7/16/ :00 ESTPresentation made at Downtown Campus Library, WVU on July 14, 2004 Copyright © by A. David Roth | Access Services, Evansdale Library, West Virginia University 1 “Bringing Learners and Library Skills Together” Overview of the Instructional Project for Training Circulation Student Library Assistants

7/16/ :00 ESTPresentation made at Downtown Campus Library, WVU on July 14, 2004 Copyright © by A. David Roth | Access Services, Evansdale Library, West Virginia University 2 Welcome  Brief overview of the project  Demo of the instruction  Conversation about training

7/16/ :00 ESTPresentation made at Downtown Campus Library, WVU on July 14, 2004 Copyright © by A. David Roth | Access Services, Evansdale Library, West Virginia University 3 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?

7/16/ :00 ESTPresentation made at Downtown Campus Library, WVU on July 14, 2004 Copyright © by A. David Roth | Access Services, Evansdale Library, West Virginia University 4 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

7/16/ :00 ESTPresentation made at Downtown Campus Library, WVU on July 14, 2004 Copyright © by A. David Roth | Access Services, Evansdale Library, West Virginia University 5 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

7/16/ :00 ESTPresentation made at Downtown Campus Library, WVU on July 14, 2004 Copyright © by A. David Roth | Access Services, Evansdale Library, West Virginia University 6 Why was it developed?  The overall project was conceived and initially developed in conjunction with coursework in the Fall, Spring, and Summer 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

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

7/16/ :00 ESTPresentation made at Downtown Campus Library, WVU on July 14, 2004 Copyright © by A. David Roth | Access Services, Evansdale Library, West Virginia University 8 Why was it developed? (3/6)  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)

7/16/ :00 ESTPresentation made at Downtown Campus Library, WVU on July 14, 2004 Copyright © by A. David Roth | Access Services, Evansdale Library, West Virginia University 9 Why was it developed? (4/6)  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

7/16/ :00 ESTPresentation made at Downtown Campus Library, WVU on July 14, 2004 Copyright © by A. David Roth | Access Services, Evansdale Library, West Virginia University 10 Why was it developed? (5/6)  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

7/16/ :00 ESTPresentation made at Downtown Campus Library, WVU on July 14, 2004 Copyright © by A. David Roth | Access Services, Evansdale Library, West Virginia University 11 Why was it developed? (6/6)  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

7/16/ :00 ESTPresentation made at Downtown Campus Library, WVU on July 14, 2004 Copyright © by A. David Roth | Access Services, Evansdale Library, West Virginia University 12 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

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

7/16/ :00 ESTPresentation made at Downtown Campus Library, WVU on July 14, 2004 Copyright © by A. David Roth | Access Services, Evansdale Library, West Virginia University 14 Who uses the instruction?  All student assistants, new and old (select)  Also suitable for new staff

7/16/ :00 ESTPresentation made at Downtown Campus Library, WVU on July 14, 2004 Copyright © by A. David Roth | Access Services, Evansdale Library, West Virginia University 15 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

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

7/16/ :00 ESTPresentation made at Downtown Campus Library, WVU on July 14, 2004 Copyright © by A. David Roth | Access Services, Evansdale Library, West Virginia University 17 When is the project implemented? (3/4)  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)

7/16/ :00 ESTPresentation made at Downtown Campus Library, WVU on July 14, 2004 Copyright © by A. David Roth | Access Services, Evansdale Library, West Virginia University 18 When is the project implemented? (4/4)  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

7/16/ :00 ESTPresentation made at Downtown Campus Library, WVU on July 14, 2004 Copyright © by A. David Roth | Access Services, Evansdale Library, West Virginia University 19 How does the instruction proceed?

