Steven Bell, Director of the Paul J' Gutman Library

1
Becoming A Part Of the Teaching Learning
Process The  Blended Librarians Perspective On
How To Make It Happen
PALINET Annual Conference 2004October 28, 2004

• Steven Bell, Director of the Paul J. Gutman
  Library
• Philadelphia University
• bells_at_philau.edu http//blendedlibrarian.org
• John Shank, Director of the Center for Learning
  Technologies and Instructional Design Librarian
• Penn State Berks Lehigh Valley College
• Jds30_at_psu.edu http//blendedlibrarian.org

2
Back to the Future

• The Librarian Past (1947)
• People
• Books
• The Librarian Now (2004)
• People
• What words come to mind?

3
Group Activity One
Discuss how your role as a librarian has changed
since you entered the profession.

• Work in groups
• Introduce yourself
• Volunteer to facilitate
• Volunteer to report

4
This Workshop Some New Perspectives

• Our goals for this workshop
• Given the partial success of collaboration
  efforts to date, identify new strategies
  librarians can try.
• Given our limited resources, indicate where
  librarians should exert effort to maximize
  results.
• Introduce a new approach Blended Librarianship
  for academic librarian integrationinto the
  teaching and learning process.
• Develop the foundations upon which collaboration
  for information literacy can be built.

5
A Lot Has Been Said About Information Literacy

• Here are the results of some online searches on
  the phrase information literacyLibrary
  Literature 815 articles back to 1983LISA 1133
  articles by to 1985ERIC 1207 articles back to
  1984 (over 150 are on collaboration)
• Many in ERIC on collaboration with faculty from
  other disciplines. We ALL want to collaborate
  with faculty. Yet, here we are, after 15 years or
  so talking about it. What do we need to learn/do?

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What Does The Literature Tell Us

• What Works
• Important to establish a relationship (e.g.
  liaisons) that can grow from coordination to
  collaboration
• Have librarians and faculty from institutions
  with where collaboration for information literacy
  is happening speak to your faculty
• Successful collaboration requires a structure
  (e.g.,team teaching) but WIIFM must be clear for
  faculty

From Raspa Word, The Collaborative Imperative
Librarians and Faculty Working Together in the
Information Universe. ALA, 2000.
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Word Association

• When you think of collaboration and partnerships
  between various diverse groups (librarian,
  administration, instructional designers and
  technologists, faculty) what key words come to
  mind?

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Segment 1 Objectives

• Define the problem
• Review trends marginalizing the library
• Define Blended librarianship
• Importance to the teaching and learning process
  (ex. Info. Lit)
• Importance of collaboration with ID and IT staff
• Importance of collaboration with faculty
  curriculum planning committees
• Developing tools and learning objects for faculty
• Introduce key instructional design and technology
  concepts

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Whats The Problem An Anecdote

• Burn The Catalog
• Tim Burkes Easily Distracted Blog
• Our librarians are eager to teach information
  literacybut its hard to get the students to
  respondyou dont see students necessarily
  choosing the best work or dataI dont blame
  themThe reason I dont think students learn from
  librariansis that theyre not learning from
  their professors how to searchthe professors
  themselves dont really know how to navigate the
  brave new world of catalogs and databases.

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Marginalizing Trends

• Ubiquitous courseware systems
• information silos to all course-related
  information
• Textbook publishers marketing directly to faculty
  and students
• Personalized subscription databases marketed
  directly to students i.e. Questia
• Web Search Engines - Google
• The Googlelization phenomena - emulating Google
• Radical transformation in scholarly publishing

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Marginalizing Trends
73 of todays college students use the Internet
more than the library to locate information The
Google Effect Ease and Convenience
Pew Internet American Life Project (surveyed
2000 undergrads from 27 U.S. colleges and
universities) New Allies in the Fight Against
Research by Googling Students check out the Web
instead of library ARL Statistics 2000-01
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Reality WWW
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The Blended Librarian

• An academic librarian who
• combines the traditional skill set of
  librarianship
• with the information technologists
  hardware/software skills,
• and the instructional or educational designers
  ability to apply technology appropriately in the
  teaching-learning process.
• The BL helps faculty to achieve student learning
  outcomes by designing learning tools and objects
  that facilitate the mastery of information
  literacy skills.

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The BL Community

• More than a concept a working community of
  professionals.
• Focus is on developing skills and working
  collaboratively on the evolution of the concept
  and practice of Blended Librarianship.
• Currently has 170 members, offers chat sessions,
  discussion threads, live webcasts, and more.
• More on this later in the workshop.

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The Blended Librarian

• How could you envision taking the blended
  librarian philosophy and using it to facilitate
  collaboration and partnerships?

