2007 Poster Session |
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Moderators: William W. Armstrong, Louisiana State University; Irene S. Laursen, Wellesley College
1.
Using Tegrity® for Instruction and Training: A Pilot Project and Results
Bing Wang (bing.wang@library.gatech.edu), Chemical Enginering Librarian, Georgia Institute of Technology
Abstract: The changing characteristics of the Net Generation are having a great impact on higher education in terms of teaching methods, learning environment, and degree delivery process. More and more universities and colleges have started taking advantage of the rapid development of emerging technologies to enhance students' learning. Here at Georgia Institute of Technology, a number of learning enhancement tools like classroom technology infrastructure (computers, networking, and projection) and personal response systems have been employed. Seeking solutions for classroom capture and delivery has been an ongoing challenge since summer 2004. From spring semester 2005 to spring semester 2006, the Library and Information Center , in partnership with five other on-campus units, launched a pilot project to test the Tegrity ® learning system. Using Tegrity ® allows students to capture class content either including audio only, audio/video, computer screen or any combination of these methods. The Tegrity ® pilot project has allowed Georgia Tech to test the software in a variety of classroom and non-classroom settings. The faculty, staff, and students have provided input on the software utility. Details about the Tegrity ® experience at Georgia Tech will be discussed during this poster session.
2. The New Library Newsletter (also in ppt)
Nancy Allmang (nancy.allmang@nist.gov), Laurie Davis-Covin (laurie.davis-covin@nist.gov), and Ruth Osborne (ruth.osborne@nist.gov), National Institute of Standards and Technology (NIST) Research Library, Gaithersburg MD
Abstract: In this era of electronic resources how should we communicate news about library resources and services to our users? Should we send them podcasts or other newsfeed notices, or put up a blog or a wiki? Send out emails with links to short or in-depth articles? Or would customers still rather pick up a print newsletter, view a website, or eye an electronic bulletin board on their way to the cafeteria?
For years our library produced an eight-page monthly newsletter. Later we added a PDF version for those who wanted to receive their library news digitally; interested customers could subscribe to a listserv to receive the newsletter as an attachment. Then recently at a series of focus groups customers asked for a lightning-fast, more convenient process to bring them the information they need.
A survey early in 2007 pinpointed our researchers' preferences. This poster will show the new format we identified to fill the bill, and will illustrate and describe the new production details and lessons learned.
3.
WISPR - Blending Library Instruction and Inquiry Based Learning
Claudette Cloutier, MLIS (ccloutie@ucalgary.ca), Manager, Gallagher Library; Alix Hayden, PhD, Librarian; Shauna Rutherford, MLS, Information Literacy Coordinator; Paul Pival, MLS, Distance Education Librarian; Libraries and Cultural Resources - University of Calgary , Alberta
Abstract: Librarians at the University of Calgary developed an online inquiry-based blended learning tool to enhance library instruction on campus. WISPR (Workshop on the Information Search Process for Research) is based on Carol Collier Kuhlthau's theoretical model of the information search process. WISPR's framework guides students through the entire information search process, from topic selection to search closure. Students are provided specific actions and strategies for each phase. Further, interactive activities are woven throughout each phase to provide students with a variety of learning modalities, often utilizing different technology such as Adobe Breeze, split-screen guided database tutorials, and brief screencasts. WISPR's most unique and significant component is that it is customizable. While WISPR's framework for the information search process remains constant, specific content, activities, guidance, and information resources may all be adapted to be responsive and meaningful to a course and student needs.
This poster will emphasize the collaboration between librarian and teaching faculty, specifically illustrating the meaningful integration of WISPR into two sciences courses: SCIE 251 – Approaching Science as Scientists and GLGY 323 – Introductory Geochemistry. The poster will demonstrate how WISPR encapsulates a new, more holistic approach to information literacy instruction that permits the integration of a variety of technologies as well as ensuring that the content of WISPR is meaningful integrated into the course curriculum.
4.
Using SurveyMonkey for an Attitude Adjustment: A Comparison of Faculty, Graduate Student, and Librarian Opinions On Library Instruction (also in ppt)
Cory Craig (cjcraig@ucdavis.edu), University of California, Davis
This poster presents results from a project that used the online survey tool SurveyMonkey to determine the attitudes toward library instruction by 3 different groups: chemistry faculty at the University of California, Davis; chemistry graduate students at the University of California, Davis; and chemistry librarians at different University of California campuses. Survey questions were used to determine which library resources (databases, catalogs, online and print handbooks, etc.) should be the target of library instruction activities, and also what type of instructional activities (drop-in classes, seminar classes, classes for lab groups, library instruction incorporated into graduate and undergraduate classes) faculty, graduate students, and librarians feel are most useful. Results provide a comparison of attitudes and priorities of these different groups, and can be used to design library instruction activities most appropriate to a chemistry department's needs. Poster also includes information on the design and implementation of an effective online survey.