7/16/ :00 ESTPresentation made at Downtown Campus Library, WVU on July 14, 2004 Copyright © by A. David Roth | Access Services, Evansdale Library, West Virginia University 20 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

7/16/ :00 ESTPresentation made at Downtown Campus Library, WVU on July 14, 2004 Copyright © by A. David Roth | Access Services, Evansdale Library, West Virginia University 21 How does the instruction proceed? (3/6)  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

7/16/ :00 ESTPresentation made at Downtown Campus Library, WVU on July 14, 2004 Copyright © by A. David Roth | Access Services, Evansdale Library, West Virginia University 22 How does the instruction proceed? (4/6)  A “Check List for Basic Task Instruction” - used to track each student’s progress as s/he moves through the instructional sequence (copy online)

7/16/ :00 ESTPresentation made at Downtown Campus Library, WVU on July 14, 2004 Copyright © by A. David Roth | Access Services, Evansdale Library, West Virginia University 23 How does the instruction proceed? (5/6)  Instructional sequence

7/16/ :00 ESTPresentation made at Downtown Campus Library, WVU on July 14, 2004 Copyright © by A. David Roth | Access Services, Evansdale Library, West Virginia University 24 Instructional sequence General Context of Student Assistant Library Work L1 Your Learning Experience as a Student Library Assistant in Circulation Services at Evansdale Library / Assess / Discuss L2 Performance Expectations for Student Assistants / Assess / Discuss L3 Library Resources / Assess / Discuss Maintaining the Integrity of the Physical Collections L4 A Virtual Tour of the Library / Assess / Discuss / Task Perf. 1 / Assess / Discuss L5 Call Number Classification / Assess / Discuss / Task Perf. 2 / Assess / Discuss L6 Retrieving Stacks Items / Assess / Discuss / LC Easy / Task Perf. 3 / Assess / Discuss L7 Straightening Shelves of Items / Assess / Discuss / Task Perf. 4 / Assess / Discuss L8 Shelving Items / Assess / Discuss / Task Perf. 5 / Assess / Discuss L9 Visually Scanning Items for Call Number Consistency / Assess / Discuss / Task Perf. 6 / Assess / Discuss L10 Physical Item Searches / Assess / Discuss / Task Perf. 7 / Assess / Discuss L11 Reconfiguring the Collections / Assess / Discuss / Task Perf. 8 / Assess / Discuss Public Service and System Functions L12 What’s What behind the Circulation Desk / Assess / Discuss / Task Perf. 9 / Assess / Discuss L13 Standard Operations at the Circulation Desk / Assess / Discuss / Task Perf. 10 / Assess / Discuss L14 Introduction to the Endeavor Voyager System / Assess / Discuss L15 Voyager Circulation Module: Interface and Patron Records / Assess / Discuss / Task Perf. 11 / Assess / Discuss L16 Voyager Circulation Module: Discharging Items / Assess / Discuss / Task Perf. 12 / Assess / Discuss L17 Voyager Circulation Module: Charging Items / Assess / Discuss / Task Perf. 13 / Assess / Discuss L18 Voyager Circulation Module: Item Records / Assess / Discuss / Task Perf. 14 / Assess / Discuss L19 Course Reserves / Assess / Discuss / Task Perf. 15 / Assess / Discuss L20 Using the Wireless Laptop Computers, CD Players, and Associated Equipment / Assess / Discuss / Task Perf. 16 / Assess / Discuss L21 Using the Pharos System Print Controller, Printers, Copiers, Digital Sender, and Value-Add Service Machine / Assess / Discuss / Task Perf. 17 / Assess / Discuss L22 Using the MountainLynx Electronic Catalog / Assess / Discuss / Task Perf. 18 / Assess / Discuss L23 Supervising the Use of the Electronic Classroom Computers / Assess / Discuss / Task Perf. 19 / Assess / Discuss L24 How to Help Library Users / Assess / Discuss / Task Perf. 20 / Assess / Discuss L25 Working with Microform and Government Documents / Assess / Discuss / Task Perf. 21 / Assess / Discuss

7/16/ :00 ESTPresentation made at Downtown Campus Library, WVU on July 14, 2004 Copyright © by A. David Roth | Access Services, Evansdale Library, West Virginia University 25 Questions?

7/16/ :00 ESTPresentation made at Downtown Campus Library, WVU on July 14, 2004 Copyright © by A. David Roth | Access Services, Evansdale Library, West Virginia University 26 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

7/16/ :00 ESTPresentation made at Downtown Campus Library, WVU on July 14, 2004 Copyright © by A. David Roth | Access Services, Evansdale Library, West Virginia University 27