@your library LIRT’S 25TH School Public Special Academic LIBRARY INSTRUCTION ROUND TABLE NEWS The purpose of LIRT is to advocate library instruction as a means for developing competent library and information use as a part of life-long learning.
June 2002, volume 24, no. 4 issn 0270-6792
FROM THE PRESIDENT: LIRT’s Top Twenty LIRT Will Sizzle in Atlanta for 2001
By Linda Chopra, [email protected] By the Continuing Education Committee: Susan Bissett, Doreen Harwood, Jonathan Helmke, Chair, James It’s been a crazy year for me, serving I know that LIRT has just what you Millhorn; Frances Nadeau; Elizabeth as acting director of my library only four need - practical information and con- Walker; and Ericka Arvidson Raber. months after coming aboard. I’ve genial colleagues with whom you can learned more than I ever wanted to share ideas and network. So come to ACRL Instruction Section. "Objectives know about building repairs and the LIRT’s program on Sunday, June 16th, for Information Literacy Instruction: A group dynamics of library boards. But and then stay for our 25th Anniversary Model Statement for Academic our new director starts in just two more Celebration afterwards. Join us as we Librarians." College & Research weeks, so hopefully, my life will get walk down the historical lane of library Library News 62.4 (April 2001): 416- back to normal soon. instruction and see how much our 428. world has changed in the last twenty- Although I haven’t devoted as much five, rapidly changing years. Mingle This article contains the model time as I should to LIRT matters during with other instruction specialists, meet statement adopted by the Instruc- these last few hectic months, let me LIRT’s leaders, express your con- tion Section of ACRL, along with an assure you that the officers, committee cerns, discuss your ideas, and help introduction approved by the ACRL chairs and their members have spent determine the future direction of our Board of Directors and a note by many hours planning an inspiring round table. I promise that you will be Carla List. The model statement is program and a fantastic 25th Anniver- both entertained and amazed. LIRT one of the very most basic docu- sary Celebration for the ALA Annual will heat up this conference with its ments that every instruction librarian Conference. We’re meeting in Atlanta energy and enthusiasm! should be familiar with. It is meant in June and both the city and LIRT will to be used in conjunction with the sizzle! I’ve never been to that fair city, Linda Chopra is President of LIRT, and Competency Standards, approved but more widely-traveled folks have Assistant Director of the Avon Lake in 2000. Where the Competency told me that it has great art museums, Public Library in Avon Lake, Ohio. standards describe the broader interesting architecture, lots of good goals that characterize Information restaurants, shopping areas, and Literacy, the model statement plenty of Southern hospitality. breaks down these ideas into per- formance indicators and lists possible specific instructional out- INSIDE comes – different ways a class might demonstrate mastery of the ATLANTA broader goal. Instruction librarians Meetings schedule ...... p. 2 can use these performance Anniversary party...... p. 3 indicators and instructional objec- Emerging Visions (LIRT program)...... p. 3 tives, not only to focus their teaching Bites with LIRT...... p. 16 more tightly on the concepts of Volunteer at LIRT booth...... p. 9 COLUMNS Information Literacy, but more Check These Out! ...... p. 9 importantly, to begin con-versations ARTICLES Member A’LIRT...... p. 8 with faculty about how to accom- Click on the Back Button...... p. 6 Software review: SFX...... p. 11 plish the broader goals, within the Common Ground - Information TECH TALK...... p. 13 Literacy...... p. 4 scope and limits of a given class. Interview with Tobeylyn Birch...... p. 5 As one of the basic professional Keeping Up With the Technology Getting March newsletter documents of the Instruction We Teach ...... p. 7 Volunteer for a committee...... p. 19 Librarian, this is a must read. continued on page 16...
LIRT News, June 2002 1 FROM THE EDITOR LIRT MEETINGS 25th Anniversary ALA ANNUAL CONFERENCE, ATLANTA 2002
In June, we will all head to Atlanta for Saturday, June 15 Hilton Atlanta, Salon C the ALA Annual meeting. The high point 8:00 a.m - 9:00 a.m. Executive Board I for all of us will be the celebration of 9:30 a.m. - 11:00 a.m. Steering Committee I LIRT’s 25th Anniversary. This has put 11:00 a.m. - 12:30 p.m. General Membership & All Committee Meetings me in mind of all the events that we celebrate - birthdays, anniversaries, Sunday, June 16 Marriott Marquis, Imperial Ballroom, Salon B graduations, new beginnings, and 9:20 a.m. - 12:00 p.m. Emerging Visions: Libraries and Education in the 21st Century fond farewells. All of this is what we will LIRT Conference Program be doing in Atlanta. We will celebrate the beginning of a group designed to Marriott Marquis, Bonn/London/Zurich/Syndney Rooms bring instruction librarians of all back- 12:30 p.m. - 1:30 p.m. LIRT/IS 25th Anniversary Reception grounds and talents together. We may come from schools or public libraries Monday, June 16 Georgia World Congress Center, A302 or academic institutions, but we are all 9:30 a.m. - 11:00 a.m. All Committee Meeting II brothers and sisters in the instruction 11:30 a.m. - 12:30 p.m. Steering Committee II group. We support each other. We share our time and talents with each Tuesday, June 17 Marriott Marquis, Zurich Room other. 9:30 a.m. - 11:00 a.m. Executive Board II
We will be also celebrating an anniver- sary. LIRT has been here for 25 years. It has helped us connect with col- leagues, pass along information and ANNOUNCEMENTS tips, and enabled us to make our opinions known to others. This is also MARCH LIRT NEWSLETTER a graduation of sorts as we move Due to a printing error, some members did not receive their March copy of the LIRT News. onward through the digital millennium. There is a scanned copy of the newsletter at the following URL: Now, more than ever, our talents and
2 LIRT News, June 2002 Join the Celebration!
LIRT & IS - 25 Years of Library Instruction
In 2002 the Library Instruction Round Emerging Visions: Libraries and Education in the 21st Table and the ACRL Instruction Section Century celebrate their 25th Anniversaries in LIRT Annual Conference Program Atlanta. A quarter century ago, two Marriott Marquis, Imperial Ballroom, Salon B 9:30 a.m.-12:00 Noon separate groups of forward-thinking Since the founding of LIRT in 1977, sweeping technological innovations have librarians within ALA decided to form changed how we teach, both in the classroom and in the library. In a broad look both a section and a round table at the future, this program will examine new directions in the field of education dedicated to encouraging creativity and and how they will impact libraries. Dr. Louis Schmier, professor of history at innovation in teaching and learning in all Valdosta State University, and author of Random Thoughts: The Humanity of types of libraries. These two units of Teaching and Random Thoughts II: Teaching from the Heart. Louis Schmier will ALA have fostered and supported share his philosophies on student-centered learning and how it applies to instruction librarians since 1977. We libraries. Tim Grimes, Associate Director of Community Relations of the Ann have a day of festivities planned for Arbor District Library, Michigan, and a former President of LIRT, will speak on Sunday, June 16. We hope you’ll spend the increasing need for and direction of instruction for users in public libraries. the day and celebrate with us. Jean Donham, College Librarian, Cornell College, Iowa, and a former middle school teacher, will discuss how to apply lessons learned from the field of @your library LIRT’S 25TH education to library instruction.
