teaching from the web: constructing a library learning environment where connections can be made. - elmo overhead projector

In collaboration with the School of Management Science and Information Systems and Computer Science, librarians at California State University in Fullington developed a new course, "Introduction and demonstration of information technology ".
"This course has already been taught to 125-
As part of fuller's first-year startup program, there are 150 new students each fall in the last three years.
Several elements inherent in the course design and teaching process have contributed to changes in the library's large-scale formal teaching plan.
These include teamwork and feedback on team teaching, formal assessment and student assessment, and most importantly, the increasing use of the network
Based on resources and statusof-the-art technology.
This article will focus on the evolving nature of the teaching program, which is determined by the elements listed above as well as the innovative student experiments being carried out
Active learning methods.
There are three in California-
A hierarchical public education system that includes the University of California system, the community college system, and the California State University system that occupies the middle layer. The twenty-
Three state schools in California recruit top students
Third in the high school graduating class, offers bachelor's and master's degrees in traditional liberal arts and applied fields.
State University of California, fullerCSUF)
It is a large, diverse commuter campus located in Orange County, Southern California.
The campus is currently registered with 27,000 students.
In the coming years, as more than 700,000 students are expected to enter California's public colleges and university campuses by 2010, this enrollment will increase.
According to the Los Angeles Times1999)
New students will be more diverse than in the past, with a higher percentage of Latinos.
In addition to being a racially diverse campus, CSUF has a wide range of age reps in student groups.
Many students are transferred from community colleges to primary schools and many are more matureentry students.
In fact, less than 10% of the students per year are traditional 18-year-
A first-year student.
CSUF is a commuter campus that, compared to a built campus, faces inherent challenges of building community awareness and maximizing retention
It is easier to achieve campus connections in a traditional educational environment.
In order to further coordinate the educational process, the university is currently identifying the "scores of graduates of the University of California fuller "(
California State University, 1999).
These marks the distinctive features of CSUF education.
These features include experienced contributors in a team and collaborative environment, as well as graduates who are good at using technology for research, analysis, and presentation.
As a step towards achieving these goals, the university principals make technology a priority for our campus.
In 1997, an ambitious plan was launched to make the campus fully networked.
All the staff received the state-of-the-
An art computer with a set of universal programs and applications.
The Pollak Library opened a new library wing in July 1996.
The new building area has increased by 130,000 square feet, almost double the building area.
Seat Space increased from 650 to more than 3,000.
According to the president's technical initiative, the building is equipped with new computer workstations, docking stations, optical fiber-
Optical wiring and four well-equipped library teaching rooms.
The library is usually a campus leader in the launch of new equipment and programs and is supported by the large responsive library computer systems department.
These factors have contributed to the growth and expansion of library teaching programs.
The section has been discussing Dupuis since 1996 (1999)
Refers to "challenging the rapid changes in the continuous development of new teaching services and methods by teaching librarians "(p. 288).
Pollak Library has a very proactive teaching program that is designated as the first priority of the library.
The opening of the new building, its status-of-the-
Art instruction room for library teaching and Gresham (1999)
Called "dynamic learning environment "(p. 28).
There are now four rooms with different technical capabilities, not one with a portable projector.
The two rooms feature student computer workstations for 20 students or 40 students working in pairs.
These rooms feature ceiling mounted projection units and fully equipped teacher stations with computer consoles, ELMO projectors, video features and v-
A network control system that allows alternative teaching techniques.
Instructors can control all workstations, allow students to have local control over their computers, or project any device onto an overhead screen.
The other two rooms can accommodate larger classes.
With the exception of v-, each has a fully equipped Coach Stationnet system.
A classroom provides lecture seats for more than 150 students.
There are 70 rooms in the other room.
Five flat armchairs facing the screen and ten independent computer workstations around.
This room can be used in the lecture configuration, as well as working in teams with up to five students at each station.
The flexibility of this room provides a variety of teaching technology options for lecturers.
On the basis of the campus technology initiative and the increased facilities due to the expansion of the library, the library teaching program has increased significantly since 1995.
Prior to the expansion, 10 instructors were teaching 125 faculty members
Courses required per semester.
In the fall of 1999, 13 instructor librarians taught more than 300 courses in most disciplines and at all levels from remediation to Masters.
In addition to these courses, other learning opportunities includeon-
A research consultation, workshop and fuller's first year library section are presented below.
