dynamic duo: reference and instruction are better together
TRANSCRIPT
DYNAMIC DUOReference and Instruction Are Better Together!
Amanda Folk, Anna Mary Williford, Kelly Bradish, & Amanda MillerMillstein Library
University of Pittsburgh at Greensburg
Credit: Diane Hughes
How Instruction Informs Reference
• Assignment Binder• Specific Products Demonstrated• LibGuides
Pass Information
Along
• Advertise individualized reference services (A Team LibGuide)
Captive Audience
Students’ Perception of Librarians
Strongly Agree Agree Disagree Stongly Disagree
NA0
500
1000
1500
2000
2500
3000
Q9-After the session, I feel comfortable coming to the library to use their resources, or ask for help from a librarian
Results
Instruction SurveyFall 2010
to Spring 20154,219 Responses
How Reference Informs Instruction
•Stuck students → update instruction, tutorials to “unstick”
Frequently Asked Questions
are key!
•Instructor might not arrange session without contact and evidence of need
FAQs could result in new instruction
sessions
Reference: Get Details!
Think of reference consultations and
interactions as informal teaching
opportunities.
Gather information & look for patterns!
Class, instructor, assignment
> ask to copy, scan, take a photo
Talk to instructors!
> clarify assignments
> share with colleagues
Future Plans: Research Collaboratory
Current Space Perceived Future Space
Research Collaboratory
Purpose: ◦For the use of librarians and students during research consultations◦Devoted quiet space for students to discuss and work with librarians on their projects
Goals: ◦To use this space as we continue to offer more one-on-one or small group research consultations with students
Future Plans: Warner Classification System
◦Developed by Warner and colleagues at Eastern Carolina University’s Health Sciences Library to better gauge staff resources necessary in answering reference questions
◦Warner Model will help us to more accurately assess informal teaching activities embedded in our reference services
Warner, D.G. (2001). A new classification for reference statistics. Reference & User Services Quarterly, 41(1), 51-55.
Warner Classification SystemImplementation: Fall 2015/Spring 2016
Need:◦Current system of collecting reference transaction information does
not detail specific question, nor does it differentiate between basic/intermediate/complex reference questions
◦Current system does not accurately reflect type of informal teaching that librarian provides
Goals:◦Improve informal instruction we provide for students through
reference◦Understand how our reference services add value to students’
experiences
Questions?◦ Feel free to contact us!
Amanda Folk ([email protected])
Anna Mary Williford ([email protected])
Kelly Bradish ([email protected])
Amanda Miller ([email protected])
◦Or visit our LibGuide!
http://pitt.libguides.com/ateam