25th Anniversary Party Marriott Marquis, Bonn/London/Zurich/Syndey Rooms, 12:00 Noon-1:30 p.m. Join LIRT and IS as we celebrate our 25th Anniversary with a birthday cake, prizes, and recognition of those individuals who have been important in these two organizations during the past 25 years.
Celebrating 25 years! Building Premier Learning Communities: Strategies for ALA/ACRL Instruction Section Successful Library Involvement 1977 - 2002 IS Annual Conference Program, Georgia World Congress Center, 2:00-4:00 p.m. Learning communities have been described as “an intentional process of rede- signing curriculum and bringing faculty and students together to create more coherent and collaborative learning environments.” This program will investigate the components of successful learning communities and suggest specific For more the most up-to-date information strategies for library involvement. Keynote speaker Nancy Shapiro, founding on the 25th Anniversary Celebration, visit director of the College Park Scholars Program, University of Maryland, will LIRT (www.baylor.edu/LIRT/ provide an overview of the development of learning communities and future anniversary.htm) and IS (www.ala.org/acrl/ directions. Librarian panelists will explore components of successful library is/conference/annual02/anniversary.html) on the web. involvement.
LIRT News, June 2002 3 Common Ground - Information Literacy By Marcia King-Blandford, [email protected]
In the midst of the emotion and sur- administrators. What appears to have learning outcomes was being fought in prise announcement naming Halle arisen on the horizon just a few years Colorado in the 1980s. What is known Berry as this year’s Academy Award ago is the culmination of more than 20 for sure is that “information literacy,” winner for Best Actress, no one could years of hard work. It is one person spoken quietly more than 20 years have anticipate the cord struck by Halle picking up the mantle and sharing the ago, has come of age. The “nameless, Berry’s acceptance speech. Her com- vision. There was never a guarantee faceless” visionaries of information posure, at this particular moment, that the hard work and commitment of literacy are knows to us. Patricia when in front of her peers, Hollywood so many would pay off. Yet these vi- Breivik Senn, Constance Mellon, legends and millions of viewers, she sionaries would not be stopped. Cerise Oberman, Thomas Kirk, Jr., thanked all those who had come be- Robert Wedgeworth, Carol Kuhlthau, fore her. She gave the “nameless, Perhaps it started when someone Trudi Jacobson, Debra Gilchrist, faceless actresses and actors” credit remembered the words of Isadore Randall Burke Hensley, Betsy Baker, for giving her this moment, and, more Mudge in the mid 1930s when she Mary George, Sharon Hogan, Lynn importantly, laying the groundwork for observed that nothing was more im- Westbrook, Hannorlore Radar*, are this opportunity. Her words brought the portant than putting the right book in just a few of the countless many. Take full force of her predecessor’s vision, the right hands at the right moment in a moment and find your own hero their tireless dedication, their commit- time. Or, maybe the inspiration came among these dedicated instruction ment, their hard work and their never- in the 1970s, when Evan Farber initi- professionals. And, before you begin to waving passion into the present mo- ated formal classroom instruction into teach your next class, take a moment ment. Halle Berry validated their sacri- the research process. Perhaps a cord and re-acquaint yourself with the wis- fices in the most public of forums. was struck when the need to justify the dom, passion, and dedication and that tangible relationship between school has brought us to this moment. Our Nothing this noble happens each day library media centers and student common ground is hallowed ground. as many instruction librarians in many types of libraries stand before their *My very deep apologies for anyone who I did not mention. The intent was only for demon- audiences. Yet the parallel with Oscar stration purposes and was by not intended to be comprehensive. See also: AASL: Infor- night is real. After spending countless mation Power: http://www.ala.org/aasl/ip_nine.html Blueprint for Collaboration: hours preparing, incorporating educa-
4 LIRT News, June 2002 @your library LIRT’S 25TH Remembering the Past: An Interview with Former LIRT President Tobeylyn Birch
With our 25th anniversary fast approach- TB: My primary goals as president But if we make the participation fun ing, the LIRT newsletter is taking a look were to break down some of the barri- and enjoyable, we’re more likely to back at some of the people who were ers between librarians from different keep our committed volunteers and with LIRT in the earlier years. We wanted types of libraries and to make sure that gain more as they share their good a chance to share their thoughts and our programs and publications ad- experiences with colleagues. experiences with everyone as this spe- dressed issues from all of the various cial event approaches. This time, we are perspectives — academic, school, LIRT: What should be LIRT’s primary asking Tobeylyn Birch to share her public, and special. goal in the next 2 years? rememberances about LIRT. LIRT: What things stand out in your TB: To continue to be the one orga- LIRT: When did you start working with mind as the most exciting about your nization that promotes library instruc- the Library Instruction Round Table? years in LIRT? tion in all types of libraries. LIRT: Tell us about the ALA World Book TB: My active participation in LIRT TB: I’m not sure I can identify some- Award you won. What legacy has the began in 1983 as a member of the PR/ thing as most exciting, but what stands award left LIRT? Membership Committee. This is easy out most about my years in LIRT are for me to remember because my the friendships and professional rela- TB: The idea for the project that won second child was only a couple tionships that were developed. In my the award started at the LIRT confer- months old when Mary Popp called experience, the members of LIRT are ence program, on critical thinking, and asked if I was interested in serving not only highly committed and service- during my presidential year. I was on the committee. I wasn’t sure I was oriented but they are also very fun. blown away by one of the speakers, ready to become actively involved, with Virginia Rankin, who presented her two young children to care for. But Mary LIRT: What was the activity in LIRT that concept of the “presearch” process. was very persuasive, as LIRT needed was the most fun? OR What is your Although designed for middle school local support for its exhibit booth at the favorite LIRT story? students, I felt the process could be 1983 ALA Annual Conference in Los easily adapted for all kinds of popula- Angeles. TB: I really enjoyed the Steering tions, including the graduate students Committee dinners, which for many with whom I work. One way to share LIRT: What were the important issues years were arranged by Chuck this information would be to videotape in library instruction that LIRT was Dintrone. Now they have evolved into Virginia taking her students through dealing with at that time? How are what we fondly call the “LIRT Has the process. The LIRT Executive these different from issues that you Beens” dinners, for past officers who Board approved the proposal and considered in LIRT 5 years later? still want to get together with the friends suggested applying for the World How do they differ from issues in in- they made through LIRT. Book-ALA Goal Award to fund the struction that we all face in 2002? project. LIRT: If the incoming LIRT president TB: As I remember, the important called you this June and asked for one I’m not sure what legacy