OK Fellows Program

2008 -

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

Mae L. Rodney

• Winston-Salem State

University

• Director of Library

Services 1983

Background

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O’K Scholars

• Title III grant for 2008-2012

– Stipend for 40 faculty members to participate

($900)

– Consultants to offer instruction services

• Faculty

• Librarians

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

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

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

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

Additional learning experiences

• Readings about information literacy

• Web site on Plagiarism ( strategies for combating,Turnitin.com)

• Introduction to

Libguides

• Readings about

librarian and faculty

collaboration

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

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

Presenting Certificate and Medallion

–English Composition Coordinator

O’K Fellows’ promo

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Admission to the Program

• Faculty members are invited to participate

– New faculty members

– Faculty members who teach research/writing

courses

– English Composition Coordinator

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

The Workshop

• Opportunity to understand information

literacy (readings)

The Workshop

• Participate in active

learning experiences

• Work one on one with

librarians

• Discuss library

assignments

• Become better

acquainted with

resources and

services

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

Librarians are available to

continue working with faculty on

assignments

Comments from Faculty

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Library Instruction Sessions

• Using electronic resources

• Writing term papers

• Avoiding plagiarism

After the instruction session

• Librarians begin

working with the

students • Make an appointment

• Keep the appointment

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

Student comments

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Impact of the program on library

services

189

256

309

0

100

200

300

400

2006-07 2007-08 2008-09

Instruction

Library Instruction

1,169

2,012

2,364

0

500

1,000

1,500

2,000

2,500

2006-07 2007-08 2008-09

Faculty Consultation and Contacts

Faculty Consultations and Contacts

1,361

1,407

1,320

1,340

1,360

1,380

1,400

1,420

2007-08 2008-09

Student Consultations and Contact

Student Consultations and Contacts

4,284

11,773 11,496

0

2,000

4,000

6,000

8,000

10,000

12,000

2006-07 2007-08 2008-09

Reference Desks

Reference Desks

130,356

728,128

1,274,101

0

500,000

1,000,000

1,500,000

2006-07 2007-08 2008-09

Electronic Database Searches

Database Searches

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

Number of participants

• Who continue to utilize the O’K Fellows

experience is over 60 percent.

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

Indirect outcome

• Master Teacher Librarian certification

program

• Workshop for Writing Center Tutors

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

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

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

Master teacher librarians

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

Writing center tutors

• Information on library

resources

• How to use style

guides

Librarians comments

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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

Student comments

• Students are reporting to faculty members

they are now ready for graduate school

Communication between

participants

• Let’s Stay in Touch

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

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

Points Learned

• Keep librarians’ knowledge and

techniques fresh

– Electronic resources

– Teaching and presentation skills

– Research skills

• Communication among the team is

imperative

• Expect librarians to be friendly

O’K Scholars is our future!

• We must create a place for the library

within students’ learning process

• Our competition is winning! my space,

Internet

• Faculty members need assistance!

• Students need assistance!

Learning and Teaching is Hard

Work

• Repetition

• Repetition is imperative

• Start quality library assignments early in

the curriculum

• Students must consistently be required to

use library resources in all disciplines

• No one can allow Wikipedia into their

written assignments

Research opportunities

• Compare students performance

– Students who followed the guidelines

– Individuals who did not

– Students who did not receive instruction and

interventions

– Impact of student perceptions of libraries and

the actual use of library services

– Librarian faculty collaboration and students’

response to library assignments

Challenges

• Finding a time to offer the institute

• Finding a way to pay the faculty.

• Dealing with the large number of classes being requested in September & October

• Rising need for larger and more instructional sites

• Getting faculty and students to schedule consultations throughout semester vs last minute

• Reaching groups that really need the experience

Bibliography - Readings

exemplary programs." Raspa, Dick and Dane Ward. The Collaborative

imperative: librarians and faculty working together in the information

universe. Chicago: Association of College and Research Libraries, 2000.

39-60, 64-71.

Collaborations." Resource Sharing & Information Networks 17.1/2 (Mar.

2004): 5-17.

Walter, Scott, et al. "Case Studies in Collaboration: Lessons from five

Dewey, Barbara I. "The Embedded Librarian: Strategic Campus

Questions

• Will faculty members stop coming if we do

not provide the stipend?

• How many classes are offered during the

busiest period of the semester?

• How many persons are on the instruction

team?