5.
Using Screen Capture Technology to Create a Video Catalog of “Frequently Asked Questions” (also in ppt)
Dana Antonucci-Durgan (dana.antonucci@stonybrook.edu), Stony Brook University Libraries
Screen capture technology allows users to record a computer session including mouse and keystrokes. At the Stony Brook University Libraries, Camtasia Studio, a screen capture program, is being used to create videos for “Frequently Asked Questions.” The pilot project consists of the creation of screen capture videos that answer questions related to the bibliographic management software Endnote.
Endnote is available for download to all Stony Brook University students, staff and faculty through a campus site license. The Library has developed an Endnote training program to assist the campus community with the software. In addition to offering basic and advanced level workshops, librarians are frequently answering questions via email relating to an Endnote task or function. The email questions tend to be complex in nature and require lengthy descriptions and instructions due to the multiple mouse clicks needed to perform specific tasks.
The need to effectively answer and address Endnote questions was apparent and more visual instruction was needed. The decision was made to create Camtasia videos for recording specific Endnote tasks. The creation of each video involved the following four steps:
While Camtasia Studio software offers many customization options and editing choices, the pilot project concentrated on using just the screen capture function.
6. Remote Desktop Technologies: Using the Desktop as a Training Venue (NetMeeting instructions handout)
Dolly Goulart (dgoulart@qualcomm.com), Staff Research Librarian, QUALCOMM Inc.
Most corporate librarians work within a virtual world. It is not uncommon, particularly in high tech companies, to manage relationships that span the globe. With such a geographically dispersed clientele, how do librarians meet the everyday, instantaneous needs of their customers?
The QUALCOMM Library relies heavily on remote desktop sharing tools to bridge the distance and bring us virtually closer to our customers. As part of our “virtually everywhere” strategy, we emphasize being fully accessible and providing the same level of support to each employee, regardless of their location. As with most libraries, we provide a staple of services, including reference/research, product overviews, and technical training. To meet the needs of remote workers, and sometimes even those located just a building away, we depend on such tools as netMeeting, OfficeCommunicator, and MeetingPlace, with netMeeting acting as our primary remote connection tool.
NetMeeting enables us to interact in real time with our clients. It has the added convenience of having little set up time and being extremely easy to use. We have employed netMeeting as a tool to provide one on one training sessions, to jointly answer research requests with clients, and to conduct technical training classes such as web searching. In addition to the web capabilities, netMeeting has built in VOIP, allowing us to truly operate in the virtual world.
This poster session will focus on the uses of netMeeting and other remote desktop sharing tools, and the benefits they bring in interacting with your client, regardless of distance.
7. Use of Educational Technologies by Science-Engineering Faculty
Sai Chinnaswamy (chinnaswamys@u.library.arizona.edu), Elizabeth Kline (klinee@u.library.arizona.edu), Jim Martin (martinj@u.library.arizona.edu) - Science-Engineering Team, University of Arizona Library
Abstract: We are in the midst of a technology revolution which has changed the way faculty members interact with students. There has been an increased emphasis on the use of educational technology as part of the curriculum in an effort to connect and interact with students. Academic librarians are just beginning to explore what role we might play in supporting the use of these tools.
As part of our study we developed an online survey to investigate University of Arizona science and engineering faculty members' preferences and experiences regarding the use of educational technologies. We received responses from 78 professors, who provided us with detailed information on 104 courses. Our poster will present an overview of the survey instrument which was developed using SurveyMonkey, as well as a summary and analysis of the responses we received. Some of the areas we looked at include: the most popular educational technology tools, the greatest barriers faced by faculty in the use of these tools, and what faculty perceive would be the most helpful in removing these obstacles. We also analyzed if faculty members from different scientific disciplines use educational technologies differently and examined factors such as age, rank, gender, and class size to determine if they play a role in the type of educational technologies used. Finally, we explore the potential for more involvement by the library and other campus organizations in helping faculty members learn and use educational technologies.