the award has issue in the early 1980’s was teaching piece of advice, what would you say? left LIRT. Winning the award probably transferable skills rather than teaching increased LIRT’s visibility within ALA, specific resources. Several years later TB: Have fun. Because participation but I think it may have also helped this had evolved to include critical in LIRT is voluntary, it is likely to take round tables in general to gain more thinking skills. During the last decade, second (or third or fourth) place to our respect within the larger organization. due to the explosion of online catalogs, other commitments - family, jobs, etc. electronic resources, and Web-surfing, we then had to add technical skills and concepts (e.g. Boolean operators). Now we’re trying to find ways to culti- Past presidents Mitch Stephanovich vate information literacy skills, which (1999-00) in purple, Alison Armstrong includes all of the above and more. (2000-01) in pink, and soon to be president Anne Houston (2002-03) in LIRT: Since all of them are past presi- grey (bottom photo) mug for the camera dents: During your term as president, with 2000 Annual program speakers what were your goals for LIRT? Joe Dempsey and Monika Antonelli.
LIRT News, June 2002 5 Click on the Back Button Many libraries have their own Web pages, but these frequently are con- trolled by the library Web Master. By Sarah Brick Archer, [email protected] Changes to these official library pages probably occur less often which would Want to manage student Web search- Organizing the instruction page effec- not be as useful for instruction librar- ing during instruction classes and yet tively using the power that html and ians. There are often rules, protocol, encourage active learning? Tired of links can provide creates a potentially and delays that must be taken into making handouts for the next Fresh- dynamic active learning scenario. consideration. Having a personal man Composition class? Trying to find home page that includes class instruc- a way to control students without link Copying handouts for classes is time tion pages can alleviate these prob- software during a session in an online consuming and expensive. It also lems. Pages can reflect the librarian’s classroom? Want to have the ability to raises the issue of how often the stu- style and needs. They can quickly be quickly modify instruction Web pages? dents actually use the handouts and updated to reflect the changing needs Using instruction pages loaded on the whether it is a judicious use of univer- and last minute scheduling of classes. librarian’s personal home page can sity funds. It seems that students never help solve some of these dilemmas. have the handouts when they need Using a personal home page to create them, so if an instruction page resides class instruction pages can be time Lecturing in an electronic classroom on the Web, it is always accessible. consuming at first, but the possible and allowing only limited use of the Having instruction pages on the Web benefits outweigh the front-end time computers by students seems contrary is also helpful for absentee students commitment. Having the students to the philosophy of active learning. or students who want to work ahead. “click on the back button” gives them However, allowing students a free Instead of asking the librarian for a the freedom to explore their own topics reign on the Web has the potential to copy of a handout, the student can and yet stay with the class. It enables create anarchy in the electronic class- locate it on the Web. Class outlines the library instructor to meet the stu- room for an instruction librarian. The can be included on the Web page and dents where they live—on the Web. library’s official Web pages do not students can print those and bring always present the resources in the them to class. These outlines make a Sarah Brick Archer, Assistant Professor order which might be effective for a good source for taking notes. Online of Library Services, Co-Coordinator of specific class. Web CT and Black- instruction pages also assist librar- Reference, Reference/Arts & Letters board are useful tools for full-length ians on the Reference Desk who might Resource Coordinator, John Vaughan classes, but may not be needed for a need to consult the sources that have Library, Northeastern State University, one-shot lecture. What is a solution? been recommended to students dur- Tahlequah, OK. The instruction librarian can create a ing library instruction classes. personal home page and load instruc- tion pages for classes on her home Without a link system in an electronic page. Many universities provide space classroom, it is difficult to control SFX to faculty and staff for the creation of where students will wander on the continued from page 11.... home pages. These are separate from Web. Using a personal Web home the official library Web pages. page, a separate page can be created for each class. It can be tailored to OpenURL-Enabled Resources. Online instruction pages available meet the instructional needs of your
6 LIRT News, June 2002 Keeping Up With the Technology We Teach. Use every spare moment you have trying out databases.
By Jamie MacInnis, [email protected] Read the brochures, explore the help screens, click on all the links and tabs. It’s 9 AM and you’re facing a roomful of and Kelly article; one mentioned an sleepy freshmen. Using a presentation institution wide program, Teaching, One librarian cited advice she was that took hours if not weeks to develop, Learning, and Technology @ NJIT given during a presentation several you are about to demonstrate a core
LIRT News, June 2002 7 By Vanessa Burford, UTSA Library – Downtown, [email protected] Member A-LIRT
Stephanie Michel, Incoming Vice-President/President-Elect
Stephanie Michel is LIRT’s incoming one-credit library research class, LIB Stephanie’s career as an instruction Vice-President / President-Elect. 101, which offers her the opportunity to librarian has its origins in her experi- Stephanie became a member of LIRT experiment with different instructional ence as a Circulation assistant at after attending the 1998 Annual Pro- methods. Stephanie has found that her Linfield College’s library. High points of gram in Washington, DC. As a mem- most successful instructional experi- the position included a paid opportunity ber and later, chair, of the Conference ences are those in which students to learn about the library and not having Planning Committee, Stephanie has have responsibility for their own learn- to wash dishes in the cafeteria! After a enjoyed implementing LIRT’s commit- ing. Giving some control to the stu- year in Circulation, Stephanie became ment to library instruction for all types dents, whether asking them what topic an assistant to a librarian whose duties of institutions and the provision of to investigate, what the next step included reference and instruction. practical tips that librarians can take should be, or to give feedback to the Having the opportunity to see what away and incorporate into their own rest of the class makes their learning librarians actually do on a daily basis instruction and into the planning of the experience more enjoyable and re- helped change Stephanie’s misconcep- conference programs. Program plan- warding. Stephanie also offers work- tions about the field of librarianship and ning takes two years and involves shops for students and faculty, some helped her realize that she would find a everything from finding the right speak- of which are standing room only, and career as an instruction librarian per- ers to ensuring adequate climate administrates the ACRL Instruction sonally and professionally rewarding. controls for the room! The focus of the Section Web site. continued on page 11... 2002 program in Atlanta is the future of education.
