chia - assessing models of library instruction: a case of ntu libraries
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Accessing models of library instruction: a case of NTU LibrariesAccessing models of library instruction: a case of NTU Libraries
Janice Chia (email to: [email protected])
Nanyang Technological University Library, Singapore
Presentation for LILAC2011 conference
20 April 2011, London, United Kingdom
OverviewOverview
About Collaborative Information Literacy Programme Model
o Abouto Review
Library Instructional Matrix V.1o About, Objectives, Featureso Review
Matrix V.2o About
Reflections Moving forward
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About NTUAbout NTU
NTU is an internationally reputed research‐intensive tertiary institution. Our broad‐based education covers science and technology, business and the arts, entrepreneurial and leadership skills to prepare students for the global working world.
+ 200 hectare residential campus with excellent amenities+ 23, 480 undergraduates and 10,000 graduate students from 72 countries+ 3,290 faculty and research staff from 72 countries
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About NTU LibraryAbout NTU Library
+ 7 Libraries at different locations around the campus
+ Professional staff dual role – subject & operational role
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About Instructional Services Division (ISD)About Instructional
Services Division (ISD)
• Formed in 2004
• Subsumed under Scholarly Communications Group in 2010
MissionEnsure the provision of quality campus‐wide library instructional programmes
so that students and staff of the university are empowered with the
necessary information literacy skills for their study, research, teaching
and work; thus enriching and contributing towards their advancement of
knowledge and lifelong learning.5
Online
Administrative Support Instructors
Technology
E‐Learning Platform ‐edveNTUre
Face‐to‐face Reach Face‐to‐face
1st year & 2nd Year Undergraduates
3rd & final Year Undergraduates
Postgraduates
Information Searching Skills workshop
Advanced Research Seminar (Literature
Review)
Doing Library Research Workshop
Subject Tutorial
Resource Specific Workshop
Research Consultant
Colleges
CED
Library Instructional
Services Division
Subject Librarians
reSearching Information
Quest
Collaborative Information Literacy‐ Programme ModelTaken from: “Enhancing Student’s Learning and Research with NTU Library’s Innovative Information Literacy Programmes”
by Akbar Hakim & Jean Koh, Presented in A‐LIEP Conference, 3 – 6 April 2006
Collaborative Information Literacy‐ Programme ModelTaken from: “Enhancing Student’s Learning and Research with NTU Library’s Innovative Information Literacy Programmes”
by Akbar Hakim & Jean Koh, Presented in A‐LIEP Conference, 3 – 6 April 2006
Enablers
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About Collaborative Model
About Collaborative Model
• Comprehensive and incremental model
• Consolidates and rationalizes past programmes into a structure suitable for learning and research environment of the university
• Clear identified Primary objectives:
– To empower students with necessary information seeking skills to explore, find and exploit information that they need for study, research and work
– To equip students with added intellectual skill for lifelong employability
– To enrich the lifelong learning experiences of students
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About Collaborative Model
About Collaborative Model
• Learning outcomes clearly identified
• Role of Subject Librarians is crucial enabler of all instructional programmes
• Requires advocacy and support from collaborative partners within schools, university departments and student bodies.
• Leveraging on Technology to deliver information literacy programme anytime and anywhere – Researching InfoQuest
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Librarians – Dual RoleLibrarians – Dual Role
Other Subject Liaison
Business Law Subject Liaison
Psychology Librarian Subject Liaison
Mechanical and Aerospace Engineering Subject Liaison
Acquisitions
Operational Role ‐V
erticalSerials & E‐Resource
CirculationPromotion
Scholarly Comms &
InstructionalTechnology & Systems
Bibliographic Services
Subject Librarians ‐ Horizontal
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Review of the Collaborative Model
Review of the Collaborative Model
• Foreign students & staff have increased, hence different set of challenges when designing and delivering instructional programmes
• Millennia to Z Generation – diversified learning styles
• Require blended mode of delivering instruction that appeals to diverse needs and level of understanding
• Constant evolution of technology
• How to extend reach of instructional programmes beyond those who have not been reached – both students & staff?
