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LILAC Spring Workshop: One Shot Wellness Exam
LILAC Spring Workshop: One Shot Wellness Exam
LILAC’s Spring Workshop is on Friday, June 9th, 1pm-4pm at Guttman Community College [goo.gl] in Manhattan. Our theme is “The One Shot Wellness Exam” and we are taking as inspiration a recent issue of College & Research Libraries [crl.acrl.org] dedicated to one shot library instruction. Although it remains the core of library instruction programs, many librarians feel ambivalence toward the one shot. A variety of perspectives is represented in C&RL and LILAC’s Spring Workshop will feature an introductory panel discussion, facilitated conversations about specific articles (no advance reading required!), and an opportunity to socialize and enjoy refreshments with colleagues. The event will feature three facilitated discussions on the following articles:
- Library Tautology: A Reenactment of the One-Shot by Nora Almeida; facilitated by Julie Turley, Kingsborough Community College (in person breakout room)
- It Doesn’t Matter How Many “Doses”: One-Shots Aren’t Cures by Michele Santamaria and Jessica Schomberg; facilitated by Emma Antobam-Ntedukzi, Bronx Community College (Hybrid break out room)
- The power of presence: One-shots, relational teaching, and Instruction Librarianship by Veronica Arellano Douglas, Joanna Gadsby; facilitated by Letitia Hazell, Baruch College (Online break out room)
Don’t miss this exciting event! Please register in advance. We may even walk across the street to Bryant Park afterward and hang out! We hope to see you on June 9 and please feel free to reach out with any questions.
Welcome to Fall 2022
Welcome to the fall 2022 semester! LILAC meetings will continue virtually until further notice. Future meeting dates are: 9/13, 10/18, 11/15, 12/13. We look forward to chatting with you about instruction and working on our new projects.
Best,
Sharell Walker, LILAC Co-Chair
LILAC Instruction Chat 2/23/21
On this installment of the LILAC Instruction Chat, we heard from Emma Antobam-Ntekudzi, on her experience conducting instruction for a Nursing 100 (Gerontology) class.
The class was tasked with finding evidence based practice research with very specific criteria (authored by a nurse, published in a nursing journal, published within the last 7 years, etc.). The traditional approach to this course included a one shot session with a librarian followed by appointments with individual students or groups who needed more help. The sessions were more demonstrative with scheduled follow ups expected later.
Challenges to the session included the short time constraints, the difficulty of the research parameters and too much time spent reviewing citation tools like Refworks rather than learning and attempting the research process. The students also proved challenging as they had different levels of experience in research, were often hesitant to research things of their own interest (more interested in finding and writing about an easy topic to research) as well as anxiety about the course load of the nursing program in general.
Instructor Emma Antobam-Ntekudzi decided to change the format of the session in the hopes of creating more time for group work and conversation. The instructor divided the session equally between a lesson and group work. The instructor demonstrated how to use the PICO model (Patient/Population/Problem, Intervention, Comparison, Outcome) to identify sources as well as explaining what an evidence based research article includes. Students were asked to conduct research and then answer specific prompts: provide article citation, what were your keywords, does the article have methods, result, and conclusion (Evidence Based Research), what journal is it coming from, and lastly an explanation of the article based on the abstract. While some groups were able to complete the assignment, others were not.
Future suggestions for the session include additional sessions to spend more time helping the students, requesting more session time from the professors, reviewing and discussing the assignment parameters with the nursing program, and creating a flipped model to give the students more time to observe and learn the research process before arriving to the session.