8. Podcasting video screen-capture instruction tutorials (also in ppt)
Joseph Murphy (joseph.murphy@yale.edu), General Science Librarian and User Education Coordinator; Kathrine Aydelott and David Stern (collaborators) - Kline Science Library, Yale University
Abstract: Kline Science Library has begun a process of making instruction tutorials available via video-Podcasting, also known as VODcasting. VODcasting facilitates asynchronous viewing and viewing with mobile devices. Several instruction videos consisting of screen-capture tutorials created using Camtasia Studio orient users to library resources and critical thinking skills. These videos accompany online critical thinking-based information literacy instruction tutorials innovative for their self-paced modular design created by Kathrine Aydelott and David Stern for Kline Science Library. This emerging instruction technology is leveraged to improve the accessibility of these instructional materials and bring instruction services into the digital world preferred by much of the intended audience. This move is in recognition of the fact that the venue of instructional videos affects their relevance to the user. To meet the shifting needs of a user population that now includes millennials and which is less likely to encounter these instruction videos in library webspace, the videos are made available via RSS subscribers, downloadable for future viewing, and available on a library blog. Joe Murphy describes the objectives, benefits, and outcomes of this program, as well as the methods and efforts undertaken, how the process has changed over time, and what has worked and not worked with this use of a new instruction technology.
9. Blogging Faculty Publications
Julie Arendt (jarendt@lib.siu.edu), Southern Illinois University Carbondale
Abstracts: Blogs make it easy to post and update content. Although many libraries use blogs for announcements and newsletters about the library, I use blogging tools for something different. My blog organizes and publicizes information about scholarly publications from several departments at Southern Illinois University Carbondale. As a liaison librarian, I already was gathering information about faculty publications. Putting this information in blog format takes minimal additional effort. The blog is updated by using alerts from indexing and abstracting databases, so new content appears regularly. This blog serves as a collection development aid because it is an organized compilation of recent citations for each department. Moreover, the blog is an outreach tool. It can provide interested members of a department with updates on what their colleagues are publishing. Readers can use RSS feeds to have the blog pushed to them, or they can browse the blog at their convenience. The blog also includes occasional announcements and newsletter items.
10. Podcasts and Wikis for Communication and Collaboration (also in ppt)
Keith Martin (keith.martin@nist.gov) and Nancy Allmang, National Institute of Standards and Technology (NIST) Research Library, Gaithersburg , MD
Abstract: Two of the current big deals in web communication are podcasting and wikis. After testing video iPods and wikis, the NIST Research Library has been working on audio and video podcasts to educate our users, and wikis to allow NIST staff to discover and share scientific resources. From logistics and planning to server space and accessibility issues, this poster will illustrate what worked and what didn't in our library's latest foray into the future.
11. Make it a CHALLENGE ! The use of StudyMate to create an interactive review of chemical information seeking skills (and handout)
Meris Mandernach (manderma@jmu.edu), James Madison University
Abstract: It seems to be an ever growing trend that departmental and library faculty are partnering to incorporate information literacy concepts and skills into the curriculum. For several years at James Madison University , traditional library instruction had been incorporated into the required upper-level chemistry course: Chemical Literature and Seminar. During the summer of 2006, this course was reorganized allowing the chemistry librarian to teach half of the class sessions. After covering topics ranging from handbooks to databases, from citation searching to structure searching, students seemed to grasp the content covered in each class, but were struggling to connect concepts from the various lectures. As a means of summarizing the discussion of the importance of library resources in chemical research, an interactive review of all the chemical information literacy concepts and skills acquired during the first half of the semester was created. StudyMate by Respondus was used to create a study tool in the form of Flash-based activity that was imported into Blackboard. StudyMate can create a variety of activities and games, such as fact cards, matching, fill in the blank, crosswords, as well as Quiz and Challenge. Students loved squaring off against each other during the Challenge activity and were very enthusiastic about the review process.
12. Leaving a trail of bread crumbs (also in ppt)
Patricia T. Viele (ptv1@cornell.edu), Physics & Astronomy Librarian, Edna McConnell Clark Physical Sciences Library, Cornell University
Abstract: Librarians have always looked for ways to make life easier for seekers of information. Technological developments have added several tools to our collection. Since I interact with undergraduates very little, I use the Society of Physics Students listserv to send interesting bits of information to them. To facilitate the exchange of information among physics librarians interested in incorporating information fluency into physics curriculum, I created a Physics Information Fluency blog. I use the social software Connotea to create customized lists of web sites for faculty. We all live life in the fast lane, and I find that these short cuts are very helpful.