After chairing and preparing to leave the Conference Planning Committee, Stephanie decided to run for the office Can you lend LIRT a hand? of Vice-President / President-Elect upon the invitation of Anne Houston, LIRT’s incoming President. Serving as Sign up to be a Vice-President / President-Elect, and, later, President will offer Stephanie the opportunity to promote LIRT’s mission LIRT Booth Volunteer! to advance instruction in all types of libraries. One of Stephanie’s priorities as an officer of LIRT is to get more It’s LIRT’s 25th Anniversary! We need friendly faces to meet & greet those who will be public and school librarians involved in stopping by the LIRT booth in Atlanta to help celebrate with us. Pick a time that you’re free the organization as committee mem- and send your name and contact information to: bers. She hopes to promote virtual committee membership as an alterna- Linda J. Goff, Head of Instructional Services, Library 2021 tive for those who are unable to attend California State University, Sacramento conferences as a way to increase their 2000 State University Drive, East input into the decision-making of the Sacramento, CA 96819-6039 round table. (916) 278-5981 FAX (916) 278-5661 [email protected]
As a librarian, Stephanie is strongly committed to instruction, and believes that all students should have the op- 9-11 AM 11 AM - 1 PM 1 - 3 PM 3 -5 PM portunity to learn how to use the library. Saturday, June 15 Stephanie’s current position is Hu- Sunday, June 16 manities Reference Librarian at the University of Oregon, but her duties Monday, June 17 include instruction and collection de- Tuesday, June 18 velopment in her areas of expertise (English, Theatre, Comparative Litera- *Exhibits close at 4 PM on Tues. Please indicate if you can help pack up the booth. ture, and French) in addition to refer- You don’t have to be a LIRT member to participate, so bring a friend! ence. In addition to course-integrated instruction, Stephanie also teaches a
8 LIRT News, June 2002 Jacobs describes the use at CHECK THESE OUT! Washington State University of a local Web-based program called By Cynthia Akers, [email protected] the Speakeasy Studio and Cafe in the teaching of a WSU general education course, “Accessing Infor- Hello, and welcome to the beginning of disappointing, but not surprising” in mation for Research.” This one-credit a new year and refreshed ideas for light of the World Wide Web’s course, taught by librarians, is library instruction! This is my first popularity” and emphasizes the enhanced by Speakeasy’s ability to “Check This Out” column and I am need for librarians to work in create “a digital online classroom happy to be able to bring you some of collaboration with professors to complete with tables, chairs, the latest readings for better teaching encourage scholarly research. assignments, blackboards, and in this world of complex information interactive discussions between technologies. You will notice in this Guiterrez, Carolyn, and Jianrong Wang. students and teacher”. Speakeasy column a variety of trends – from Web- “A Comparison of an Electronic vs. offers, among other technical based instruction to the reconsidera- Print Workbook for Information enhancements, hosting of discus- tion of technology itself and its best Literacy Instruction.” Journal of sion forums on a variety of topics, application for teaching information Academic Librarianship 27.3 assignments, and even the saving competencies. Happy reading! (2001): 208-12. of subject terms used in online databases for research. Jacobs TEACHING INNOVATIONS The authors report the results of a adds that the online environment study performed with two freshman Davis, Phillip M. “The Effect of the Web facilitated by Speakeasy “show[s] student groups at the Richard on Undergraduate Citation Behav- students an enjoyable and innova- Stockton College of New Jersey ior: A 2000 Update.” College and tive alternative to the traditional Library. Both groups used a “Library Research Libraries 63.1(2002): 53- classroom setting. … taught from a Research Skills” workbook in a 60. learning platform that immerses Freshman Seminar to take students them in and prepares them for a Davis presents results from an through the research process of future that will be increasingly domi- ongoing study first reported by selecting a topic, using print and nated by technology-driven forms of himself and Suzanne A. Cohen in electronic sources, and evaluating information access.” More informa- the Journal of the American Society the retrieved information. One tion about Speakeasy is found at for Information Science and Techno- group used a traditional print
LIRT News, June 2002 9 CHECK THESE OUT! This article presents a theoretical Reference Services Review 29.4 continued from page 9... view of technology in the context of (2001). (Several articles of note overall critical thinking and learning about information literacy and Stevenson, Stephanie. “K-12 Educa- skills. They note that learning is by competencies, plus the annual tion Portals on the Internet.” Multi- its very nature “an active process, bibliography of “Library Instruction media Schools Oct. 2001: 40-44. and for learning to occur students and Information Literacy – 2000" by must be mentally active – selectively Anne Marie Johnson.) Stevenson defines a portal as “a taking in and attending to informa- Web site that provides entry to a tion, and connecting and comparing Oman, Julie N. “Information Literacy in comprehensive and well-organized it to prior knowledge and additional the Workplace.” Information collection of content, tools, and incoming information in an attempt Outlook June 2001: 32+. (An value-added services.” She des- to make sense of what is being interesting perspective of informa- cribes briefly a variety of existing received.” In the rush to embrace tion literacy concepts and their education portals for kindergarten technology, an emphasis upon application in workers’ “knowledge through high school, including education as pure entertainment management”.) AOL@School, BigChalk, may have been communicated Yi, Hua. “Information Literacy Program: BritannicaSchool.com, Classroom inadvertently to students. While the Achievements and Improvements.” Connect, and Classwell Learning authors do not discount appropriate Academic Exchange Quarterly 5.3 Group. Instruction librarians would uses of technology in teaching, they (2001): 199-204. (A comparative benefit considerably from exploring add that “the teacher’s role is study of information literacy pro- these portals – and looking for critical” in encouraging students to grams at California State University, opportunities to add their own engage themselves in a long-term Bakersfield and San Marcos tutorials and suggested research process of learning. campuses). sites to augment the portals’ existing repackaged content. Suarez, Doug. “Modeling and the Use of Graphics in Web Tutorials: A Cynthia Akers, Instructor of Library TEACHING AND LEARNING THEORIES Lesson from Social Learning