1. Moving Beyond the Traditional One-Shot Library Instruction Session Bonnie L. Fong Physical Sciences Librarian Library2.012 Conference October 4, 2012

2. Presentation Outline Introductions Traditional “one-shot” session Moving beyond…@ Rutgers-Newark –Within the context of a course –Outside the confines of a course Opening the door Content coverage Assessment Summary

3. Question #1 What kind of library do you work in? A.Academic library B.Public library C.School library D.Special library E.Other / I do not work in a library

4. Question #2 Do you work with science students or scientists? A.Yes B.No

5. “One-shot” Traditional Single class session Assignment-based

6. Question #3 Have you taught this kind of a “one-shot” session before? A.Yes B.No

7. Moving Beyond… Within the context of a course Embedded librarianship –Writing-intensive course Undergraduate students –Seminar course Mix of undergraduate & graduate students

8. Moving Beyond… Outside the confines of a course Mini-course –Interdisciplinary research group Graduate students Multi-sessions –Misc. instances, when opportunity arises Graduate students

9. Opening the Door Build off previous relationships Be open to new relationships & opptys. Remind others of your presence –Attend department events Poster presentations Seminars –Keep in touch Do a good job… –Word-of-mouth –Introductions

10. Embedded Librarianship Working closely with professor –Deciding on what to teach –Discussing design of assignments Speaking with students on a number of occasions –2+ sessions Providing highly informed in-depth assistance –With full knowledge of course requirements

11. Question #4 Have you ever been an embedded librarian? A.Yes B.No

12. Writing-intensive Course Background information Junior Chemistry majors Course requirements: –Annotated bibliography –Literature review (term paper) –Poster presentation History: –1 teaching session –1 troubleshooting session

13. Writing-intensive Course Content taught 2 indexes & databases –Web of Science –SciFinder RefWorks How to write a literature review Poster presentation skills Plagiarism

14. Writing-intensive Course Assessment Post-1 st session –General session evaluation Did you learn something new? [Yes/No] Do you think the session has helped you with doing the kind of research your class assignment requires? [Yes/No] What did you find most helpful about this session? [Open Answer] What would you have liked more of? [Open Answer] What would you have liked less of? [Open Answer] Additional Comments: [Open Answer] Post-course –Specific course evaluation How helpful did you find X?

15. Seminar Course Background information Mixed classroom: –New Chemistry graduate students –Senior Chemistry majors Course requirements: –Oral presentation –Seminar attendance History: –1 teaching session

16. Seminar Course Content taught Introduction to Rutgers University Libraries Scholarly communication process Data management discussion 4 indexes & databases: –SciFinder, Reaxys, PubMed, Web of Science RefWorks Oral presentation skills

17. Seminar Course Assessment Pre-course –Self-evaluation How confident are you about doing X or using Y? –General content knowledge Where do you go to do X or find Y? Post-course –Self-evaluation –General content knowledge –General course evaluation

18. Mini-Course Background information Research group –Biochemistry graduate students (full-time) –Mostly international students How it began: –Faculty advisor approached library –Noticed weakness in literature research skills

19. Mini-Course Content taught Five 90-minute sessions –During “free” period, usu. every other week Content:

20. Mini-Course Assessment Post-course –Self-evaluation –General course evaluation –Specific content knowledge Answer specific questions after performing: –General searching (e.g., find all 2007+ publications by scientist X) –Structure searching (e.g., what is the CAS # & melting point for a given structure?)

21. Multi-Sessions Background information Earth & Environmental Sciences dept. –Dept.-funded graduate students How it began: –Met with dept. chair –Introduced to Graduate Program Coordinator –Opportunities arose Weekly Seminar Series Retreat

22. Multi-Sessions Content taught Weekly Seminar Series –Introduction to Rutgers University Libraries –Data management Retreat –Discussion about how to make optimal use of the library in your research

23. Mini-Course Assessment Post-retreat –Retreat evaluation administered by the dept.

24. Question #5 Have you ever taught information literacy skills outside the confines of a course before? A.Yes B.No

25. Summary Many possibilities for: –Moving beyond one-shot sessions –Opening doors –Content covered –Assessment Which is correct? –It depends… Caution: –Sustainability

26. Questions? Thank you! Bonnie L. Fong bonnie.fong@rutgers.edu