The experience gained over the past three years has given CSUF's guidance to librarians to innovate their students' expertise --
Technology-centricbased teaching.
In the CSU system, there is a strong initiative to incorporate information capabilities into the curriculum.
Librarians consider this a key skill for all students.
Our current teaching plan is developed with this plan.
Due to CSUF campus demographics, FULLERTON's first year program has been required to develop a stronger sense of community, improve the first year experience, provide students with the tools they need for academic success, and increase student retention rates.
The first year of Fullerton (FFY)
We designed a program to meet these needs.
With the support of the president of the university, the program is planned as an academic comprehensive year --
Long-term experience with the service learning component, which is open through the app to all incoming first year students.
In reading the application, the selection committee looked for interest, motivation and commitment and selected different cross-sections
Some students.
In the first year, the initial cohort of 125 students was widely described with 1997/98.
According to WalkerGuyer (1999)
The results show that these students do benefit from such an integrated community --rich program.
Most are 18 years old, over 65%
Caucasian, 75% female, many reduced to campus, and 27% worked more than 21 hours a week during the school year.
The comprehensive nature of this project links the curriculum with the central theme-
Education, social responsibility and community"-
Cross-disciplinary cooperation is encouraged.
Initial appeals were made by campus teachers and student affairs professionals who were interested in working together to develop the project.
The FFY plan is clearly aimed at several "hot plans" mentioned by ian uzzi "(1998)--i. e.
Students retain, learn the skills in the community and in the classroom (p. 99).
Thanks to the library's strong commitment to information capabilities, existing and very successful library teaching programs, and existing technical tools, the library is able to help make this initiative a success.
Due to the collaboration of the project, a team of six librarians applied for the project.
The FFY steering committee has not thought of including the library in the project before, but is aware of the potential value of having Library components.
The library continues to participate in the project, including a one-week summer planning retreat, forming alliances with subject teachers and student affairs professionals on campus, and increasing the visibility of the library.
The library team is paired with a faculty member from computer science (CPSC)
A faculty member in management science and information systems (MSIS).
Together, the group designed a course that included elements of each subject. -i. e.
Ability of information, computer and expression.
Introduction to Information Technology and demonstration in the new curriculum (IITP)
Designed to be two.
Unit class to be taught-
One hour a week for the fall semester.
There are six parts of the course, about twenty
There are five students in each section.
This course joins the roster of several other required courses planned for the FFY program and has been taught every fall for the last three years.
The school of MSIS and CPSC teaches computer capabilities, including Windows, e-
Email, Internet search and presentation skills including PowerPoint and Web creation.
This component is taught by a computer.
It is equipped with a classroom for 11 weeks.
Team of library teachers
Teach the distinction between e-library resources, popular and academic sources, explain and cite e-resources, evaluate Web information, and request books and articles electronically.
The six parts of this component are taught by one or two librarians each four-
Week in the state where the library is located --of-the-
Art computer classroom.
The library team works together to create and revise the syllabus in-
Class exercises, group activities, homework, final exams, and networking materials.
Use graded assignments and final exams to evaluate the student's performance in the FFY Library components.
These figures account for 20% of the total IITP grade.
The design and implementation of FFY and library instruction evolution FFY Library components initially reflects the experience gained in existing library instruction programs.
In the past three years, great changes have taken place in both.
Collaborate through issues such as evaluation, class structure and content, exercises and assignments of FFY library components, more students
The teaching-centered approach has developed.
During the following spring/General library teaching sessions, the ideas and techniques used during the FFY library components are tested and improved each fall.
The lessons learned from each other and the changes made have greatly strengthened their respective capacities.
The most important change is the increasing use of Web technology by students and teachers in all aspects of teaching plans.
Librarians have created a Web guide dedicated to general purpose and theme to increase general instruction.
FFY Library component course materials including syllabus
In the third year, classroom exercises and assignments were revised, and final exams were finally revised and posted online using Blackboard course information software.
The concept of assessment is at the heart of the entire teaching plan.
In order to determine which changes are desirable and to determine the effectiveness of the changes, various assessment techniques are used to measure the effectiveness of the student's learning and program.
These techniques include objective and subjective measurements such as class profiles, ratings, and student and project assessments.
More and more people think that network technology is the medium to evaluate students' ability to learn and acquire information.