Theory.” Services, & Reference/Electronic College and Research Libraries Services Librarian at Emporia State Drake, Miriam A. “Science, Technology, News 63.2 (2002): 95-96, 119. University. and Information.” Journal of Acade- mic Librarianship 27.4 (2001): 260- Suarez takes an interesting ap- 62. proach in this article by applying the concepts of social learning theory to Member A'LIRT Drake offers a conceptual approach Web-based instruction and the continued from page 8... to information in terms of the instruction’s implementation of ongoing effects of scientific and graphics to enhance teaching. He While pursuing her Master of Library technological evolutions. Since the describes four tenets of this theory: Science at Indiana University, end of the Second World War, attention to the learning process, Stephanie worked as an Instructional discoveries in science and technol- free of physical or environmental Assistant for the Undergraduate Li- ogy have moved at an increasingly distractions; retention of information brary, where she had hands-on experi- rapid pace and have affected by learned previously; reproduction of ence in teaching students how to use extension the speed of and access learned skills; and motivation to the library. These early sessions to information. She brings up a learn and to replicate the learning helped develop the instructional skills current concern of the electronic process in gaining new knowledge. Stephanie continues to use as a pro- dissemination of information: Who, Suarez observes that the use or fessional. on the World Wide Web, is respon- misuse of graphics in Web tutorials Stephanie’s advice for those consider- sible for peer review and refereed can affect greatly the ability of ing or pursuing a career in librarian- scholarly information? Drake also students to model these four tenets. ship: get involved and be open to examines briefly the learning He concludes that “[b]ecause a change! Stephanie’s greatest learning preferences of our current student large part of student learning is in library school came from work expe- population, a population able to visual, we need to use images that rience, where she learned to apply the perform many tasks simultaneously stimulate, motivate, and reinforce or theoretical framework to the day-to-day and impatient with more traditional, tutorial content.” activities of the classroom and refer- linear forms of the research ence desk. Also, try to learn as much process. This article helps in about new technologies while in bringing another perspective to our ALSO OF NOTE school since the opportunity to do so library instruction methodologies. decreases once one is employed. Be Olson, Joanne K., and Michael P. Multimedia Schools Nov./Dec. 2001. ready for and receptive to change since Clough. “Technology’s Tendency to (Check out “The Reference Shelf: libraries are constantly changing and Undermine Serious Study: A Understanding the Web and All It seek opportunities to further your Cautionary Note.” The Clearing Offers”) knowledge in ways that will benefit you House Sept./Oct. 2001: 8-13. and / or your organization.
10 LIRT News, June 2002 Early Feedback on Instructional Issues for SFX Once a user selects a service menu Linking Software. item, the SFX system employs OpenURL protocols to convey By Randall Halverson, [email protected] “metadata” for a particular citation on to the “target”, which provides full-text content, additional information or a A sizable group of “online integration the Source Window: where the service such as an interlibrary loan software” products are now available. original abstracting and indexing link. SFX cannot always take a user In general, these products help to unify (A&I) database search was con- directly to a full-text item (article-level access to the electronic resources ducted, linking) – but is programmed to get “as available at a particular library or library the SFX Services Menu Window: close as possible”. In some cases, for system. P. Wilson summarized the example, SFX can only provide access general features of these products in showing the SFX resource list for a particular item, to a Table of Contents page (issue- the fall of 2001 (see
LIRT News, June 2002 11 SFX Linking Software Instructional exposure to the value of “local campus” search option to our service options can help. For future SIRSI online catalog, so that the de- continued from page 11... implementations, feedback from some fault searches are more similar. users suggests a preference for a link If an aggregator lists a particular jour- designating direct access to full-text As the number of open-URL compat- nal as having full text coverage for an content, if that content is available. ible databases increases, the potential issue of a particular title, SFX will show value of SFX to a user increases. Up- a full-text link for any citation to that Users linking to an article that is in- coming versions of SFX are expected issue. Publishers seldom “guarantee” cluded in full-text by more than one to provide options such as alphabet- cover-to-cover coverage of content; database from a given publisher will ized lists of accessible journals, allow- selective coverage of items within an see multiple links to full-text content. In ing browsing by issue. Enhancements issue can be problematic. Our library our experience, this occurs with in service may further assist users to recently worked with a large database EBSCOhost databases. SFX can also exploit the entire holdings of our librar- provider that had included a title in a show a link to content that is not yet ies – but is likely to require user sup- “full-text” list. In fact, only one article of available. This occurs when citations port via instruction, reference services, one issue was contained in the data- to articles appear in a source data- and the design of online support re- base. base before the corresponding content sources. is available in a target database – a Ex Libris typically does not support common event for “target” databases Tips for SFX implementation/instruction “branding” of the SFX icon with a cus- having publisher-imposed embargo tomized symbol for a particular library – periods. Unfortunately, if an item is Provide a link to “What’s New for which would help to clarify when library- erroneously listed as full-text, a user is SFX” or “SFX Help” pages from the provided resources are being used, as apt to get a “less than meaningful” library homepage. These items can opposed to free web resources. How- browser or server error message. In be included in the service menu, ever, it may be possible to employ ISI databases such as Web of Sci- but may be missed by users branding through negotiation with SFX ence, users may miss the SFX icon source vendors. because of loading delay. It is neces- List important items first in the sary to wait for the citation page to load services menu list, such at full-text Notably, the SFX icon has the same completely; the SFX links load last and access. appearance for articles having links