7/16/2004 13:00 ESTPresentation made at Downtown Campus Library, WVU on July 14, 2004 Copyright © 2003-2004 by A. David Roth | Access Services, Evansdale.

7/16/2004 13:00 ESTPresentation made at Downtown Campus Library, WVU on July 14, 2004 Copyright © 2003-2004 by A. David Roth | Access Services, Evansdale Library, West Virginia University

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“Bringing Learners and Library Skills Together”

Overview of the Instructional Project for Training Circulation Student Library Assistants


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Welcome Brief overview of the project Demo of the instruction Conversation about training


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Outline What is the project? Educational mission Why was it developed? Design method Design goals Who uses it? When is it implemented? How does it work?


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What is the project? “Bringing Learners and Library Skills Together”

is an instructional design package meant to enhance the training of new student library assistants in Circulation Services

29 online PowerPoint lessons, online web response forms, follow-up task performances

Each lesson provides a framework for understanding each task cognitively, before actually doing the task


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Educational Mission To promote authentic, learner-centered

instruction about critical library operations to new student library assistants …

Lessons will: Be responsive to learner needs Enhance student agency, autonomy, and

cooperative effort Produce quality library services for our research

public


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Why was it developed? The overall project was conceived and initially

developed in conjunction with coursework in the Fall, Spring, and Summer 2002-2003 academic year for a Master’s degree in Technology Education at West Virginia University (attained August 2003)

With the permission of Mary Strife, Director of Evansdale Library, the lessons of the project are being implemented within the training cycle of new students in Circulation Services, beginning in 2003


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Why was it developed? (2/6)

The instructional package has been developed using the knowledge, skills, and attitudes acquired through academic experience in an HR&E educational program

As such, the lessons have been formulated for an explicit educational purpose, and are founded on educational theory and empirical data applicable to the domain of computer-based instruction (CBI)


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Instructional problem: Students were not treated primarily as learners, with

particular learning preferences Lack of consistent, standardized training (e.g.,

constant interruptions, different trainers) Lack of meaningful contexts for tasks Delivery of content not engaging enough (e.g., old,

photocopied forms) Result: students were not getting dependable

training and their performance suffered (as did our service)


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Instructional solution: Incorporate a series of self-paced,

PowerPoint/multimedia tutorials into the front end of our training, providing standardized, computer-based instruction

Follow up with actual task performance Gather learner information to structure training Monitor performances and provide generous

feedback


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Results in terms of learner outcomes: Students have more understanding of their tasks Performance monitoring indicates fewer errors,

earlier on Students are more responsive and helpful to the

public


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Training emphasis: more of a balance between learner, content, and the resultant level of service provided to the public

Our instruction is now more integrated with a general learner-centered work environment

Rationale for the project in relation to educational goals is spelled out in detail in the project report, available online


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Design method A mix of methods, with Rapid Prototyping as

primary Allows for constant evaluation of project and

subsequent revision Can be quickly modified as new policies,

procedures, technologies, or demands are introduced into the work environment


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The 6 design goals of the project (see Design Response Sheet handout) Check to see if each lesson is:

Clear Consistent Comprehensive Contextual Engaging Responsive


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Who uses the instruction? All student assistants, new and old (select) Also suitable for new staff


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When is the project implemented? The lessons are being applied as they are

developed, first under beta-testing with select staff and experienced students, then as instructional units for new students

The design, implementation, and evaluation of the lessons are analyzed using standard educational design criteria


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When is the project implemented? (2/4)

An estimate of the development time for the package, since December 2002, is in excess of 200 hours

Individual lessons in the package continue to be developed or revised, with project completion targeted as beginning of Fall 2004


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When a student is initially scheduled to work at the library, two forms are completed: “Performance Expectations for Student Assistants”

contract is read and signed (copy online) “Student Assistant Information Sheet” is completed

(handout)


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On a student’s first day of work, s/he is introduced to the instructional sequence, beginning with Lesson 00 …

As part of Lesson 01, the student completes the VARK online, learning preferences inventory, which gives us information that we use to “individualize” instruction, to some extent


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How does the instruction proceed?


