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The Story of the Bowman Library Research Skills Tutorial
- 1. The Story of the Research SkillsTutorial Bowman Library Menlo College
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- 3. A bit ofhistory ï Library skills tutorial became General Education requirement for 2005-2006 academic year ï Old TILT-based tutorial called
- 4. Big Picture Goalsfor Tutorial: ï Apply to life and job skills as well as academic â making students know they will use these skills after college ï Describe the kinds of information, how each is used and packaged, and authority of producer ; the academic publishing and research process ï Explain the studentâs role in research process
- 5. Goals of ourtutorial: ï Incorporate tools and services of library web site; provide visual recognition ï Explain subscription resources & their availability at public libraries after graduation ï Act as a foundation for information literacy skills with mini-modules on specific topics that could be revisited ï Assess student skills with varying levels of difficulty for quizzes ï Be relatively easy to update later on
- 6. User-oriented Goals: ï Beengaging to Menlo students/not cutesy ï photos include Menlo students, faculty, assignments, & places ï focus on business & psychology ï Use timely examples that differ from module to module ï Be easy to use ï Provide definitions of library lingo ï Provide estimated time to complete modules ï Provide a place for feedback
- 7. Reviewing existing tutorials GoogleDocs Survey
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- 9. Surveying Bowman Librarians SampleQuestions Sample Answers
- 10. Creating content ï Fromoutline to PowerPoint
- 11. High level tutorialcontent
- 12. High level themeconcepts
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- 14. Recurring content ï Interactiveopportunities for practicing of skills ï Try it! (Concept check - not graded) ï Where you, the student, fit in
- 15. Borrowed content ï Scholarly/popularsources interactive segment (mod.1) ï CRAAP criteria for evaluating websites (mod. 4)
- 16. Quizzes ï Read literatureand education sites for suggestions on quiz writing ï Quiz taking becomes learning experience for student because the quiz responds back to student and offers ability to retry questions
- 17. Videos ï Writing scripts ïFinding/creating images ï Technology trial & error & training ï Tools ï Powerpoint ï Camtasia (video & audio production) ï Jing (screenshots & web-friendly, fast- loading images) ï Smartphone camera (instant uploads) ï Techsmith.com (primary video hosting) & YouTube
- 18. Production ï Worked remotelywith Sarah via shared files on a server to which she had access ï Design and coding ï Collaborative feedback via e-mail
- 19. Usability testing ï Testedwith 3 freshmen ï Script, observation ï What we changed ï Less text per slide ï Added slide numbering, you-are-here navigation ï Quiz revisions
- 20. Timeline Summer 2011 --brainstormed; looked at other tutorials Fall 2011-Spring 2012 -- refined content; online course in producing tutorials; design concepts Summer 2012 -- recorded videos; more content refinement; design; production of site Fall 2012 -- usability testing; minor refinement January 2013 -- rolled out finished tutorial
- 21. Post-Production ï Assessment ï Testresults file ï Freshman completion rate at 89.4% ï What we might do differently ï Length ï Less elaborate, shorter videos ï Repurposing an existing tutorial ï Current technology changes?
- 22. Contact info ï SarahClatterbuck (sarah at secadvertising.com) ï Linda K. Smith (lsmith at menlo.edu) ï Lisa Velarde (lvelarde at ccsf.edu)
Editor's Notes
- #2Â Start by showing intro video
- #3Â LS
- #4Â LS gives very brief explanation of what we had and how we decided to scrap Woodie and do a completely new tutorial
- #5Â LS - Tutorial always viewed as laying fdn for our teaching of course-specific library sessions and our daily point-of-need reference interactions
- #6Â LS - Our ideas influenced by individual preferences, but also from experts in more than just info lit field -- e.g., a list of what a scholar needs by Karen Coyle, a library technology expert; Land and Meyerâs threshold concepts related to how students move from one concept to another in their thinking. Our library dean, whose expertise is collection development, weighed in on taking a broad overview of scholarly information and libraries
- #7Â LS - Tutorial always viewed as laying fdn for our teaching of course-specific library sessions and our daily point-of-need reference interactions
- #8Â LV - Mention that the entire process was very collaborative; small staff; everyone was involved. Explain what we did.
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