Collaborating and Negotiating with Faculty Presented by Roberta Tipton 50 Minute Instructor April 25, 2003 © Roberta Louise Tipton 2003

In the Beginning… n Who asks you to teach? n How do you receive requests? n What are the rules of the road? n What can you expect from your instruction coordinator? © Roberta Louise Tipton 2003

What Is Our Role? n Focus on student learning n Sing backup to the faculty agenda Sing backup Sing backup n Provide leadership in the use of library resources © Roberta Louise Tipton 2003

What Do We Have To Offer? n A completed graduate degree n Personal or institutional teaching experience n Experience at the reference desk n A global view of information © Roberta Louise Tipton 2003

What Do We Want to Teach? n Common curriculum n Learning objectives n Information competencies © Roberta Louise Tipton 2003

What Are Your Specialties? n Write down what you can do n Make time estimates n Use the list in negotiations n Change the list at intervals as you learn new things © Roberta Louise Tipton 2003

Negotiating: Expectations and Realities © Roberta Louise Tipton 2003

The Student’s Agenda n Survive the course, receiving the highest possible grade n Perform as little work as possible, spending as little time as possible n Our job: demonstrate the contradictions © Roberta Louise Tipton 2003

The Faculty Member’s Agenda n Achieve a set of learning objectives n Our job: discover the learning objectives n Our job: support, enhance, facilitate those learning objectives © Roberta Louise Tipton 2003

Faculty Problem Children n Babysitting n Bad assignments n Sink or swim n Active hostility –To the librarian –Student/faculty conflict © Roberta Louise Tipton 2003

Getting the Most Out Of Library Instruction: Some Tips for Faculty © Roberta Louise Tipton

Have a Definite Assignment n Share your assignment and your syllabus with the librarian who will be teaching your class. n Share your assignment with your students at least a week before they come to the library. Have them check in with you about their paper topics. © Roberta Louise Tipton 2003

What Makes a Good Library Assignment? n Helps the students focus on course content –Treasure hunts and Web surfing n Fits available resources n Is possible within the time allotted © Roberta Louise Tipton 2003

Show Up for the Library Class n Stay the entire time. n Your students will adopt your attitudes toward the class; if you show that you think it is important, they will believe it is important. © Roberta Louise Tipton 2003

The Librarian’s Agenda © Roberta Louise Tipton 2003

We want students to learn how to do research so that: n They will become successful students n They will become lifelong learners n They will not ask us to do for them what they should be doing for themselves n They will continue to ask us to help them with the harder stuff © Roberta Louise Tipton 2003

We want faculty members to come back to us because: n Their students will do better work for them n Faculty will stay up to date on changes in the library system n We will stay tuned to what is happening in the classrooms on our campus © Roberta Louise Tipton 2003

Bibliography n Iannuzzi, Patricia. "Conceptualizing Information Literacy". Presented at Information Literacy: Laying the Foundations. LACUNY Institute 2000, May 19th, 2000, Baruch College, New York, NY. ( keynote/cuny1_files/frame.htm) © Roberta Louise Tipton 2003

Bibliography n In-Class Information Literacy/Critical Thinking Ideas ( ollege/instructors/ilideas.htm) n Kitchens, Joel D. "Practical Help for History Instruction: Making the One Shot Count". Research Strategies 18: 63-73, © Roberta Louise Tipton 2003