13. Hands-on Remote Training in Chemical Information
Peg Renery (P.Pontier-Renery@mdl.com), Director, Market Development; Educational Services, Elsevier MDL
Abstract: The development and deployment of new training formats and delivery options can be challenging. At the same time, these initiatives offer significant organizational and productivity benefits. Over the last several years, Elsevier MDL Educational Services has expanded its training offerings and broadened its role to include: decision making in software/database acquisition; enabling others to support in-house training efforts; creating a self-service environment with multiple points of access; and delivering hands-on training using Web conferencing tools. In this poster session, we will discuss our live, instructor-led training delivered via Webex and address the challenges of delivering successful hands-on training remotely. In addition, we will discuss our Learning Centers and Video Libraries that can be used to support hands-on remote training. We will showcase our self-paced tutorials and interactive simulations and provide information on the selection of vendors and software products including Allen Interaction, Pathlore/SumTotal Systems' Learning Management System, and Adobe's Captivate. Our goal is to offer more scientists, librarians, faculty, and students worldwide the benefits of our proven instructional methodology of "tell me, show me, let me do."
14. Connecting with the Millennials
Peggy Dominy (dominymf@drexel.edu), Jay Bhatt, and Joshua Roberts; Drexel University
Abstract: Drexel University Libraries actively incorporate a variety of technologies into its instruction programs. We will describe some of these technologies such as rss feeds, blogs, interactive tutorials, podcasts, WebCT, and others. We will discuss examples of how we have used these technologies. We have aggressively sought collaboration with faculty and our counterparts at Information Resources & Technology, Drexel's computing services department. Active, interactive and engaged learning approaches in combination with above technologies motivate students to become independent learners and in the process they develop lifelong information seeking skills. A selection of these partnerships will be described.
15. Utilizing a Classroom Personal Response System for Academic Library Instruction in the Sciences
Peter Kirlew, Ph.D., MLIS (pkirlew@vcu.edu), Reference Librarian for the Sciences and Engineering, Virginia Commonwealth University Libraries
Abstract: Personal Response Systems (PRS or “clickers”) have been used for traditional academic instruction in the sciences. With these systems, students use remote keypads to send their individual responses for a classroom question or assignment to a receiver computer, which tallies the results and displays them for both the instructor and the class. Possible advantages of these systems include improved student attention and engagement, real-time feedback of student comprehension and skill development, the relative anonymity of the system (which may encourage participation by some students), and instruction assessment capabilities.
PRS may not currently be used as frequently for library instruction because of the necessary technology investment. However, most library instruction is discontinuous in nature (usually one or a few sessions per semester for a given class or topic), when compared with traditional semester-long classes. This would seem to make the encouragement of student comprehension by using technology such as PRS more mission-critical for library instruction efforts.
This pilot program initiated the use of PRS in single-session library instruction classes. The system was built on an already-existing pedagogical foundation of live instruction in a computer classroom combined with online class content in a course management system (Blackboard), supported by video screencasts and RSS feeds. The instructional design of the system will be described.
16. Bioterrorism at UF: Exploring and Developing a Library Instruction Video Game for New Students (also in ppt)
Sara A. Russell Gonzalez (sargonz@uflib.ufl.edu) and Valrie Davis (vdavis@uflib.ufl.edu); Marston Science Library, University of Florida
Abstract: The use of video games in an academic library holds great potential for engaging and teaching students about library resources and information retrieval. We present the status of a project at the University of Florida to create an original computer game to supplement basic instructional classes for new students. The game development strategy is a multi-stage project with a basic game anticipated to be introduced in Fall 2007 to freshmen students and then a more graphic-intensive and complete game to be developed in the following year. Our initial game is a text-based interactive fiction written using the Inform 7 programming language. This platform was chosen because it is freely available, well documented, and has the ability to include simple graphics. The game play positions the player within a virtual academic realm of bioterrorism and intrigue. The player must use the UF library catalog and Academic Search Premier database to search for information and clues within the virtual scavenger hunt. Once programming and testing is completed (anticipated by August, 2007), we will make the game available over the internet and ask students for their feedback. With these results, we will then move on to developing a more graphic intensive and complete game, ideally in partnership with local game developers and programmers. This poster will present our learning objectives, development strategy, game plot and screenshots. We also will discuss considerations that libraries might face when exploring the idea of creating their own video game and advice for new game developers.
