Lately I've been struggling with how to display information online for students. Each time I teach library instruction sessions, I end up photocopying a number of (wasted) pages, which students will probably only look at once and then throw away. It seems only natural (as a Generation Y'er, although a borderline Millenial at heart) that I should be putting my teaching materials online and make the learning environment more interactive. At work I am not allocated any web space to display documents and important information that I present in my library sessions. After looking at various open source options similar to LibGuides, I decided that the most efficient and effective way to give myself some "web space" was to create a wiki using PBwiki.
A completely free PBwiki account provides me with enough space (only 10 MB, but enough to force me to keep content current) to successfully post the documents and files that I need, including research guides, subject guides, library information, and other important contact information. I've even included my own form of virtual reference by installing a Meebo chat widget.
PBwiki is not without its limitations. The navigation is a bit clunky and is not as customizable as I would prefer. It's also not always possible to include small programs, such as del.icio.us tag rolls because of PBwiki's distrust of < script > tags.
For now, though, PBwiki is suiting its purpose. It is an easy, affordable way for me to provide students with one more link to the library.
8.27.2008
8.01.2008
Using American Idol to teach IL in "Evaluating Resources - You be the Judge!"
Last week I taught my 4th library session to a class of Composition students. These student are all at very beginning levels in their college career and so I knew I needed to make a lesson that would be interesting, timely, useful, and something not too complex. I also knew that if I went in to class giving students a list of criteria and telling them to use it when they write their papers, they would probably all stare at their computers, possibly fall asleep, and forget about anything I had told them. To make it interesting, I decided to turn the Info Lit session into a fun activity using American Idol as my theme. Since what the students had to do with evaluating resources is a little like judging a contestant in American Idol, I figured that I could spice up the lesson a bit with some fun pop culture references.
First, we discussed how students evaluate the information they read. We talked about different situations where evaluating information is very important, for instance if you are a medical doctor deciding how to perform a surgery. We also discussed some different types of information (books, journals, magazines) and how we might evaluate each type a little differently. I gave students a handout with some information and criteria outlined for evaluating books, periodicals, and websites. Then came the fun part. Judging some real resources - American Idol style.
For our practice evaluations I dealt only with websites for several reasons. First, it was what most students were using for their upcoming paper assignments. Second, because any of the books students were using available from the library were more or less "good" sources. Third, websites are often the most challenging sources of information to evaluate because of their nature. Websites can be particularly challenging when evaluating them for their authority, currency, point-of-view, bias, accuracy, and content.
I gave students a sample assignment to work on. I told them that to pretend that they were all health students putting together a brochure on nutrition for people who are overweight. I then chose 3 people to be the judges (Simon, Paula, and Randy) and had the rest of the class act as the audience. The judges were to use specific criteria in order to decide whether or not the websites I had given them were right for the "show" and "going to Hollywood." I told students that just like when they have different themed nights on American Idol, we need to evaluate using criteria specific to the situation.
Students used a chart I had given them in their handout to critique and evaluate each website for the class. I then gave the audience members a chance to chime in and say whether they agreed. Two of the websites I used included The Onion and the Beef Nutrition Council. Students really enjoyed looking at these two sites and evaluating the information they contained. They quickly picked up on the sarcastic tone of The Onion and the point of view held by the Beef Nutrition Council. I was also happy to see that students were actively participating and paying attention, probably due in part to the pop culture elements contained in the lesson. Overall the students did quite well in determining evaluative criteria and using that criteria to better understand the source.
First, we discussed how students evaluate the information they read. We talked about different situations where evaluating information is very important, for instance if you are a medical doctor deciding how to perform a surgery. We also discussed some different types of information (books, journals, magazines) and how we might evaluate each type a little differently. I gave students a handout with some information and criteria outlined for evaluating books, periodicals, and websites. Then came the fun part. Judging some real resources - American Idol style.
For our practice evaluations I dealt only with websites for several reasons. First, it was what most students were using for their upcoming paper assignments. Second, because any of the books students were using available from the library were more or less "good" sources. Third, websites are often the most challenging sources of information to evaluate because of their nature. Websites can be particularly challenging when evaluating them for their authority, currency, point-of-view, bias, accuracy, and content.
I gave students a sample assignment to work on. I told them that to pretend that they were all health students putting together a brochure on nutrition for people who are overweight. I then chose 3 people to be the judges (Simon, Paula, and Randy) and had the rest of the class act as the audience. The judges were to use specific criteria in order to decide whether or not the websites I had given them were right for the "show" and "going to Hollywood." I told students that just like when they have different themed nights on American Idol, we need to evaluate using criteria specific to the situation.
