching and Learning Enhancement (TALE) Center Director. The purpose of TEAL had been to enhance Library faculty’s knowledge and skills pertaining to information literacy instruction through discussing instructional strategies, concepts, best practices, and their own experiences in the classroom. With the departure of the TALE Director in 2015, the librarians continued discussion in library faculty meetings, but due to priority and workload of a new library system implementation, the discussion became an annual written report.
Library faculty collaborated with graduate student interns in Instructional Technology as well as graduate students in the Advanced Instructional Design course to rewrite and redesign the Library Research Tutorial (LRT) over a period of two years. The online library tutorial was made more visually appealing and interactive. These parties worked together revamp the tutorial to introduce information literacy skills. Two of the tutorials have since been updated by the librarians to reflect changes in the library systems.
Library faculty have incorporated various technologies into their information literacy instruction classes to enhance instruction, including interactive tools like Kahoot, Padlet, Socrative, PollEverywhere, Google Docs, and embedded LibGuides surveys and forms.
Before COVID, the librarians had already begun using Zoom for individual research guidance. With COVID, the librarians began providing instruction using Zoom, both asynchronously and synchronously. The librarians have been long time users of recording software to record short video tutorials, posting them to YouTube or to the Library website.
As a result of TEAL, the Library faculty’s teaching remains more student-centered, and more emphasis is placed on assessment; all librarians continue to use a common form to record the achievement of their learning outcomes. Library faculty continue to reflect upon their teaching strategies, and often revise their approaches based upon outcomes from previous strategies, changes in class assignments, and literature in academic librarianship suggesting new approaches. As an overall result, the Library faculty have, as a whole, engaged deliberately in professional development that concerns their role as educators. Attention has been diverted in recent years because of library system implementation and budget reviews. We are aware of the need to refocus on the nurturing of a community of practice.
A number of BU subject faculty have used the LRT to introduce information literacy skills to their students, requiring them as a class assignment to complete specific modules. This information is reported to the faculty members and is also analyzed in the Library’s annual Outcomes Assessment and Information Literacy Report.
3.4 Library personnel provide regular instruction in a variety of contexts and employ multiple learning platforms and pedagogies.
Andruss Library offers diverse instruction in several settings to students in a wide array of disciplines, using appropriate technologies, including Zoom, which has been used heavily during the COVID crisis. In addition to on-campus instruction in classrooms in the Library and other campus buildings, the Library faculty have taught off-campus in support of the University’s curricula at various satellite locations. In addition to broadly available instructional guides and video tutorials for asynchronous learning at undergraduate and graduate levels, pre-COVID, one Library faculty member has provided effective synchronous instruction for off-campus students via the classroom management software. With COVID, all course instruction has taken place online. For both face-to-face and distance education courses, many librarian-created materials are available in BOLT, the local course management software, through the implementation of an automatic tool, under Resources. Additionally, faculty have the option to add specific library content to their content areas using the manual tool.
Previously Library faculty created a community of practice, the Teaching Excellence Academy for Librarians (TEAL), to enhance their knowledge and skills of multiple learning platforms and pedagogies. While activity has waned, the library faculty are aware of the need to refocus on the nurturing of a community of practice.
Library faculty, at times, visit subject faculty in their offices to provide one-on-one instruction for specific purposes. Library faculty also offer research assistance to Subject faculty upon request via telephone, email, SMS, Zoom, etc.
Library faculty provide research guidance to individuals in a variety of media to meet the research needs of students and faculty, regardless of time or place; these include in-person research guidance, as well as by telephone, email, SMS, Zoom screensharing, and Instant Messaging.
Students experience instruction that varies according to student need and includes individual and group work, active learning, reinforcement, and individualized pacing as necessary. Students enrolled in both face-to-face and distance learning environments have instruction available through their course management software via guides created specifically for their class and through instruction that is customized for their course level, content, and instructor’s learning goals, delivered in person and online.
Students and other patrons have responded positively to the technologies Library faculty have used in their pedagogy to address the needs of diverse students. Library faculty have modified and, in some cases, reinvented their pedagogies to address the needs of diverse students. Especially in the time of COVID library faculty employed several features of Zoom to engage students during instruction.
Subject faculty benefit from individualized instruction and research guidance from Library faculty members.
Students, faculty, and other Library users benefit from the convenience of individualized research guidance delivered in-person, telephone, email, SMS, Zoom screensharing, and Instant Messaging.
3.5 Library personnel collaborate with campus partners to provide opportunities for faculty professional development.
Library faculty have been collaborative in campus-wide initiatives for faculty professional development in the area of assessment.