17. Analyzing the student research cycle with ella, the Mount Holyoke College Electronic Learning Arena
Sarah K Oelker (soelker@mtholyoke.edu) and Mary P Glackin (mglackin@mtholyoke.edu), Mount Holyoke College
Abstract: The Science Librarian and Science Instructional Technologist at Mount Holyoke College have analyzed the ebb and flow of student use of research tools through the academic year. A Science Research project site to support independent study and thesis research students was developed in ella, the College's new Learning Management System powered by Sakai and already heavily used by the student body. Students in their sophomore through senior years who were taking independent study (IS) courses throughout the sciences were enrolled in the project site, and invited to use it to further their research.
Traditionally IS students had been invited in October via email to make appointments with the Science Librarian or Science Instructional Technologist to discuss any research needs. In October 2006, we offered students both the usual independent appointments and the resource site. The site was developed to increase flexibility in responding to the needs of student researchers; it offers links to subject research guides, tips on reading and evaluating scientific literature, information about inter-library loan, and instructions on using the college's web-based bibliographic software and database alert services. The site is available anywhere and at any time, tracks student visits, and can be expanded in future to include threaded discussion and chat forums, RSS feeds, an event calendar, and slideshows. Here we present assessment of student contact preferences, student evaluation of site content, and analysis of site traffic through the year.
18. Enabling technologies in the corporate world
Maureen Longstreth (MaureenLongstreth@Rohmhaas.com) and Sue Jones (Susanjones@rohmhaas.com), Rohm and Haas Company.
Abstract: Rohm and Haas is a Fortune500 specialty materials company. The Rohm and Haas Knowledge Center includes our corporate library. Our organization serves our global population - a network of more than 100 manufacturing, technical research and customer service sites in more than 27 countries, with sales in over 100 countries. As a single location, based in Philadelphia , we do not provide 24 hour live coverage. As a result, our web site is our “face” to many of our customers. We use many tools to communicate with and teach our fellow employees.
This poster will illustrate the collaborative technology we use to broaden our reach through webcasts, virtual meetings, instant messaging, web videos and other tools.
We continue to experiment with blogs, communities and collaboration areas to determine their best use within the company. We train our customers to find wikis, blogs or podcasts resources externally on the internet and to use them effectively. We currently run two blogs – one is an evaluation of new search engines and search technologies and the second is a general interest broad spectrum decade-old (for us) “what's new and interesting inside and outside the company.”
The confidential needs within the organization determine which tools we implement. We continue to look for products, techniques and tools that will enable our customers to make better, faster decisions.
19. Use of Wikis and Macromedia Breeze in Chemical Information and Cheminformatics Instruction at Indiana University
Gary Wiggins (wiggins@indiana.edu), Indiana University
Abstract: In 1991, McGraw-Hill published the book Chemical Information Sources , an innovative textbook that included a disk with a database covering some 2500 reference materials and the software to search it. The database was later converted to a Web-searchable format, the Chemical Reference Sources Database (http://www.oscar.chem.indiana.edu/cfdocs/libchem/crsd/crsdintro.html), and the lecture notes for the Chemical Information Sources class were placed on the Web. In 2006, all instructional modules associated with the course were converted to the Wiki format, thus allowing others to contribute to the material. (http://cheminfo.informatics.indiana.edu/cicc/cis/index.php/Main_Page).
Wikis are also used for courses in the IU School of Informatics graduate cheminformatics degree and certificate programs, for example:
These are two of the four required courses for the Graduate Certificate in Cheminformatics, as well as for the MS in Chemical Informatics and the cheminformatics track of the PhD in Informatics degree programs. Distance Education at IU is facilitated through the use of Macromedia Breeze. The technology in use allows the lectures and slides to be recorded for later playback by DE students. The poster will cover the main features of the underlying techniques and some of the problems associated with their use.
20. Teaching in Two Places at the Same Time Using Macromedia Breeze (Acrobat Connect)
Pam Enrici (penrici@d.umn.edu), Engineering & Medical Librarian, University of Minnesota , Duluth
Abstract: This poster will illustrate the use of Breeze (now Acrobat Connect), an interactive web conferencing software to do hands-on teaching in two separate labs separated by 150 miles. The University of Minnesota Biomedical Library and the University of Minnesota Duluth Library with the National Training Center & Clearinghouse of the National Network of Libraries of Medicine cooperated to run a two day hands-on training session on PubMed and several other NLM databases using Breeze software. The poster will show some of the issues involved in setting up the remote access in multiple locations and the pros and cons of using interactive web conferencing software to teach library skills.
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