In order to establish a file of FFY students, an evaluation tool was used to collect information about students' experience and confidence in technology and their attitude towards technology.
The data collected and shown in Figure 1 shows that FFY students who entered CSUF in 1998 were more familiar with computer and internet use than students who entered in 1997.
Although they are increasingly confident in their ability to use these tools effectively before class (see Figure 2)
, Measuring the performance of assignments and tests that students learn shows that guidance in the field of information ability is still needed. [FIGURES 1-2 OMITTED]
The content, structure and delivery of the teaching course the decision to include the FFY Library components in the IITP course affects the selection and delivery method of the library component course content.
While the component is designed to provide students with knowledge of the work of the library, students will be introduced to the Web whenever possible-
Not traditional paper-
Based on resources.
A dedicated network guide was developed to create a good environment
An Introduction resource and description material set that defines and manages.
The teaching of experience gained from this website guide has resulted in modifications to existing disciplines --
Specific guidelines for teaching websites, creation of additional teaching websites, and more students
Teaching is the center.
In the 10 th week after the computer components, FFY students came to the library and had a good foundation in computer Foundation and general Internet usage.
The syllabus of the library component clarifies the specific learning objectives of the four people
Week course module.
Students will learn to identify major library services and major collections and learn to access and use the electronic resources of relevant libraries.
These include the Library home page and the online public access directory (OPAC), basic full-
Text background resources, full text
Text articles and newspaper resources, as well as a subject --
Specific reference database.
Students can also use and evaluate relevant world wide web sites, distinguish popular and academic journals, interpret electronic bibliographic citations, and cite electronic materials.
In these three stages, these learning objectives are relatively small. year period.
However, the method used to achieve these objectives has been significantly modified.
Library home page and OPAC.
The Library home page is used as a starting point for introducing students to library services, materials and policies.
The students were briefly presented with general information on how to locate Library navigation aids such as floor maps, location codes, and library time.
After this virtual tour, the OPAC was briefly explored.
Students were then given a homework assignment designed to provide them with the practice of searching for OPAC and familiarizing themselves with one of the five key areas of the library: references, journals, audio-visual materials, course materials and two-story circulation books.
In this assignment, each student is required to go to one of the five designated areas, explore the physical environment, and identify any existing service points, such as a service desk or a re-placement area.
While in the area, they were asked to randomly pull an item from the shelf, find the record in OPAC and print it out.
This gives them a better idea of the connection between OPAC records and their fields and controlled vocabulary, as well as physical projects and their location in the library.
To ensure that they are able to read and interpret bibliographic records, they are also asked to use citations to find additional material in OPAC under the same subject title.
This attracts students more actively than traditional library hiking.
The following week, after this homework is
Students conduct group classroom exercises based on which of the five areas they have visited.
The students had time to discuss their findings and observations and to answer several pre-selected tips.
Then, the recorder for each group reports to the class, to everyone, including the librarian, a more solid picture than using an online map.
Homework and group exercises are provided for students-
From the perspective of the library and OPAC, unexpected challenges are highlighted.
Students are generally unable to select the required information from a formal bibliographic record, or provide complete information about the title and/or topic title.
Although much of the information required for the assignment is available online, such as location codes and floor maps, students often rely on information that is more readily available (and low tech)
Service desk personnel and signs posted by the elevator and other materials.
Evaluate the experience of Fullerton first year students and from dupuis (1998)
The motto "call it something they will understand, put it where they will find it" leads to the evolution of the home page (p. 16).
Twelve major links have been reduced to eight, providing more streamlined navigation.
In order to reduce the number of library terms, the language has been changed, making it easier for students to understand the page.
For example, "index/summary/Full Text-
Originally changed to "electronic information resources", now changed to "Find Articles", etc.
The "Introduction to library research" network guide originally created for FFY has been modified, expanded, renamed, and has a prominent place on the main page.
Based on fuller's first year of experience, the library overview given in most general library teaching meetings has also changed.
Most of the courses required by the college do not provide 8 hours of intensive library teaching.
As a result, introductory hiking becomes simpler and can sometimes be completely canceled unless they greatly increase the ability to complete a particular task. Instead, in-class hands-
The exploration of the home page is used to solve typical problems.
Students who have previously experienced the sometimes frustrating process of finding library materials are often excited and appreciated about the ability to access floor maps and location codes.