to might be missed otherwise. full-text and for those that do not. To Streamline access to full-text. tell if full-text content is available, the At this point in the evolution of the user must click the icon to view the relationship between the SFX product Clarify what is included in the services menu. Unfortunately, some and database venders, SFX service services menu list, simplifying the vender databases implement the SFX discontinuities continue to occur for list when possible. icon differently. For example, ProQuest many databases. Recently, for ex- Emphasize/clarify “where to databases generate a relatively small ample, linking to articles within click” on the services menu list; it’s proprietary icon (not the usual SFX EBSCOhost databases was tempo- not necessarily clear what is hot- icon) if no full-text is available through rarily unavailable; users could still linked. ProQuest. Similarly, for OVID, librar- obtain the article by doing an indepen- dent search within the appropriate ians note that it can be a challenge to Working with database venders, database. In another case this spring, explain why the usual SFX icon is not attempt to provide uniform access/ certain WebSPIRS databases tempo- available. Instead, a special path, appearance for the SFX link – with rarily failed to “return” the SFX icon. requiring the user to identify several a library “brand” icon if possible. less-than-obvious links is required to Occasional losses of service are likely obtain the SFX options list. to continue as network software and Assist users to “recover” with vender databases are updated. Users back-up strategies if the system In an SFX implementation, philosophi- will continue to need to be aware of “breaks down”. cal decisions may arise in the choice “back-up” strategies, or know how/who of whether to simplify options to make to ask for assistance. the system more understandable to a Additional Resources: casual user, or to provide options In defining service menu links for which may benefit a sophisticated multiple library applications, compro- Available SFX Targets. user, or provide a “back-up” in case a mises may be necessary, but will have
12 LIRT News, June 2002 TECH TALK Web Site Usability By Billie Peterson, Baylor University
Dear Tech Talk-- observing representative end users there are actually many available. The using the product to perform represen- Usability Evaluation Methods web site We need to redesign our tative tasks." Usability tests have been groups these methods into categories library web site -- yet again -- around years. Now companies are (testing, inspection, and inquiry) and and we want to design some- using these same techniques to evalu- provides a useful summary of each thing that will appeal to our ate and improve the quality of their web method. For the most part, libraries users. The library's web team sites for their users, and libraries are seem to use a combination of the has been looking at other following suit. The ultimate goal of following methods: heuristic evalua- library web sites and survey- usability testing is to develop tools that tion, performance measurement, ing the library staff. Now these rely on user-centered design -- in this questionnaires/surveys, and thinking meetings are dominated by case, library web pages that are truly aloud protocols. disagreements about what designed for the patron, not librarians. resources to present, what A recommended strategy is to perform words to use, how to present Like any project, good usability testing a heuristics evaluation first -- to identify the information, etc. There requires planning, but it's not an over- problems that can be easily corrected - must be a way to resolve these whelming task. Generally usability - before performing tests that actually issues -- what is it?? testing involves: (1) Identifying goals involve users. Heuristics are a list of and what is to be tested; (2) Develop- rules that are applied to a the tool --Battered, Bloodied, and ing a test plan; (3) Identifying and being evaluated. Nielsen is noted for Bludgeoned selecting test participants (4) Prepar- his "Ten Usability Heuristics": (1) ing the test(s); (5) Conducting the Visibility of system status; (2) Match Dear BBB-- test(s); (6) Debriefing the partici- between system and the real world; (3) pant(s); (7) Interpreting the results; (8) User control and freedom; (4) Consis- Your goal is to redesign the Producing a report; and (9)Listening to tency and standards; (5) Error preven- library's web site so that it will the users and implementing the re- tion (6) Recognition rather than recall appeal to the users. You sults of the tests -- even if the express- (7) Flexibility and efficiency of use; (8) further state that you've sur- ed needs fly in the face of what you, the Aesthetic and minimalist design; (9) veyed other library web sites "professional" believes is needed!! Help users recognize, diagnose, and and library staff. What about Detailed information on planning can recover from errors; (10) Help and the users themselves? What be found in a variety of resources, but documentation. Instone has further do they really think about the in particular look at Rubin (chapters 5 - defined these heuristics by applying library's web site; can they find 10), Dickstein, and Kirby. them specifically to web site evaluation. the information they need; do As for usability evaluation methods, continued on page 14... they understand the terminol- ogy used; does it really meet their needs? Many libraries LIBRARIES THAT HAVE RECENTLY IMPLEMENTED USABILITY TESTS: now use usability testing to answer these and other ques- Indiana University-Bloomington Libraries tions in evaluating web sites
LIRT News, June 2002 13 TECH TALK continued from page 13...
Perhaps you think usability testing of CHI-WEB Mailing List. An ACM SIGCHI Fleming, Jennifer. "User Testing: How your web site will take too much time moderated discussion list on the to Find Out What Users Want". and effort. Nielsen estimates that it human factor aspects of the World
Battleson, Brenda, et. al. "Usability Indiana University Testing of an Academic Library Web
14 LIRT News, June 2002 _____. "Site Usability Heuristics for
McMullen, Susan. "Usability Testing in _____. "When to Outsource the Wood, Larry. "Why Ask Why in a a Library Web Site Redesign Recruiting of Test Users". Usability Evaluation?" Project". Reference Services
Methods for Designing Usable Web _____. "Why You Only Need to Test As always, send questions and com- Sites: Conducting and Using With 5 Users". ments to: Usability Tests.
_____. Designing Web Usability: The Norlin, Elaina and Winters, CM. Practice of Simplicity. Indianapolis, Usability Testing for Library Web IN: New Riders Publishing, 1999. Sites: A Hands-On Guide. Chicago: American Library Association, 2002. Instruction for First-Year Undergraduates: _____. "Heuristic Evaluation". OCLC "HCI (Human-Computer Developing Strategies to Facilitate Their Transitions
Atlanta June 14, 2002. TECH TALK continued from page 14...