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Segment 2 Objectives

• Introduce key instructional design and technology
  concepts
• Basics of learning theory
• Learning domains
• Learning styles
• Instructional systems design (ADDIE)

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The Big Picture

• Collaboration
• Knowledge
• Skill

Library
Librarian
Inst. Designer
Ed. Tech.
Faculty
Curriculum
Information Literacy House
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Learning Theories

• Behaviorist
• Stimulus/Response
• Learning is a result of responding to outside
  stimuli
• Specific Outcomes

• Cognitivist
• Directed Instruction
• Critical Thinking
• Learning is a result of external information
  processing retrieving
• Get Learners Attention

• Constructivist
• Learner Centered
• Learning is a result of internal forces prior
  knowledge
• Real World Experiences Situations

Resource http//vccslitonline.cc.va.us/usingweb/b
ckgrnd.htm
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Learning Domains

• Psychomotor
• Learning thatrequires physicalactivity,
  kineticmovement,coordination ormuscle
  movement.
• Nondiscursive communication
• Skilled Movement
• Basic Movement
• Reflex

• Cognitive
• Learning that is primarily achieved through
  thought ormental activity.
• Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge

• Affective
• Learning that occurs when values or attitudes are
  changed. Hardest to observe and assess.
• Internalized Value Set
• Organization
• Valuing Person
• Responding
• Receiving

Resourcehttp//coe.sdsu.edu/eet/Articles/BloomsLD
/index.htm
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Learning Styles

• Visual
• Learner responds well to visual stimuli

• Verbal
• Learner responds well to lectures, discussions,
  or writing activity

• Kinetic
• Learner responds well to physical activity

Gardners Theory of Multiple Intelligencessuggest
s there are additional learning styles that
include music, space, inter- or intrapersonal
personalities, etc.
Goal Develop instructional activities that
appeal to multiple learning styles
Resource http//www.learnativity.com/learningstyl
es.html
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Instructional Design (ADDIE)

• Needs Assessment Phase
• Learner Analysis, Problem and/or Task Analysis
• Planning Phase
• Generate goals, objectives (learning processes),
  instructional strategies
• Production Phase
• Create materials (i.e. handouts, textbooks,
  readings, presentation media, exercises,
  assessments, etc)
• Execution Phase
• Materials (i.e. handouts, textbooks, adjunct
  readings, presentation)
• Formative Summative Assessment

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The Blended Significance

• Increase student learning through better
  instruction
• Capitalize on technology trends
• Play a key role in collaboration efforts with
  faculty and ID/IT staff

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Web Reference Resources

• Instructional Design Models by Martin Ryder
• Multiple links to learning theories
• Theory Into Practice Database by Greg Kearsley
• Description of learning theories
• ISD Handbook (Big Dog's) by Donald Clark
• Handbook on the ADDIE phases of ISD.
• The Encyclopedia of Educational Technology
• Articles on topics of instructional design and
  education and training.
• Interactive Exploration of Pedagogical Concepts
  and Theories
• Overview of educational theory and concepts
• BlendedLibrarian.org our official web site

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Segment 3 Objectives
Introduce key concepts for integrating
libraryresources and services into courseware

• Partnerships the library can form when
  integrating its services and resources
  (information literacy) in to CMS
• Pedagogy that can be employed in CMS
• Technology tools that can be used in conjunction
  with CMS

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The Solution

• Integration
• Library and its resources
• Librarian and Information literacy skills and
  knowledge
• Location
• Classroom
• World Wide Web
• Collaboration
• Instructors

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CMS?

• Do you have a CMS?

Blackboard
WebCT
ECollege
Other
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CMS?

• For each question below, raise your hand if the
  answer is Yes. At your institution
• Do librarians play a role in support and training
  of CMS?
• Are librarians included in the administrative
  team that oversees CMS?
• Are you familiar with the features of CMS?

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Instructional Technology

• Keep up with technology developments and tools
• Learn various (standard) technology applications
• Develop understanding of pedagogical use
• Implement in appropriate instructional settings
• Assess if the technological tool accomplishes
  desired outcomes

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CMS Overview
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Partnerships

• Macro-Level Library Courseware Involvement,
  entails working with the developers and
  programmers of courseware to integrating into the
  software a generic, global library presence.
• Micro-Level Library Courseware Involvement,
  involves individual librarians teaming up with
  faculty as consultants to participate in
  developing a customized library instruction and
  resource component for the courseware-enhanced
  courses.