Web Evaluation.
In the first year of FFY, students were generally relatively inexperienced in using the web to find information.
Includes lectures/presentations of useful websites to show them the potential of the network for research purposes.
We made a change in the second year.
Due to the proliferation of information on the Internet and the increase in its availability, as well as the concerns of some teachers about the increasing use of inappropriate websites by students for assignments and papers, librarians have made students aware of the need for assessment, and jointly explore the method of evaluating the website.
There are many excellent Web evaluation resources.
The library team surveyed these resources and selected the criteria set by Jim capann in his "seven criteria for evaluating the site (1998).
These standards were modified with the permission of the Author, renamed "six criteria for evaluating the site" for presentation, applied by students in assignments, and in group exercises
The presentation modeled for the students demonstrates how team librarian can evaluate and rate two adolescent drinking contrast websites using seven criteria: authority, objectivity, accuracy, currency, content, relevance, and aesthetics.
For each standard, evidence is provided from the website to confirm the assessment.
This is a preview of their homework.
For homework, the student received one of the three versions of the homework;
Each version lists a different URL for the informative website that handles smoking issues.
Students evaluate and rate the website using seven criteria.
Previous group exercises on OPAC were very successful and library team members created a similar exercise for this assignment, allowing students to interact informally and discuss their assessments, and submit the group's consensus rating on its website.
Discussion was active when students defended their rankings with different evidence.
As the last Sholz-Crane (1998)
, What students need is more than a simple list of criteria for evaluating websites, which is provided by the modeling of assignments and subsequent group discussions.
The library team's review of the results of the final exam shows that students are at least aware of the need to evaluate the site.
In fact, exams also show a strong preference of students for the library subscription database that has been assessed and selected for them.
The "six criteria for evaluating the site" can be accessed from the home page and is now the basis for most of the guidance involved in network evaluation.
It turns out to be very popular with subject teachers who often ask for this learning module at General Library teaching meetings. Online Full-
Background source of text.
The core courses that Fuller ton first year students take in their first year experience vary in three yearsyear period.
In addition to the IITP and university 100 courses, other required core courses include basic English, political science, verbal communication, ethnic studies, mathematics and science.
In order to help students complete their assignments for written and oral presentations given in these courses, the library team decided to include two basic online complete teaching
Text background resources: online and CQ researchers in English encyclopedia.
Many students are familiar with encyclopedias and weekly publications and understand the structures and concepts associated with them, such as authority and currency.
In addition, both resources include reference examples, which makes it easy to introduce one of the learning objectives of the IITP course ---
Correct use of citation and style manual.
The students appreciated the ease of use and thoroughness of these resources and immediately grasped the utility of Britannica Online and CQ research in completing assignments in other introductory courses.
In the first year, both resources were presented at a class meeting and homework assignments were arranged for each student.
No hands-
Allocated practice time
Previous assumptions about students learning through lectures
The style presentation was challenged.
Students cannot immediately apply what has been shown and they find the lecture-
The demo is boring and takes too long.
Because they usually don't start doing homework until nearly a week after the demo, it's hard for them to navigate in both resources.
It is also difficult for them to explain the sometimes ambiguous wording.
Team librarians found these problems when scoring assignments that were considered relatively simple, but could not correct the misconceptions in a timely manner.
In response to some of these challenges, this learning module has been modified to include more active learning.
The demonstrations were kept short, followed by frequent practice searches and
Classroom exercises for modeling upcoming homework.
There are steps to practice. by-
Step instructions for navigating to the database, performing specific searches, and finding relevant information to answer practice questions.
This guided exploration activity that emphasizes mechanical processes rather than more conceptual thinking assures the library team that students can use resources effectively as directed.
Students actively participate, seriously and focus in the practice process.
Librarians are able to observe navigation problems in person, give helpful browser tips such as how to find words in a page and immediately clarify any misconceptions.
Difficulties in navigation and interpretation-
Screen information can be discussed and resolved for the benefit of the entire class.
Just like using Web technology, there are additional challenges.
License agreements sometimes exclude a large number of hands.
Due to the limitation of the number of users at the same time, it is in use.
Also, too many users sometimes slow down loading information to the screen.
Several techniques were used to solve these problems: for example, to have students work in two or three groups, or to have students volunteer or selected keyboards and project their work into the classroom.
