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Alright, maybe it is not that powerful, but at least, useful.
In my college days, professors’ lectures were mostly verbal and sometimes aided by a blackboard. The professor would either talk my head off throughout the whole lecture non-stop making me take notes busily in the fear that I might otherwise miss some important things, or in a better situation, write some key points on the blackboard with a chalk but I, occasionally if not often, had to do a guess work due to an individualized handwriting. Sometimes, the professor might use a slide projector making things a little better, but I still struggled with the handwriting on the slides. I never had a class that featured in PowerPoint presentation because that was in the last century, a long time ago before PowerPoint came into common use in classroom teaching. Thanks to technology that makes teaching both verbal and visual.
My first attempt to use PowerPoint was in 2002 when I was engaged in a summer teaching exchange program between CUNY and Shanghai University in China. The two courses that I taught, Introduction to Information Sources & Services and Using the Internet for Research, had two hundred students in each. Class size was incredibly large compared with the American’s (we have an average class size of 25 at York), partly because the students were interested in the course contents (and partly … hey, it’s a populous country.) The classes would be held in a large lecture-hall and I would have to use a microphone to deliver lectures. All seemed okay except it might be difficult for students sitting in the back to take notes from distance. Then I discovered that the room was equipped with a computer and a projector for the lecturer. I decided to try to use PowerPoint instead of using a traditional blackboard. However, I was a novice user and knew little about the software. Fortunately, my teaching assistants, assigned by the university, were tech savvy. They taught me the basics and showed me some useful tips. (Off the topic: they also helped me “climb over the wall” because some databases and websites were blocked by the so-called “Great Wall”, a government-backed internet filtering system, but I needed to use them for classroom demonstrations.) All lectures went smoothly and the university was pleased to see the students learning outcomes. Since then I have used PowerPoint frequently.
It must be stated that I am no expert in the full spectrum of PowerPoint universe but a happy user of it. In my practice I enjoy the following benefits from using PowerPoint to teach one-shot library workshops.
It is visual
In addition to our talking, students can enjoy the graphs, diagrams, tables, images, and photos that are visually descriptive in effective ways. Thus, the students can get a better understanding of our points.
It is multimedia
We may use Animations, Transitions, Audio and Video files to enhance the presentation and to enrich user experience.
It has multiple usages
We can save the PPT file as PDF and make it handouts for students to use during the session and/or for future reference.
It makes it easier for students to take notes
Students never need to guess what’s on the projected screen since the text is typed.
It is more than a local file
We can hyperlink reference databases and websites to introduce sources from our library’s subscribed databases and on the Internet, and access relevant information with a click of the mouse.
I also recommend the following tips.
- Use large fonts for both heading and text for easy reading.
- Use timed presentation if you are good at time management.
- Use click-controlled presentation if you want to have more control over slides.
- Don’t use the background color that is too similar to the text color.
- Don’t use too much text on a single slide.
Attached here is a sample PPT file which I use for orientation workshops.
Taking a bit of time this summer to catch up on my professional reading, particularly as it relates to instruction, I once again happened across The Roles and Strengths of Teaching Librarians (approved by the ACRL Board of Directors, April 28, 2017). I had observed the advent of this reimagining of the 2007 Standards for Proficiencies for Instruction Librarians and Coordinators a little more than a year previously, while in the throes of an end-of-semester blur, but at the time I had filed it away as something to come back to when I could afford it closer attention.
The document describes shifts in thinking about teaching in libraries, precipitated in part by the shift from Standards to Framework in thinking about what and how we teach. Our profession has seen a rapid evolution of skills and responsibilities, and there was a desire to articulate a perspective inclusive of the broader range of work that is being done, the variety of institutional contexts, and the different ways we practice teaching-related work in libraries across our careers. The new document provides a conceptual model of seven roles, and a description of the strengths a librarian might need in order to thrive in each of those roles: advocate, coordinator, instructional designer, lifelong learner, leader, teacher, and teaching partner. The document stresses that these roles can and often do overlap, that individual librarians may find they identify with some of these roles more strongly than with others, and that it is not necessary (and may even be a little crazy to think) that any one librarian would or should possess all of them.
The document suggests certain benefits to this re-conceptualization. If you’ve ever found it challenging to describe the sometimes unique and somewhat abstract teaching work you do, this new model may help you name, describe, and situate your practice relative to the other work of the academic enterprise. Four to eight strengths are listed relative to each of the seven roles. For example, as a teaching partner, you may “[bring an] information literacy perspective and expertise to the partnership,” and as a lifelong learner, “[actively participate] in discussions on teaching and learning with colleagues online and in other forums.” If one goal is to be able to think about and talk about the myriad ways we support learning in libraries, this tool has a lot of flexibility. However, the idea that struck me most in reviewing the document is the notion that, with a reinvigorated and perhaps clearer conceptualization of the teaching-centered practice of academic librarians, we might ask ourselves the question: what new things can I do? As acknowledged by the framers, this document is both reflective of actual practice and aspirational.
As a bonus, I also found myself interested by the process of the revision task force – how they actually arrived at the conceptual model, roles, and strengths. So I encourage you to take a look, if you haven’t already. There’re still a few weeks left before the end of summer and the beginning of chaos.
“Information literacy is defined as a process by which students come to
- Recognize when they have a need for information
- Identify the kinds of information needed to address a given problem or issue
- Develop a search strategy and find and evaluate the needed information
- Organize the information and use it effectively to address the problem at hand
- Use the information legally and ethically.”
From the CUNY Council of Chief Librarians’ White Paper on Information Literacy, 2001.
“An information literate individual is able to:
- Determine the extent of information needed
- Access the needed information effectively and efficiently
- Evaluate information and its sources critically
- Incorporate selected information into one’s knowledge base
- Use information effectively to accomplish a specific purpose
- Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally.”
Information Literacy (Association of College & Research Libraries)
Gateway to information including an overview of information literacy, standards and guidelines, resources and professional activity. Includes Information literacy in a nutshell for faculty and administrators.
Information Literacy Section (IFLANET) Promoting international coordination in information literacy education.