LIRT News, June 2002 15 LIRT's Top Twenty Join Us for BITES WITH LIRT continued from page 1... Atlanta, GA, June 15 and June 17, 2002 Albrecht, Karl. "The True Information Survival Skills." Training & Develop- ment 55.2 (Feb. 2001): 24-30. This is your opportunity to meet and eat with other librarians inter- ested in library instruction. Once again, LIRT is organizing groups This is an interesting article from a futurist about the information age. for lunch at modestly priced restaurants during the ALA Annual The author scrutinizes three Conference in Atlanta. LIRT welcomes all types of librarians (who have an interest in instruc- assumptions about the information tion) from all types of libraries. You do not need to be a member of LIRT to participate. We age: The Internet will change hope you will join us in this opportunity to exchange ideas and experiences about library everything and everybody, Eventu- instruction in a relaxed setting. Enjoy a great lunch with LIRT—good food, good company, and ally, all human beings will be interesting conversation. We have selected restaurants for Saturday and for Monday and will connected, and people will have to make the arrangements. All you have to do is reserve your spot and show up! Please see learn a completely new way of restaurant details below. Online reservations will be available via the LIRT website. thinking. Then the author states DEADLINE IS Monday, June 3, 2002. Confirmations with directions to restaurants will be what skills are needed for next century: (1) Interpersonal effective- sent by email or FAX, based upon supplied addresses. ness, (2) Filtering: the ability to see Send requests for reservations to: through the clutter, (3) Propaganda resistance, (4) Breadth of knowl- Julienne L. Wood Telephone 318-797-5072 edge, (5) Tolerance for ambiguity, Head, Research Services FAX 318-797-5156 and (6) Intellectual courage. One Noel Memorial Library e-mail [email protected] interesting section of the article LSU in Shreveport talks about the digital pecking order: One University Place infophiles and infophobes. The Shreveport, LA 71115-2399 author states that the majority of the population are infophobes. BITES REGISTRATION FORM Cottrell, Janet R.; Eisenberg, Michael B. "Applying an Information Prob- Name: ______lem-Solving Model to Academic Institution: ______Reference Work: Findings and Implications." College & Research Mailing Address: ______Libraries 62.4 (July 2001): 334-347.
______Findings of a study indicate that the ______Eisenberg-Berkowitz Information Problem-Solving model (Big 6) can ______be a useful tool for the reference process. The model keeps the Telephone: ______reference process on track by FAX: ______providing a useful checklist for determining where a student is in Email: ______the research process, for assuring no steps in the Big 6 are missed, Join us on either or both days. Please mark your preference(s) below: and for giving advice. However, before students can perform all of Lunch Saturday June 15 12:30 PM the model’s steps in the library, other resources need to be present Prime Meridian OR Azio Downtown and effectively supported such as Omni Hotel at CNN Center 222 Peachtree St. (International Blvd.) application software, laser-quality printers, multimedia production and Lunch Monday June 17 12:30PM effective writing. continued on page 17... Prime Meridian OR Irish Bred Pub & Grill Omni Hotel at CNN Center 74 Upper Alabama St. SW (at Underground Atlanta) Are you a LIRT member? Yes No
16 LIRT News, June 2002 LIRT's Top Twenty The average number of citations librarian collaboration for nursing increased form 11.6 in 1996 to 11.9 continued from page 16... information literacy using a tiered in 1999. The mean number of approach, (5) Building partnerships journals and magazines did not in liberal arts teaching, (6) Collabo- Davis, Jean J.; Szymczak, Victoria.; change significantly. Overall median ration between liaisons, faculty, and Topulos, Katherine. "Perspectives citations increased form 10 to 12. students to create a web research on Teaching Foreign and Interna- Book citations dropped from 30% to guide, and (7) Collaboration tional Legal Research." Legal 19%, Web citation went from 9% to between a marketing faculty Reference Services Quarterly 19.3/ 21%, and newspapers increased member and a documents to create 4 (15 Feb. 2001): 55-69. form 7% to 16%. There was a a workshop about international significant decline in the use of marketing resources. The authors present a valuable books and journals in favor of the overview of problems encountered use of newspapers and magazines Farmer, Lesley S. Johnson. "Building teaching international legal re- interpreted as a decline in the use Information Literacy Through a search in various formats in a of scholarly materials. For 1999 Whole School Reform Approach." semester course. They suggest URLs, 55% went directly to a cited Knowledge Quest 29.3 (Jan./Feb. resources to use for beginning to document, 19% were found else- 2001): 20-24. teach international and foreign legal where, and 10% contained errors. research and provide effective 16% were not found. Of the 1996 Farmer discusses how the faculty, teaching techniques and class citations only 18% of the URLs still librarians, and students at Red- activities that made their classes led directly to the cited document, wood High School in California successful. 26%were found elsewhere, 3% had acknowledged a problem with errors and 53% could not be found. research and analysis skills. A Davis, Philip; Cohen, Suzanne. "The The authors believe stricter guide- group of all three populations was Effect of the Web on Undergraduate lines for acceptable citations are formed to “improve student informa- Citation Behavior 1996-1999. An called for, as is the creation of tion literacy competence through” a analysis of undergraduate term scholarly portals, and increased combination of developing research papers in microeconomics." instruction on resource evaluation. and evaluative skills, sharing infor- Journal of the American Society for mation and “incorporating technol- Information Science and Technol- "Faculty-Librarian Partnerships." ogy into the literacy process”. Using ogy 52.4 (2001): 309-314. Reference Services Review 29.2 the information literacy standards (2001). set down by the American Associa- Davis and Cohen collected 68 tion of School Librarians (AASL) and undergraduate student micro- This special thematic issue from the Association for Educational economic term papers from 1996 Reference Services Review is Communications and Technology and 69 from 1999 and extracted the highlighting a current topic talked (AECT), current skills were assess- bibliographies. These were coded about among librarians: Faculty- ed by observing classes and eva- as book, journal, magazine, news- Librarian Partnerships. The topics luating assignments and papers. paper, Web, other, or unidentifiable. include: (1) Faculty-librarian All parties took new responsibility Web source citations were verified collaboration in Mexican and for the skills and participated in in- online to see if they still existed and Australian Libraries, (2) Campus- service trainings (faculty) and skills were classed as: found directly, not wide partnerships through Teach- workshops and new types of found directly but found elsewhere, ing, Learning, and Technology assignments (students). Studies found after correcting a typographi- Roundtables, (3) Using inquiry have shown the improvement in cal error, and not found (after a site methods to foster information student work. and Google search). literacy partnerships, (4) Faculty- Gerdy, Kristin B. "Making the Connec- tion: Learning Style Theory and the Legal Research Curriculum." Legal Veteran LIRT Reference Services Quarterly 19.3/ Members Barbara 4 (2001): 71-93. Pilvin, Diana Shonrock, Kari Lucas, Gerdy emphasizes early in the and Sharon Stewart article the importance of instructors/ enjoy lunch with librarians understanding what other LIRT members learning styles are and how to vary and guests at one of your teaching to different styles. the Bites with LIRT, With each discussion of different in Philadelphia, 1997. styles/theories, Gerdy gives concrete examples of how to apply legal research assignments and lectures to students with those needs. continued on page 18...
