CROSS DISCIPLINARY CONGA Notes for a Panel Discussion at the CALL/ACBD Conference Edmonton AB May 9, 2006 Anne Crocker Gerard V. La Forest Law Library University of New Brunswick

Non Law User Groups UNB - Graduate students UNB - Undergraduates STU - Undergraduates Community college, business schools, high school

Elements Collection Reference Bibliographic Instruction

Gerard V. La Forest Law Library Law Library Instruction – Participants

Bibliographic Instruction Most resource hungry element Professional librarian Preparation time Contact time Promotion strategy Delivers most value to user group

Our Approach Pro-active Course Specific Flexible

Pro-active We use push technology to contact potential users, when possible We use direct to contact previous users of the service We make sure we are included in University initiatives such as faculty institutes, information labs and new faculty orientation programs where appropriate

Course Specific Based on professors/teachers course syllabus and assignments

Flexible Time – choice of professor, usually but not always regular class time – adjustable hours of work are necessary Place – Our place or yours Note: We really try to persuade them to come to us because we have the instructional technology in situ and it is more valuable for the student in terms of gaining a certain comfort level…but we are flexible on this.

Methodology - Materials Handouts General – law library policies, law library layout and organization, and legal terminology (eg: act, regulation, judicial decision, commentary), general legal reference resources, simplified research strategies. Course Specific – identifies particular resources supportive of course content and assignments, print and electronic, screen prints of sample searches, sample pages of print indexes, etc.

Methodology - Location Arrange to have available the most comfortable and appropriate teaching space possible with reliable IT Walkabout – helpful in reinforcing information in general handout, but not always possible

Methodology - Content Introduce Law Library web site Organization Navigation Demonstrate use of relevant online resources (sample search) and relate to course specific handout Show sample volumes of relevant print sources and relate to handouts

Hints & Tips Make extra copies of all handouts and have available at Reference Desk Use examples from recent media coverage, if appropriate, to pique interest Relate what your are teaching to students personal circumstances (eg: Cant always get to the library? (No babysitter, snowstorm, etc. heres what you can do online…) Maintain your sense of humour even if you are not the funniest lecturer in the world. This helps students feel at ease. Using a law library and legal materials may be different from what they are accustomed to, but we are not talking higher mathematics.

Outcomes - Payoff Improved quality of student assignments (we know this because….) Informed collection development decisions Enhanced understanding and appreciation of law library staff and resources by non-law users Continuing self-improvement for librarians in preparing instruction in unfamiliar fields of study Reduced stress levels in law library information and reference staff Reduced redundant workload