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How does the instruction proceed? (2/6)

Student engages with a PowerPoint lesson Student completes the online response form Learning assessment discussion Student demonstrates and deepens learning by

engaging in an actual task performance (e.g., shelving), first with a staff member/experienced student, then solo

The solo task performance is monitored


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Results of performance are shared with the student via the “Student Task Performance Results Sheet” (handout)

Results sheet - used for most tasks and applied comprehensively to new students and randomly to continuing students

After adequate review, student proceeds on to next lesson, and so forth


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A “Check List for Basic Task Instruction” - used to track each student’s progress as s/he moves through the instructional sequence (copy online)


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Instructional sequence


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Instructional sequence

General Context of Student Assistant Library WorkL1 Your Learning Experience as a Student Library Assistant in Circulation Services at Evansdale Library / Assess / DiscussL2 Performance Expectations for Student Assistants / Assess / Discuss L3 Library Resources / Assess / Discuss

Maintaining the Integrity of the Physical CollectionsL4 A Virtual Tour of the Library / Assess / Discuss / Task Perf. 1 / Assess / DiscussL5 Call Number Classification / Assess / Discuss / Task Perf. 2 / Assess / DiscussL6 Retrieving Stacks Items / Assess / Discuss / LC Easy / Task Perf. 3 / Assess / DiscussL7 Straightening Shelves of Items / Assess / Discuss / Task Perf. 4 / Assess / DiscussL8 Shelving Items / Assess / Discuss / Task Perf. 5 / Assess / DiscussL9 Visually Scanning Items for Call Number Consistency / Assess / Discuss / Task Perf. 6 / Assess / DiscussL10 Physical Item Searches / Assess / Discuss / Task Perf. 7 / Assess / DiscussL11 Reconfiguring the Collections / Assess / Discuss / Task Perf. 8 / Assess / Discuss

Public Service and System FunctionsL12 What’s What behind the Circulation Desk / Assess / Discuss / Task Perf. 9 / Assess / DiscussL13 Standard Operations at the Circulation Desk / Assess / Discuss / Task Perf. 10 / Assess / DiscussL14 Introduction to the Endeavor Voyager System / Assess / DiscussL15 Voyager Circulation Module: Interface and Patron Records / Assess / Discuss / Task Perf. 11 / Assess / DiscussL16 Voyager Circulation Module: Discharging Items / Assess / Discuss / Task Perf. 12 / Assess / DiscussL17 Voyager Circulation Module: Charging Items / Assess / Discuss / Task Perf. 13 / Assess / DiscussL18 Voyager Circulation Module: Item Records / Assess / Discuss / Task Perf. 14 / Assess / DiscussL19 Course Reserves / Assess / Discuss / Task Perf. 15 / Assess / DiscussL20 Using the Wireless Laptop Computers, CD Players, and Associated Equipment / Assess / Discuss / Task Perf. 16 / Assess / DiscussL21 Using the Pharos System Print Controller, Printers, Copiers, Digital Sender, and Value-Add Service Machine / Assess / Discuss / Task Perf. 17 / Assess / DiscussL22 Using the MountainLynx Electronic Catalog / Assess / Discuss / Task Perf. 18 / Assess / DiscussL23 Supervising the Use of the Electronic Classroom Computers / Assess / Discuss / Task Perf. 19 / Assess / DiscussL24 How to Help Library Users / Assess / Discuss / Task Perf. 20 / Assess / DiscussL25 Working with Microform and Government Documents / Assess / Discuss / Task Perf. 21 / Assess / Discuss


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Questions?


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Demo Preview instructional web site, portions of a

lesson, lesson response form This is a work-in-progress - some lessons and

web-form responses are incomplete The URL/address is:

intranet.lib.wvu.edu/evancirc/intro-instruction.htm Use “open” to launch each PowerPoint Show

and invoke your computer’s PPT program


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7/16/2004 13:00 ESTPresentation made at Downtown Campus Library, WVU on July 14, 2004 Copyright © 2003-2004 by A. David Roth | Access Services, Evansdale.

Documents

downtown campus library

quality library services

director of evansdale

critical library operations

david roth access services

instructional project

educational missionwhy

educational theory