• How to increase number of people who attended our sessions?
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Reach1st year & 2nd Year Undergraduates
3rd & final Year Undergraduates
Postgraduates
1. Awareness
2. Research
3. Subject
4. Tools
1.11.3
1.6
1.21.5
1.81.4
1.7
2.12.3
2.6
2.22.5
2.82.4
2.7
3.13.6
3.9
3.43.83.11
3.73.10
4.14.4
4.7
4.34.6
4.94.5
4.8
2.9
3.2 3.5
4.2
Face‐to‐face
Information Searching Skills workshop
Advanced Research Seminar (Literature
Review)
Doing Library Research Workshop
Face‐to‐face
Subject Tutorial
Resource Specific Workshop
Research Consultant
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Library Instructional Matrix V.1 ‐ AboutLibrary Instructional Matrix V.1 ‐ About
• 39 bite‐sized programmes• Divided into 4 tracks:
o Awareness: To develop a complete awareness of NTU Library resources and services
o Research: To develop academic research skills – information seeking, understanding citations, plagiarism, research methodologies
o Subject: To develop understanding of information structure and management that is specific to various subject discipline
o Tools: To develop skills and competencies to retrieve needed information from various systems like library catalogs, interdisciplinary databases, internet
• Mix and Match• With clear objectives, target audience and time required for each
module. • Library staff ‐ customize class according to the needs/audience• Faculty – request customization for class to be conducted for students
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Library Instructional Matrix V.1Library Instructional Matrix V.1
Objectives
• To provide comprehensive list of instructional courses offered by NTU Librarians
• A guide for students to complement face‐to‐face instructional sessions
• A guideline for new instructors on board
• Flexible Information Literacy framework for the faculty to choose from
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Library Instructional Matrix V.1Library Instructional Matrix V.1
Features
• List of instructional courses/workshops grouped under four categories catering to a variety of research needs of NTU students and staff
• Each course comes with a unique Tag Number, Information Outcome, Brief Objective and Estimated Time duration
• Web version of the menu comes along with Online Tutorials, Lesson plans, Notes, Worksheets, Supplementary reading list and more
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Findings of Matrix V.1Findings of Matrix V.1
• Conceptually suited for a larger infrastructure with more resources
• Well received by constrained by limited instructional facilities & resources
• Competing priorities with new schools hence new libraries
• Lack of continuity of leadership – went through 4 changes to date!
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Transition between V.1 & V.2Transition between V.1 & V.2
Instructional facilities
Instructional posters
NTU libraries YouTube videos
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Matrix V.2Matrix V.2
• Update the matrix – to V2
• Update the list of classes we have conducted
• Include column for Medium – Graphic (Print posters, online flyers)
– Video (online)
– Instruction
• Target group is beyond students, to include Research Staff, Faculty and Administrators
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Matrix V2Matrix V2
Workplan• Phase 1 – May 2011
– Inventory list of all classes – Assign them according to 4 tracks– Put in place workflow to “label” new classes with tracks
• Phase 2 – June 2011– Update Matrix V2 with list of classes– Increased emphasis on Scholarly Communication Related
instruction. Target research staff, administrators– Update Media Column– Identify and phase out modules
• Phase 3 – July 2011 onwards– Schedule master calendar– Communicate to heads– Roster classes– Include in Master Calendar
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ReflectionsReflections
• Need for continuity of plans
• Documentation and follow up
• Evolving matrix
• Matrix is living document
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Moving forwardMoving forward
• Clear objective for each module
• Commit to scheduling a date for each class communicated
• Obtain buy‐in from respective Subject Heads
• Continue to Champion, Support, Facilitate & Enable all instruction classes
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New web structure/page
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