1. Photo by liza31337 - Creative Commons Attribution License https://www.flickr.com/photos/85763206@N00Created with Haiku Deck

2. Putting the Pieces Together a presentation by: Ron Epps: Reference & Print Resources Librarian eppsw@campbell.edu Campbell University Libraries Wiggins Memorial Library Brooke Taxakis: Reference & Instruction Librarian taxakisb@campbell.edu Campbell University Libraries Wiggins Memorial Library

3. Campbell University in a nutshell Campbell University is a medium sized private university located in Buies Creek, NC. We have approximately 6,000 FTE At the beginning of Fall Semester all freshmen have to have a tour of the library. In this tour we show where books, copiers, study areas, and service desks are located. As part of our information literacy program all students in English 100 level classes have to have a library session. The classes in the 100 level are: ENGL 100 English Fundamentals ENGL 101 Academic Writing ENGL 102 Academic Writing & Literature

4. Look familiar? By Charles Hamm (Own work) [CC BY 3.0 (http://creativecommons.org/licenses/by/3.0)], via Wikimedia Commons

5. What is the Cephalonian Method? The Cephalonian Method plants questions in the audience that are to be asked at certain times Keeps the audience involved in the presentation By Matt Sims [CC BY 2.0 (http://creativecommons.org/licenses/by/2.0)], via Wikimedia Commons

6. The Cephalonian Method - How it works: This is a typical English 100 library session : Two librarians meet students at the library entrance and pass out question cards. At the start of class make sure all question cards are passed out. Librarians introduce themselves and explain what the class will be doing. Make stops, ask for questions on cards, answer questions, get additional questions from students.

7. Why Use It? English 100 is the English class where students who didn’t score well on the verbal part of the SAT are placed to help them get up to speed. They don’t usually have a research assignment. The Cephalonian method helps to keep students engaged. We wanted to act on past comments that professors wanted their students to have a tour of the library.

8. Changes along the way – Cephalonian Method: Changed the questions Changed the tour route Created question packet for large classes and small classes Modified class for Spring Semester from Fall Semester

9. Pros/Cons - Cephalonian Method Pros: After initial set-up, not a lot of prep time needed for session Active student learning Students know where library resources are located Encourages student engagement Cons: Session not as effective if there are students who are repeating the class Moving from stop to stop is time consuming Can be problematic if you have mobility-challenged students on the tour

10. Cephalonian Method - Feedback Faculty: “Taking the students to the specific locations in Wiggins was very eye-opening to some of my reluctant learners. My talented learners seemed excited about the various possibilities. The questions provided to the students offered an interactive learning process. This lesson was very well done.” -Byrne 2013 “I enjoyed the new method for introducing students to the available resources. The walk- through with questions was certainly more interactive.” -Wiggins 2013 Students: “I loved how questions were assigned to give a broad range of information. This made it easy to learn.” “it was great but not necessary for people who have attended the tour before.” “The instructors were helpful and useful. I have no worries about asking for help in the library.” “Enjoyed the Tour!”

11. Cephalonian Method - Data Pre-test:Post-test: n= 169n=129 Average score: 62Average score: 81.9 English 100 scores before using the Cephalonian Method English 100 scores after using the Cephalonian Method Pre-test:Post-test n=177n=152 Average score:59.55Average score: 76.97

12. Is the Cephalonian Method right for you? Where you can use this method? What would your questions look like? What kind of information would you like to cover? How could you implement it?

13. What is the Jigsaw Method? The Jigsaw Method - consists of breaking your class into expert groups and giving the groups time to explore a topic. Then break groups up into sharing groups. Half Jigsaw Method – expert groups present to the whole class from teacher station, saving time, and librarian can give input as needed. By Charles Hamm (Own work) [CC BY 3.0 (http://creativecommons.org/licenses/by/3.0)], via Wikimedia Commons

14. The Jigsaw Method – How it works: This is a typical ENGL 102 session: Class meets in the computer lab Librarians introduce themselves Explain how the class is going to proceed Librarian does the first presentation (we pick what we feel is the hardest one) Break students into groups Give groups their database Groups have time to explore database and answer questions about database Groups presents results (2-5 minute presentation)

15. Why use it? Higher class participation Groups explore one database, and get to know it well Higher Order thinking Students work together on presentation Gives students presentation experience

16. Changes along the way - Jigsaw Method: How we’ve delivered the assignment Google Doc Physical Handout How we’ve split the class into groups Changed the librarian presentation Changed the databases covered English Faculty Focus Group

17. Pros/Cons – The Jigsaw Method: Pros: Active student learning Encourages student engagement Cover more databases Cons: Presentation quality varies Time consuming Large class sizes = organizational challenges

18. Jigsaw Method – Feedback: Faculty: “Good information! I liked the jigsaw activity. Active learning!” -Carey 2014 “Everything was wonderful! The group presentations keep students on task.” -2015 Students: “I liked how we learned how to use the database and then taught it to the class.” “Awesome!!!!!!!!!!!!!!!!!!!!!!!!” “Compared to my previous library session, [Instructor name] made learning the material a lot more interactive for the students. He done [did] a wonderful job.” “I especially liked how we worked in groups and presented to one another, much better than listening to a lecture for an hour.” “The session was not necessary as students are often computer savey [sp]. Simply providing the links to the databases would be enough.”

19. Jigsaw Method - Data English 102 test scores before using the Jigsaw Method English 102 scores after using the Jigsaw Method Pre-testPost-test n= 465n= 359 Average score: 56.99 Average score: 80.22 Pre-testPost-test n= 393n= 372 Average score: 58.96Average score: 77.61

20. Is the Jigsaw Method right for you? Is this method a good fit? How would you implement it? What concepts would you like to cover? How would you break your class up into groups?

21. By Horia Varlan (Own work)[CC BY 2.0] (https://creativecommons.org/licenses/by/2.0/), via flickrhttps://creativecommons.org/licenses/by/2.0/ Our presentation and handouts are available at: http://guides.lib.campbell.edu/GICIL2015

22. Bibliography Buchanan, Heide and Beth McDonough. “Dynamic One Shot Library Instruction.” ALA. Summer 2013. Web. Morgan, Nigel, and Linda Davies. "Innovative Library Induction - Introducing the 'Cephalonian Method'." SCONUL Focus.32 (2004): 4-8. Web. Puckett, Jason, Rachel Borchardt and Anna Van Squaek. “Adventures in Library Instruction.” Episode 1. Blogspot, 10 April 2009. Adventures in Library Instruction Podcast. Web. 13 July 2009.