In addition, due to the mobility of the network, resources often change without prior notice.
This requires designing or reviewing exercises and assignments that are as close as possible to class hours.
Thanks to these experiences from FFY, great changes have taken place in our general library teaching curriculum.
Most libraries now teach hands-on operations.
In practice, the student keyboard, the formal
Strengthen the course materials and help students develop and apply the classroom exercises and group work of information ability skills.
This usually means covering less in any meeting, but assuring the librarians that the student will learn the content of the exploration more effectively and that they will prefer those meetings.
Our experience confirms the conclusions of Bren, Hilleman and Topp (1998)
Use a guided hand
Increase students' retention of information in methods. Full-
Extensive index of journals and newspapers.
In order to achieve several other learning goals, the electronic full text is introduced to the students.
Text articles and newspaper resources including ASAP, Lexis/Nexis, and Proquest Direct.
These resources are used to illustrate concepts such as the distinction between popular materials and academic materials, effective use of subject titles and journal indexes for library research, and the interpretation and use of citations.
Active learning technology is developed on the basis of the constructivist model.
These three resources are selected because they are user friendly and have significant full-scale
Text content and extensive subject coverage can be used to gather information about other uncertain course assignments.
In addition, extended academics typically default to topic searches with the ability to subdivide and narrow.
Students familiar with the use of Internet-themed catalogues such as Yahoo are familiar with the hierarchical approach to this database, and librarians appreciate the ability to enhance the utility of controlled vocabulary-themed titles.
The expanded academic consists of several publishing types and has a limiting function to limit the results to reference publications.
This provides an opportunity to discuss the difference between popular and academic sources.
The students quickly learned the expanded academic knowledge and appreciated the ability to focus on search and email
Complete article by mail.
In scoring assignments for the first two years, library team members noted that it was still difficult for students to distinguish between popular and academic sources.
They were not able to use the elements in the citations and summaries to determine if the project might come from an academic source.
Due to the electronic nature of the article, the student sees it out of context, and many of the threads that are commonly used during this assessment process, such as a large number of ads or author submission requirements, are missing.
In order to meet the challenge of the second year, a handout was revised online, detailing the difference between academic and popular.
However, this is too passive and students still have difficulties with the concept.
Librarians strive to transform their role into the role of the King. 1993)
The vision of "coordinating context, providing resources and asking questions to stimulate students to think about their own answers (p. 30).
In the third year, a group exercise was created to give students the opportunity to actually deal with and discuss different types of publications.
The magazines include a newspaper, a popular weekly, a trade magazine, and an academic magazine.
Each group had a sample question and was asked to discuss what the defining elements of the publication were and report their findings to the class.
They were asked the following questions: * who published or owned the journal?
* Are there any advertisements for publications?
If so, what is it?
* What types of articles are published?
* Can you tell us how to choose the article?
Is there an author of the article?
If so, does it include background information?
* Is the article long or short?
* What kind of illustrations or graphics does the article have?
* Is there a bibliography at the end of any article?
If so, is it long or short?
In the group discussion, students began to understand and appreciate the different processes of creating these publications and the different audiences they were targeting.
They have acquired skills that can be used to better explain online citations and full texttext material.
However, with the development and proliferation of electronic journals, students who are not familiar with the research process may become more and more difficult to assess the relevance of these online materials to their academic needs.
With the establishment of a new publishing model, new technologies need to be developed to ensure that students have the necessary tools to put these materials in an academic environment.
In the use of extended academic, the student was also first exposed to journal citations without accompanying the full citationtext.
They need to read and interpret Article references correctly in order to successfully find a copy of the article in the CSUF Library.
It is foreseeable that this proves difficult.
Although the students used OPAC for other purposes in the last lesson, few thought it could be used for the task.
Also, they know which term in the article reference is problematic for OPAC search.
They actually need to start with the journal title.
Also, once the logging is located in the OPAC, it is difficult for them to explain it to find the necessary problem availability and location information.
Hierarchical job display, although in-
Students often encounter problems during class discussions.
Over the past three years, the teaching techniques of this series of key steps have been revised for the FFY course.
To negotiate these steps, now teach students to open two browser windows and switch between OPAC and article references to get the information they need more effectively.
This also makes the difference between the two resources more visual.