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Partnerships
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Partnerships
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RCA Pedagogy

• Resource Sharing
• Communication Features
• Assessment Features

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RCA Pedagogy

• Increased Resource Sharing
• Link to existing library resources (i.e.
  pathfinders, bibliographies, Webliographies, help
  sheets, style sheets, etc)
• Submit assignments through digital drop boxes
  (peer review)
• Track students use of resources
• Increased context through access to the course
  syllabus and assignments

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RCA Pedagogy

• Increased communication without increased class
  time
• Message Boards (CMS)
• Chats (CMS)
• E-mail (CMS)
• Virtual Office Visit (CMS)
• Virtual Reference Desk (integrated with CMS)

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RCA Pedagogy

• Pre Post Assessment
• Pre-test (skills assessment either survey or
  quiz)
• Post-test (skills development assessment either
  survey or quiz)
• First Exposure and Classroom Flip (introducing
  material outside and before the Library
  Instruction class)
• Student Questionnaire (students feedback about
  Library Instruction)
• Example http//www.kl.oakland.edu/services/instru
  ction/portal.htm

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More Examples

• Teaching Library Instruction Utilizing Library,
  IT, and Faculty Collaboration Posting Hot-Linked
  Handouts to Blackboard Online Courseware
• http//www.stetson.edu/departments/library/Educaus
  e2002.html
• Putting WebCT to Work in Libraries
• http//library.ucf.edu/presentations/2001/LITA/def
  ault.htm
• Integrating Library Resources into Blackboard
• http//www.library.eku.edu/faculty/blackboard.php
• Library Integration with Blackboard
• http//library.ncag.edu/blackboard.htmex
• Information Literacy Tutorials and Course
  Management Systems
• http//dewey.alfred.edu/index.php?cat7

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Segment 4 Objectives
Introduce key concepts of using
low-thresholdapplications as a tool for engaging
facultywith library technologies

• What is an LTA?
• Advantages of LTAs
• Examples
• Creating an LTA

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LTAs?

• For each question below, raise your hand if the
  answer is Yes. Lets start with question one.
• Have you ever heard of LTAs before this
  workshop?
• How many of you visited the LTA site?

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LowThreshold Applications

• As characterized by Steve Gilbert, TLT Group
  President, an LTA
• - Is a new technology easily learned by
  faculty.- Is any technology that enhances
  productivity or adds a new application of
  technology for teaching or learning - Takes
  no more than 30-60 minutes to learn.- Has
  documentation that exceeds no more than a
  single sheet.
• - Is available to faculty at no cost.

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LowThreshold Applications
Reasons Why The Library is a Good LTA Source
- For faculty, there is no added cost for the
resources. - Our technologies have a learning
curve, but faculty can grasp the basics in an
hour or less. - Library technologies increase
faculty productivity by creating easier, more
simple paths to needed literature
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LowThreshold Applications
What Other LTAs Can Libraries Discover
Using the librarys catalog-based or turnkey
system e-reserve (already an existing
LTA) Using table of contents alert services in
e-journal collections (e.g., ScienceDirect,
Kluwer Online, Emerald, ACS, etc.) Capturing
database articles as text files and uploading
captured files into courseware or
e-reserves Locating articles in databases using
exact citations, supplementing the addition of
articles to course sites or e-reserves Using
direct borrow ILL options in systems such as
First Search
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LowThreshold Applications
Resources for LTAs
The LTA Home Page http//www.tltgroup.org/LTAs/Hom
e.htm The LTA of the Week Collection http//www.t
ltgroup.org/LTAs/ltaw/index.html Promotion
Through Teachnology http//www.libraryjournal.com/
article/CA371208 An article that appeared in the
Winter 2004 issue of Library
Journals NetConnect supplement that discusses
LTAs in more detail.
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Segment 5 Technology Inventory

• In this activity, working individually and in
  groups, you will use the handout to develop an
  inventory of your institutions/librarys
  electronic resources.
• You will then use this to generate ideas for ways
  in which you could incorporate these resources
  into CMS, design LTAs for them, or otherwise
  provide faculty with a tool to encourage and
  support their use with the goal of having
  faculty integrate them into the course material.

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Collaboration Is Critical To Blended Librarianship
Principle Number Two of the Blended Librarian
Manifesto
Committing to developing campus-wide information
literacy initiatives on our campuses in order to
facilitate our ongoing involvement in the
teaching and learning process.
Principle Number Four of the Blended Librarian
Manifesto
Collaborating and engaging in dialogue with
instructional technologists and designers which
is vital to the development of programs,
services and resources needed to facilitate the
instructional mission of academic libraries.
Bottom Line Through collaboration, John and I
have thus far been able to accomplish much more
in advancing our mutually beneficial causes at
our institution.
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Continuing The Discussion
We had a great deal to talk about in these three
sessions. There is more to be said about these
issues. How do we continue the dialog?
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Blended Librarian Learning Community
We encourage you to join our BL Community
graciously hosted on the Learning Times
Network. To obtain more information on joining
the Community go to The Blended Librarian Web
Site at http//blendedlibrarian.org Invite
other colleagues to join in. We will continue
sharing information and collaboratively
developing the BL Community.
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THANK YOU!
Thank you for participating in this
workshop. Thank you for making it a
participatory andcollaborative learning
experience. Thank you for sharing your ideas,
accomplishments, and reflections on
BlendedLibrarianship.