To view Educational Initiatives at the Claremont Colleges Library: Five Branches - Mind Map please update your browser.

Educational Initiatives at the Claremont Colleges Library: Five Branches

Planning and discussion capture map used in a library-wide conversation about Educational Initaitives at the Claremont Colleges Library, 11 July 2011. Large-group discussion listed current initiatives at the CCL in each of the five areas, then small breakout teams developed ideas for future directions in the five branch areas, then developed an action plan for one idea to share with the full group.

1 - Outreach

Definition from our outreach discussion (borrowing from the excellent definition Gale provided before the outreach discussion) In "Reaching Out: Programming and Partnerships," Carol Lee Anderson defines outreach using a quote from a 2005 article: "Outreach is the process whereby a library service investigates the activities of the community it serves and becomes fully involved in supporting community activities, whether or not centered on library premises." Examples of outreach: Increasing the library's presence on the 7 campuses' websites. Producing and distributing marketing material. At table: Sean Stone, Sara Lowe, Cindy Snyder


librarians know their stuff

partnerships with faculty

embedded as college librarian

conversations with deans, faculty, registrars and other academic units re: capstone projects


creating digital collections for teaching and learning

conference/events at 7cs

lectures (discourse)

participating in faculty development workshops

orientation involvement

featured in college brochures, promotional materials

our web presence on 7cs sites

faculty delivery of materials

collections cited in faculty research


posting finding aids on oac



advertisement in student publications

"" "" in faculty publications

re-start "connections"

raise presence in 7c web pages

better marketing "lib as learning tool"

on-site hours/instruction in dorms

concept. assessment. follow ups. impact on stakeholders. create "personal librarian" image. working with students to identify ideas that they are interested in. go through proper channels to find space, etc.. dorms tend to have floor meetings, etc that have content. having a discussion about ideas we should share. come up with libguide tailor-made to session. post-instruction survey. end of semester survey. assessment of GPA by floor. competition showcasing "librarian as secret weapon". developing on-site presence as personal librarians. sakai site, etc.. librarians: more hours. RAs: content filler. faculty: improved student achievement. students: opportunity to interact in smaller, informal environment, showing that the library is not space-dependent.

visiting faculty meetings

more camtasia, etc. videos

2 - Instruction

Definition: Teaching students, faculty and staff how to use and evaluate information resources to find appropriate information for their research, etc. Examples: Going into classes and doing formal instruction sessions. Working with students in one on one consultations. Drop in sessions. At table: John McDonald, Chris Jones, Kathy Trcopan, Adam Rosenkranz


research appointments

classroom instruction


teaching classess in-library (special collections)

follow-up workshops

lectures (discourse)

support faculty instruction

supporting sakai with library/research materials

curriculum development

faculty workshops

one-shot workshops re: open access, etc.

drop-in workshops re: refworks

staff development workshops

providing students spaces for study/instruction


instruction curriculum focused on the process of research literacy as opposed to course-specific content. instruction focused on skills such as information management, information evaluation, specific software. action plan: pilot project. impact. effectiveness. select a population (department, 1st year students). talk to faculty/dept heads to gain access. survey population to discover information literacy needs. develop an instruction program based on needs. librarians: more, different types of development and teaching work. faculty: improved student skills. students: improved skils. post-instruction survey.

3 - E-Learning

Definition: Instruction accomplished through an electronic device. Examples: Producing library videos for distribution on youtube. Designing and constructing quizzes to test students' information literacy skills and distributing through a Sakai course page. At table: Bonnie Tijerina, Allegra Gonzales

Current. Future. libguides. digitizing primary resources. videos on youtube. library research tutorial. chat reference. user-friendly/flexible/embeddable discovery interfaces. graffiti, etc. via QR codes. providing support for/access to refworks, zotero. laptops and materials access. e-content. creation of original student content. Keck 2 video capture equipment for distance learning. continuous discovery & dissemination tools. web tutorials embedded at the point of need (libguide link & list). find out what faculty want & use (instead of assuming). action plan:. impact. data gathering: surveys, investigating what students are puzzled by, looking at chat logs, having anecdotal conversations about needs. prioritize needs: assess best tools and methodologies, deploying and assessing their impact. means of rating videos (did you like this? yes or no - no would redirect to ask a librarian...). less frustration. fewer questions.

Feedback Boards

Attendees responded to two whiteboard questions at the beginning of the event: 1) Name one way the Claremont Colleges Library currently supports student learning 2) Give one suggestion for a continuing education topic or event you'd like to see offered in the coming year.

CCL Learning Support. Prof Dev Suggestions.

5 - Assessment

Definition: Anyway we measure the effectiveness of anything we do (at the library). Examples: Instruction statistics. Survey at end of in class instruction session. Self assessment/self reflection after working with a student(s). At Table: Gale Burrow, Kimberly Franklin, Char Booth

Current. Future. instruction statistics. end-of-class survey. reflection or self-assessment. noting repeat customers. applause-o-meter. informal pre-assessment (class, audience, etc.). accreditation review (wasc). 2-question follow up (past in-class assessment). concept/curriculum mapping. live polling in-class (poll everywhere). prezzies/swag. consider levels/tiers of assessment (pre-, post-, programmatic). better integration of IL into curriculum and assessment across the curriculum. assess student work. standardized surveys, quizzes that are centrally tracked (google forms, surveymonkey). formal & informal pre-assessment of classes (through faculty communication, etc.). self-assessment. peer observation. library instructor portfolios. large-scale cross-college user survey (on all aspects of library/academic/technology engagement). action plan. impact. demonstrate effectiveness. early spring administration. tool developed by team of librarians in collaboration with office of instituional research (lead college model. use surveymonkey. pursue IRB exemption/approval. provide incentives for each campus. identify administrative support needed. campuses: valuable for accreditation, data could support offices of educational technology, etc. library: demonstrate responsiveness to students, better insight into user populations. quantify library's impact on student learning. use results to improve future planning.

4 - Professional Development

Definition: Anyway we measure the effectiveness of anything we do (at the library). Examples: Instruction statistics. Survey at end of in class instruction session. Self assessment/self reflection after working with a student(s). At table: Natalie Tagge, Sheree Fu, Lisa Crane

Current. Future. know your stuff. conference attendance. reading articles. internal staff workshops. formal/informal learning from constituents. sit in on classes, audit, etc.. email "barrages". big convos. thank you john. access to lectures, campus activities. professional development library. web seminars. self-scrutiny via video and peer input. encourage, support & reward publications & presentations. workshops on p & p. workshops on communicating and collaborating with faculty. book/journal reading club. assessment workshops. workshops, etc. to share expertise with colleagues. know your colleagues - be proactive in sharing expertise with colleagues on "new -ologies". create a knowledgebase Q/A. foster open/supportive environment for learning new things. emphasize professional develoment as an essential/institutionalized/organizational goal. action plan. start by forming small committee to define purpose. decide on platform (sakai, etc.). do informal scan of colleagues and types of questions that need answers. create a formal survey to reinforce or draw attention to specifics. set it all up (administration, moderation, marketing within and outside of institution. assessment - are questions/answers high quality and meeting needs. impact. librarians: on committee, those moderating, etc. would have increased work (but still low impact), could be voluntary participation.