LIRT News, June 2002 17 LIRT's Top Twenty This article is a brief summary of a English 102 sections were sur- conference report. The value is in veyed, including the faculty. Results continued from page 17... the links to AAAS science literacy showed that students were positive “Project 2061” at
18 LIRT News, June 2002 LIRT's Top Twenty Sears, Dennis S. "The Teaching of graphic detail. In the conclusion, First-Year Legal Research Revis- the author describes a three- continued from page 18... ited: a Review and Synthesis of pronged approach. Very informative Methodologies at Brigham Young article from a legal library stand- The author reviews the planning University." Legal Reference point. and implementation process, Services Quarterly 19.3/4 (2001): 5-26. student/faculty assessment, and Sutherland, Naomi R. ; Winters, C. M. future plans to promote information The author looks at the evolution of "The A, B, Z’s of Bibliographic literacy. The key component for the the BYU Law Libraries’ Instruction Instruction: Using Real-Life Analo- project’s success was the commit- Program concerning first-year law gies to Foster Understanding." The ment of the faculty members students. The author constructs a Reference Librarian. 73 (2001): involved in the project. The author literature review to support the 293-308. notes that “wide acceptance of current instruction program and its information literacy can be a long- effectiveness. The literature review This article discusses the role of term process, one that requires contains information on the two analogies in bibliographic instruc- librarians and instructional comput- different styles of teaching method- tion and how they are effective. ing staff to form lasting and support- ologies concerning legal research: Examples are given how analogies ive relationships with undergradu- 1) problem-solving and 2) biblio- are used in bibliographic instruc- ate faculty.” tion.
Valentine, Barbara. "The legitimate effort in research papers: Student commitment versus faculty expecta- LIBRARY INSTRUCTION ROUND TABLE tions." The Journal of Academic Librarianship 27.2 (Mar. 2001): COMMITTEE VOLUNTEER FORM 107-115.
If you are interested in serving on a LIRT Committee, please complete this form and mail it to the Vice-President/President Elect of LIRT: The author looks at the research Anne Houston, Head of Mallinckrodt Library, Loyola University — process from the view on how Mallinckrodt Campus, 1041 Ridge Road, Wilmette, IL 60091 students complete a research Work: 847.853.3050 FAX: 847.853.3203 Email: [email protected] project and their views on the
Ward, Duane. "The Future of Informa- Home Address: tion Literacy." C&RL News 62.9 (Oct. 2001): 922-950. Date of Application: This well-written article talks about LIRT Committee Preferences: (Use the numbers 1-9 to indicate order of preference, the relationship between informa- with 1 being the most preferred. If you are willing to serve as recorder for this group, tion literacy skills and complex follow your number preference with the letter "R") issues involving our world and the _____Adult Learners _____Newsletter students’ lives. The author talks _____Computer Applications _____Organizational/Bylaws about an innovative program where _____Conference Programs _____PR/Membership students will be using information _____Continuing Education _____Publications literacy skills to solve a community _____Elections/Nominations _____Research problems. _____Liaison _____Transition from High School
_____Long-Range Planning to College @your library LIRT’S 25TH Can you regularly attend LIRT meetings at the ALA midwinter and annual conferences? _____YES _____NO (but would like to participate through email, and online)
Please attach a separate sheet listing committees or offices (if any) previously held in LIRT, ALA or state/regional associations, with years of service.
LIRT News, June 2002 19 ADULT LEARNERS: Assists library LIBRARY INSTRUCTION ROUND TABLE PUBLICATIONS: Establishes, main- professionals to understand, find tains, and disseminates LIRT Pub- information or promote ideas on STANDING COMMITTEES lication Guidelines. Solicits ideas learning styles, teaching methods, for publications and advises as to and training resources most often the appropriate means for publica- LIAISON: Attends and reports to task forces. Maintains the Consti- associated with adult learners. tion. LIRT Steering Committee and tution and Bylaws of LIRT and rec- CONFERENCE PROGRAM: Plans the members about committees within ommends amendments to those RESEARCH: Identifies, reviews, and LIRT program for the ALA Annual ALA involved in library instruc- documents. disseminates information about in- Conference. Makes arrangements tion activities. Distributes to con- depth, state-of-the-art research for speakers, room, handouts, and ference attendees a listing of in- NEWSLETTER: Solicits articles, pre- concerning library instruction for activities during the program. struction-related programs and pares and distributes the LIRT news- all types of libraries. Pinpoints meetings at ALA Conferences. letter. The Executive Board of areas where further investigation CONTINUING EDUCATION: Conducts re- LIRT serves as the Editorial Board about library instruction is needed. search and develops plans, actual LONG RANGE PLANNING: Develops for the LIRT newsletter. materials, and directories to fur- short and long range plans for ther the education and help meet LIRT. Implements planning and PUBLIC R ELATIONS/MEMBERSHIP: Pub- TEACHING, LEARNING, & TECHNOLOGY: the information needs of librarians operations for the activities of licizes LIRT purposes, activities, Identifies and promotes use of engaged in user education. LIRT. Chaired by the president- and promotes membership in technology in library instruction, elect. LIRT. Develops brochures and with special attention given to ELECTION/NOMINATING: Prepares a news releases to inform members, technologies that enhance ORGANIZATION & BYLAWS: Reviews, slate of candidates for LIRT of- prospective members, and the li- learning and can be easily adapted revises, and updates the organiza- fices and maintains records on pro- brary profession about LIRT ac- toa variety of different learning tion manual of LIRT. Recommends cedures, candidates, and election tivities. Sponsors an exhibit booth environments. to the Executive Board, and results. Solicits volunteers for at the Annual Conference. Orga- through it to LIRT members, the TRANSITION FROM H IGH S CHOOL TO LIRT committees and maintains nizes BITES (meals for instruction establishment, functions, and dis- COLLEGE: charge under develop- files of prospective committee ap- librarians to meet for food and dis- continuance of committees and ment pointees. cussion) at conferences.
Committee Appointments are for 2 years. Appointments begin at the close of the annual conference and continue through the close of the annual conference in two years. For more information, contact Anne Houston, telephone: (847) 853-3050, email: [email protected], or consult the LIRT website at
Library Instruction Round Table News c/o Lorelle Swader American Library Association 50 E. Huron Street LIRT Chicago, IL 60611
20 LIRT News, June 2002