Library faculty have hosted sessions on several topics: to build faculty awareness and use of Open Educational Resources (OER) for greater student learning and retention; to foster publication of scholarship in reputable publishing venues; to discuss fair use and copyright in the context of scholarly communication and teaching, especially when using video. Library personnel also speak at the annual new faculty orientation and developed extensive information that was posted in BOLT on what to consider when requesting information literacy instruction for students in addition to more general information about library resources and services.
As a result of long-term contributions to general education, one Library faculty member was asked to be an Assessment Fellow for the evaluation of general education learning goals. As such, the Library faculty member influences the development of the University’s assessment plan and its Middle States reaccreditation. Furthermore, the library faculty chair and director were asked to meet with an evaluator during the most recent Middle States visiting accreditation team.
Subject faculty participate in workshops or other professional development provided by Library faculty. A particular highlight was the workshop on Open Educational Resources which drew forty faculty and resulted in several reviews of OER texts and some adoptions. The “Where do I Publish My Article” workshop has been well-attended for the last few years, by both faculty and graduate students. In addition the Copyright and Fair Use Workshop broke new ground with librarians presenting with instructional media and instuctional design staff; faculty had many questions about using film, which they were able to address to all presenters.
3.6 The Library has the IT infrastructure to keep current with advances in teaching and learning technologies.
Undergraduates’ perception of the Library improved from the 2015 to the 2018 LibQUAL survey, in which students identified no areas of concern with technology as they had before in previous years.
The Library provides necessary technologies to enable patrons to request and receive Research guidance in a variety of settings (telephone, email, chat, and text messaging, Zoom screensharing).
A classroom in the Library building is outfitted with 38 computers and an instructor station with overhead projector and screen and sound.
Library faculty use a variety of teaching and learning technologies and pedagogical methods.
The Library building offers full Wi-Fi, Wi-Fi printing, and basic technical assistance within the Library.
During daytime hours the Library has access to one-quarter time of a Technology Manager, student workers, and help desk telephone/ticket system to provide support for students, faculty, and other patrons.
Students and faculty regularly use various technologies (email, chat, text messaging) to request and receive research guidance. Faculty share librarians’ contact information with their students about on their syllabi and in their classroom management systems and encourage them to contact them for research guidance.
Subject faculty regularly bring their students to the library for information literacy instruction knowing that each student will have a computer to practice the concepts that are taught.
Subject faculty judge the Library faculty’s pedagogical methods using technology to be sufficient for their purposes. Subject faculty regularly request collaboration with library faculty regarding integration of various instructional technologies to keep classes interactive and challenging.
During the daytime, technology problems can often be addressed by the support system in place. When technological problems arise in the evenings, the Library has access to student workers with basic troubleshooting skills and after-hours emergency support.
The Library continues to support information-literate learners and information literacy in the curriculum. Developing the Library’s instruction program and the role of the librarians as educators has received less attention over the last five years because of other areas that have required more attention, such as construction in the building, migration to a new integrated library system, and ongoing budgetary issues. The Teaching Excellence Academy for Librarians (TEAL) had been established previously to develop librarians as educators, and work has occurred towards this goal, though not with the same level of focus as in the previous review period. The Library recognizes that efforts to strengthen the information literacy program should continue.
In the last review, a need to prioritize the way in which courses with a critical need for Information literacy instruction was identified, so that rather than continue to teach classes solely upon request, the Library should evaluate the curriculum to determine where the need for information literacy instruction is greatest, and then prioritize instruction for those students for whom the impact will be most significant. However, no significant progress has been made in this area and it continues to be a priority for the Library. This process will also involve developing alternative methods of instruction, identifying unaddressed critical opportunities, and continued refinement of assessment tools/processes to better monitor student learning. Continued work with implementing multiple pedagogies and technologies is being planned as well. In time, the Library will develop a pedagogically sound program that provides targeted instruction to students who need it, based on providing the appropriate students with instruction and reducing the number of students who have received redundant instruction in previous classes. Eventually, the Library hopes to address other goals, such as branching out to work with students and faculty in other high-impact areas of the curriculum that it currently does not reach, such as the First Year Experience program, the Undergraduate Research, Scholarly, and Creative Activity program (URSCA) while it continues to cultivate opportunities to collaborate in courses designed for undeclared students. During the COVID time the educational role of the Library faculty was especially important; they pivoted with speed and skill because of their technological competence. Additionally, the Library plans to work more closely with faculty who teach online distance education courses to provide more support for those students within the online course management system. Partnerships with other campus entities to reach specific learners is an ongoing goal.
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