Students used a chart I had given them in their handout to critique and evaluate each website for the class. I then gave the audience members a chance to chime in and say whether they agreed. Two of the websites I used included The Onion and the Beef Nutrition Council. Students really enjoyed looking at these two sites and evaluating the information they contained. They quickly picked up on the sarcastic tone of The Onion and the point of view held by the Beef Nutrition Council. I was also happy to see that students were actively participating and paying attention, probably due in part to the pop culture elements contained in the lesson. Overall the students did quite well in determining evaluative criteria and using that criteria to better understand the source.
Libraries on Facebook
Lately I've been thinking a lot about how to make my library more accessible to students. The students I encounter are very diverse in terms of age, experience, and backgrounds. Some are young, straight out of high school, others are in their late 40s and 50s, trying to complete their goal of a college degree. Reaching all of these students and showing that I'm interested in connecting with them at all of their various levels is important in encouraging them to use the resources we have.
While sitting in the library before students go to class, I noticed that many of the students (primarily the younger students) were using Facebook. So, I decided to create a Facebook page for my library, in hopes that students would find it as another easy way to communicate with me. Putting libraries and other institutions on Facebook is certainly nothing new, so I decided to take a look at the other library pages that were out there. I got some great ideas and even discussed the process with several other librarians at other universities. I created a librarian avatar for my profile, then created a library page dedicated only to my library. There are a lot of good library-related applications now available, including CiteMe and WorldCat library search, that can be applied directly on Facebook pages. I also decided I wanted to add an additional chat function beyond the normal Facebook chat. I chose to create my own Meebo account (a free, open-source chat program), then added the application to my Library page on Facebook.
Within about 2 days, I already had a student making use of Facebook and performed my first virtual reference since I've started as the librarian in my current position. It was very fulfilling to see that I had helped even one student just by meeting them where they already were. Though the page is still new, I am marketing it to students through word of mouth, and also through the feature article in my monthly library newsletter. Each month I print out a few newsletters and leave them near the student computers, hoping to catch their glance.
I did have several concerns with starting a Facebook page for my library. It is extremely important, especially in a private post-secondary tech school situation, to represent the company I work for in a positive light. This requires putting privacy restrictions on my profile and page, monitoring content and postings through the use of alerts, and just generally keeping an eye on the page. Another concern is the reaction I will get from other faculty. Being the solo librarian on campus (and also the youngest member of the staff), I've found that none of the other faculty and staff here are very familiar with social networking. For now, I'm not focusing on marketing the page to staff, as its true purpose is to develop a relationship with students, however I have prepared a strong justification for the page's existence. That said, I believe that the potential benefits far outweigh the risks of putting a library online using Facebook. The worst-case scenario is having to delete my page, but for now, it is going strong. I hope that students will continue to make use of it, and will find the library to be a helpful, current, and relevant place to learn, read, and enjoy.
While sitting in the library before students go to class, I noticed that many of the students (primarily the younger students) were using Facebook. So, I decided to create a Facebook page for my library, in hopes that students would find it as another easy way to communicate with me. Putting libraries and other institutions on Facebook is certainly nothing new, so I decided to take a look at the other library pages that were out there. I got some great ideas and even discussed the process with several other librarians at other universities. I created a librarian avatar for my profile, then created a library page dedicated only to my library. There are a lot of good library-related applications now available, including CiteMe and WorldCat library search, that can be applied directly on Facebook pages. I also decided I wanted to add an additional chat function beyond the normal Facebook chat. I chose to create my own Meebo account (a free, open-source chat program), then added the application to my Library page on Facebook.
Within about 2 days, I already had a student making use of Facebook and performed my first virtual reference since I've started as the librarian in my current position. It was very fulfilling to see that I had helped even one student just by meeting them where they already were. Though the page is still new, I am marketing it to students through word of mouth, and also through the feature article in my monthly library newsletter. Each month I print out a few newsletters and leave them near the student computers, hoping to catch their glance.
I did have several concerns with starting a Facebook page for my library. It is extremely important, especially in a private post-secondary tech school situation, to represent the company I work for in a positive light. This requires putting privacy restrictions on my profile and page, monitoring content and postings through the use of alerts, and just generally keeping an eye on the page. Another concern is the reaction I will get from other faculty. Being the solo librarian on campus (and also the youngest member of the staff), I've found that none of the other faculty and staff here are very familiar with social networking. For now, I'm not focusing on marketing the page to staff, as its true purpose is to develop a relationship with students, however I have prepared a strong justification for the page's existence. That said, I believe that the potential benefits far outweigh the risks of putting a library online using Facebook. The worst-case scenario is having to delete my page, but for now, it is going strong. I hope that students will continue to make use of it, and will find the library to be a helpful, current, and relevant place to learn, read, and enjoy.
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