1. ALLA Annual Convention April 25-28, 2006

2. Collaboration with Faculty to Develop Course-integrated Library Orientations Jo Anne Bryant, jbryant@troy.edu jbryant@troy.edu Professor of English Chair, Department of Communication & Fine Arts Alyssa Martin, almartin@troy.edu almartin@troy.edu Reference/Interlibrary Loan Librarian Jana Slay, jslay@troy.edu jslay@troy.edu Reference/Collection Development Librarian Rosa Parks Library Troy University, Montgomery Campus

3. Collaboration among Faculty & Librarians in an Information Literacy Program Enhances Student learning Enhances Student learning Garners academic support Garners academic support Fuses information literacy concepts and content Fuses information literacy concepts and content Identifies opportunities for achieving information literacy outcomes Identifies opportunities for achieving information literacy outcomes Occurs during all stages of program Occurs during all stages of program Characteristics of programs of information literacy that illustrate Best Practices: A Guideline

4. Course-integrated Instruction Instruction must meet at least three of the following four criteria: Instruction must meet at least three of the following four criteria: 1. Faculty outside the library are involved in the design, execution and evaluation of the program 2. Instruction is directly related to the students’ course work and/or assignments 3. Students are required to participate, and 4. Students’ work is graded or credit is received for participation Definition by Francesca Allegri cited in Working with Faculty to Design Information Literacy Programs

5. Troy University – Montgomery Campus Adult evening university Adult evening university Majority of students are “non- traditional” Majority of students are “non- traditional” 4,460 students enrolled Spring 2006 4,460 students enrolled Spring 2006 1,990 new students (Fall 2005 & Spring 2006) 1,990 new students (Fall 2005 & Spring 2006) 39% of total student body are Freshman 39% of total student body are Freshman 50% of total student body are 50% of total student body are Undergraduate transfers Undergraduate transfers

6. TROY 1101 University Orientation Required 1-semester hour undergraduate orientation course Required 1-semester hour undergraduate orientation course Purpose – acquire knowledge and skills to maximize potential for success Purpose – acquire knowledge and skills to maximize potential for success Campus specific Campus specific

7. Troy 1101 Library Orientation: Faculty/Librarian Collaboration Initial Discussion between directors about creating a library component in Troy 1101 Initial Discussion between directors about creating a library component in Troy 1101 Meetings/email correspondence discussing course goals, creation of textbook & timeframe Meetings/email correspondence discussing course goals, creation of textbook & timeframe

8. Troy 1101 Library Orientation: Goals/Objectives Students will become familiar with the library facility and basic services Students will become familiar with the library facility and basic services Students will become familiar with the Troy University Rosa Parks Library website Students will become familiar with the Troy University Rosa Parks Library website Students will increase their knowledge of library services/resources Students will increase their knowledge of library services/resources

9. Troy 1101 Library Instruction Components Textbook Textbook Video Video Powerpoint Powerpoint Library activity Library activity

10. Troy 1101 Textbook: Library Section Essentials for Success at the Montgomery Campus Library policies/procedures Library policies/procedures Library terminology Library terminology LC Classification System LC Classification System Database information Database information

11. TROY 1101 Library Orientation Video Content Physical location Physical location Overview of library services, policies & procedures Overview of library services, policies & proceduresDevelopment Pre-production Pre-production Production Production Post production Post production

12. Video as Instructional Method Strengths Captures students’ attention, Captures students’ attention, Can be viewed anytime Can be viewed anytime Can be developed on a low budget Can be developed on a low budgetWeaknesses Can be expensive if professionals are hired Can be expensive if professionals are hired Can be large investment of time Can be large investment of time

13. Library Orientation Powerpoint Presentation Overview of Troy University Rosa Parks Library website Overview of Troy University Rosa Parks Library website Screen shots of website (see example below) Screen shots of website (see example below)

14. Powerpoint as an Instructional Method Strengths Reinforces text material Reinforces text material Is visual Is visual Can be placed on reserve, on a website or emailed Can be placed on reserve, on a website or emailed Used for uniformity Used for uniformityWeaknesses Can be boring if other information not added Can be boring if other information not added Can be distracting Can be distracting Time-consuming to prepare & update Time-consuming to prepare & update Requires equipment Requires equipment

15. Troy 1101 Library Orientation Activity Course-related Course-related Mandatory & graded Mandatory & graded Discussion of completed activity Discussion of completed activity

16. Library Activity as an Instructional Method Strengths “Hands-on” activity “Hands-on” activity Opportunity for personal interaction with librarians Opportunity for personal interaction with librariansWeaknesses Requires preparation time Requires preparation time Requires time for students to complete Requires time for students to complete

17. Working with Faculty to Schedule & Coordinate Library Orientation Sessions Obtain & review schedule of classes Obtain & review schedule of classes Verify all dates, locations and times Verify all dates, locations and times Prepare schedule for librarians Prepare schedule for librarians Have ongoing communication with one contact person Have ongoing communication with one contact person

18. TROY 1101 Library Orientation: A Success with Faculty Faculty involvement Crucial in developing courses and assignments Crucial in developing courses and assignments Motivates students to use the library Motivates students to use the library Directly influences attitudes students form about the library and its usefulness Directly influences attitudes students form about the library and its usefulness Faculty Feedback & Support Benefited having librarians as instructors Benefited having librarians as instructors Pleased with current library orientation Pleased with current library orientation Learned more about library resources and website Learned more about library resources and website Will continue to provide input Will continue to provide input

19. TROY 1101 Library Orientation: A Success with Students Results of Fall 2005 Pretest/Posttest & Student Survey More knowledgeable about library facility, website and basic services More knowledgeable about library facility, website and basic services More comfortable using library resources & more familiar with staff More comfortable using library resources & more familiar with staff Enjoyed librarians as teachers Enjoyed librarians as teachers Enjoyed the video/Powerpoint methods of instruction Enjoyed the video/Powerpoint methods of instruction

20. TROY 1101 Library Orientation: A Success with Librarians Librarians have played a significant role in the TROY 1101 class Librarians have played a significant role in the TROY 1101 class Librarians have gotten experience developing course material Librarians have gotten experience developing course material Librarians have played an integral part in curriculum development Librarians have played an integral part in curriculum development Librarians continue to do library orientation evaluations, making changes based on the results Librarians continue to do library orientation evaluations, making changes based on the results Librarians have formed positive working relationships with faculty and students Librarians have formed positive working relationships with faculty and students

21. Remember: For Effective Library Orientations Obtain & maintain administrative support Obtain & maintain administrative support Have clear purpose & objectives Have clear purpose & objectives Keep ongoing communication between faculty & librarians Keep ongoing communication between faculty & librarians Encourage feedback from librarians, faculty, & students Encourage feedback from librarians, faculty, & students Evaluate the program on a continual basis Evaluate the program on a continual basis