1. 2008 - C. G. O’Kelly Library, Winston-Salem State University

2. Mae L. Rodney Winston-Salem State University Director of Library Services 1983

3. Background Click here to start video

4. O’K Scholars Title III grant for 2008-2012 –Stipend for 40 faculty members to participate ($900) –Consultants to offer instruction services Faculty Librarians

5. Mission statement O’Kelly Fellow Institute will provide faculty members relevant information about combining effective teaching strategies, library resources and services to accomplish the goal of producing information literate graduates

6. Objectives At least one-third of the full-time faculty will participate in the institute by 2012 All instructional disciplines will be represented in the institute Sufficient disciplines will be represented to ensure that students will have information literacy learning experiences across the curriculum which will help the university produce information literate graduates Document the impact of the experience on the library, faculty and students

7. Components of the program Overview of the Institute things faculty should do and know: fill out papers, assessment forms; O’K Fellows Libguides, develop library assignment Redesigning library assignments experience (consultant) Modifying class assignments: one on one session Reviewing collections, resources and services looking at the collection with the assignment in mind - online catalog, electronic resources, Libguides Building librarian and faculty collaboration librarians work with faculty to select the best databases and offer suggestions to improve assignments that lead to students using library resources Developing assignment strategies librarians continue to offer suggestions about what works, having stages, chunks in the assignments

8. Additional segments Attacking plagiarism - lively discussion Reviewing information literacy sessions (new perspective on instruction as it relates to new assignment) Introducing media production services - new types of assignments using media and research Reflections from previous participants - experience working with librarians, quality of assignments, revisions are part of the process and students reactions

9. Additional learning experiences Readings about information literacy Web site on Plagiarism ( strategies for combating,Turnitin.com)Turnitin.com

10. Introduction to Libguides Readings about librarian and faculty collaboration

11. Participants New full-time faculty members Full time faculty members all disciplines Full time faculty who teach research and writing Faculty members involved in the SACS QEP – writing across the curriculum effort 25% of QEP cohort have graduated from the institute

12. Recruitment/marketing strategies Send invitations to faculty members Ask department chair persons to recommend potential participants Request library liaisons to recommend participants Make presentations to academic council Identify faculty members who teach writing/ research courses – invitations Recommendations by past participants Post information on LCD panels & library website

13. Presenting Certificate and Medallion –English Composition Coordinator

14. O’K Fellows’ promo Click here to start video

15. Admission to the Program Faculty members are invited to participate –New faculty members –Faculty members who teach research/writing courses –English Composition Coordinator

16. Requirements of the Program Must attend a two day workshop Select an information literacy skill students should develop (locate, evaluate and use information) Modify a library assignment to include: –Consultation with a librarian –Library instruction session (s) –Students have interventions with a librarian –Students use electronic resources

17. The Workshop Opportunity to understand information literacy (readings)

18. The Workshop Participate in active learning experiences

19. Work one on one with librarians

20. Discuss library assignments

21. Become better acquainted with resources and services

22. Consultation With Librarian (Faculty) Faculty members can receive suggestions from librarians regarding what aspect of the assignment will work What requirements should be modified because of resources or the number of persons within a class

23. Librarians are available to continue working with faculty on assignments

24. Comments from Faculty Click here to start video

25. Library Instruction Sessions Using electronic resources Writing term papers Avoiding plagiarism

26. After the instruction session Librarians begin working with the students Make an appointment Keep the appointment

27. Intervention (Student) Librarians assist students with –Understanding the assignment –Selecting the best database to use –Refining search strategies –Choosing the best keywords –Occasionally reviewing topic outlines –Using style guides

28. Student comments Click here to start video

29. Impact of the program on library services

35. Outcomes -direct Faculty members acquire a better appreciation of library services and resources Students will be information literate Library resources and services are utilized to complete assignments Students correctly use citation style guides in their written assignments in progress Plagiarism is reduced in written assignments in progress

36. Number of participants Who continue to utilize the O’K Fellows experience is over 60 percent.

37. Outcomes Faculty member who have not participated in the program are requesting library instruction sessions More respect for individuals’ responsibilities in instruction Hire a Coordinator for the Institute

38. Indirect outcome Master Teacher Librarian certification program Workshop for Writing Center Tutors

39. Other outcomes Some faculty members saw a decline in plagiarism Some faculty members offered sufficient library experiences and interventions within their classes that students’ writing did improve The Writing Center plays an integral role in the writing experience Faculty members learned more about library and campus services available to help students

40. Other outcomes Master librarian/teacher program –Presentation skills –Electronic resources –Active learning presentation Apprentice reference librarian Seeking ways to incorporate the requirements in all English composition classes Developing assessment tool for students

41. Other outcomes Students feel they are now ready for graduate school Students become aware of services librarians provide Students and faculty members know librarians’ names Faculty are saying to librarians let’s write an article

42. Master teacher librarians

43. Master teacher librarian Quality researcher (look and look so more) Knowledgeable researcher (databases) Excellent communicator Skills to organize and present information Know the exact information needed for the class Customer friendly

44. Writing center tutors Information on library resources How to use style guides

45. Librarians comments Click here to start video

46. Impact on written assignments Faculty members are modifying their assignments Clearer directions and specific expectations are being provided Faculty are beginning to understand students’ writing issues and assignments are being made to counter those problems

47. Student comments Students are reporting to faculty members they are now ready for graduate school

48. Communication between participants Let’s Stay in Touch

49. Relation to QEP QEP Develop writing skills Writing assignments in all courses O’K Scholars faculty develop quality writing assignments Identify steps and achievement levels Include bench marks –Seeking assistance –Type of information required

50. Points Learned Keep institute class size small (human touch students and faculty) –Number of faculty members requesting library instruction and the number of sessions requested –The time required to consult with faculty members –The interventions required by students

51. Points Learned Keep librarians’ knowledge and techniques fresh –Electronic resources –Teaching and presentation skills –Research skills Communication among the team is imperative Expect librarians to be friendly

52. O’K Scholars is our future! We must create a place for the library within students’ learning process Our competition is winning! my space, Internet Faculty members need assistance! Students need assistance!

53. Learning and Teaching is Hard Work Repetition Repetition is imperative Start quality library assignments early in the curriculum Students must consistently be required to use library resources in all disciplines No one can allow Wikipedia into their written assignments

54. Research opportunities Compare students performance –Students who followed the guidelines –Individuals who did not –Students who did not receive instruction and interventions –Impact of student perceptions of libraries and the actual use of library services –Librarian faculty collaboration and students’ response to library assignments

55. Challenges Finding a time to offer the institute Finding a way to pay the faculty. Dealing with the large number of classes being requested in September & October Rising need for larger and more instructional sites Getting faculty and students to schedule consultations throughout semester vs last minute Reaching groups that really need the experience

56. Bibliography - Readings exemplary programs." Raspa, Dick and Dane Ward. The Collaborative imperative: librarians and faculty working together in the information universe. Chicago: Association of College and Research Libraries, 2000. 39-60, 64-71. Collaborations." Resource Sharing & Information Networks 17.1/2 (Mar. 2004): 5-17. Walter, Scott, et al. "Case Studies in Collaboration: Lessons from five Dewey, Barbara I. "The Embedded Librarian: Strategic Campus

61. Questions Will faculty members stop coming if we do not provide the stipend? How many classes are offered during the busiest period of the semester? How many persons are on the instruction team?