Simple and frequent hands
The On module is used to ensure that all students are more successful in the process.
Finally, the library team decided that OPAC was more natural to fit in at the periodical citation stage of the process, rather than at the first meeting of the habit.
Students will naturally be full-
The text database, at this stage, makes it easier to master the utility of OPAC to add and find additional material.
Lexis/Nexis Academic Universe and Proquest Direct were selected as examples of full text online
Resources for text newspapers.
Students can use this information to find current subject information for many assignments in their other FFY classes.
In addition, as they explored various publishing types of group activities before, students were familiar with the defining elements of newspaper formats.
Search for these complete methods
Text resources provide both challenges and opportunities.
Full keyword search
Text information often leads to too many clicks and may miss related articles.
Library team members and students briefly use technology to search in specific areas such as titles and guided paragraphs to make the results more focused and accurate.
Brainstorming is used to find suitable synonyms to expand their results.
Many of these technologies have also been adapted into general library teaching.
3-minute entry level
One-hour postgraduate course.
Abbreviated group discussions based on popular/academic distinction exercises provide students with specific representation of this sometimes abstract concept. A two-
Minute critical thinking exercises can often clearly explain the journal citations and the task of locating library materials.
Subject teachers attending meetings are often surprised by the difficulties students at all levels encounter in this process.
The library collection and complete links are integrated with more citation databases
This difficulty is likely to be eliminated.
Some library team members introduce OPAC to students at more relevant stages--
When quoting materials, it must be found in the library. Discipline-
Specific resources.
Computer abstract reflecting the content of IITP course (
Now called Internet and personal computing summary)
Selected by librarians as an example of a more typical discipline
Database of specific journals.
Since they had previously been exposed to citation and abstract formats in extended academics, the students quickly learned how to use this resource to locate the technology
Related articles and product reviews.
This provides another opportunity to strengthen the use of OPAC to find materials in the CSUF Library.
In fact, in the third year, at the beginning of the last lesson, students were asked to explore this resource independently without a brief introductory presentation. The in-
Follow the class discussion of independent discussion
The focus is on technologies that can be used to handle any new or recently changed electronic resources.
For example, reading introductory materials explaining the scope and content of the database may help determine its utility for a particular task.
In addition, all online resources have help screens that can explain various functions or search tips, thus improving search efficiency and accuracy.
Finally, more relevant results can be obtained using a restriction function or searching in a specific field.
Librarians are trying this way.
Class group exploration and subsequent student presentations on databases that were not previously discussed in class.
While the Web is a very dynamic medium, lectures are presented and stepsby-step in-
Classroom exercises are usually controlled and linear.
The advantage of these students' exploration is that they show a variety of scenarios that are not scripted, which may reflect more authentic student information --
Seeking behavior.
This script-free exploration can provide students with a bridge from the terms and techniques chosen by librarians to conducting their own research in unfamiliar databases.
It also gives librarians an insight into the way students search and how the user interface works.
In the third year, the evolution of library component network and other library research network, and the teaching syllabus and other library component materials
Classroom exercises, homework, composition scores, and final exams are available through the Blackboard course information website.
From this site, students can also link to the "Introduction to library research" web page created in the second year.
This introductory website includes resource links and explanatory materials used in the classroom, such as website evaluation criteria and guidelines for distinguishing popular and academic materials from cited sources.
This course information website provides several advantages for students and librarians.
Course objectives, course requirements, schedules, and contact information are always available.
Students can access the website 20-
Four hours a day, necessary classroom materials need to be retrieved if absent.
They can also check their grades.
Students can review the concepts presented in class and refer to the examples given.
Library team members found it an advantage to not have to bring copies of handouts, exercises and assignments from the previous week to class again.
They also believe that the site provides a library space that is easier to manage for these students who have just started their studies.
Because most of the FFY Library components are Web-based, it is considered a natural process to migrate assessment tools (such as final exams) to the Web.
In the third year, the final exam of the library component was conducted electronically.
There are several benefits to this.
Students are able to use and enhance skills such as explaining on-
I have been practicing screen information for the past four weeks.
In addition, immediate feedback on exam results was provided to students.
The benefits to librarians include automatic scoring and recording of test results, as well as the ability to analyze answers to individual questions in order to identify areas of ambiguity or areas that need further explanation.
From this experience, the extra network
Basic-based tools are being developed to assess student learning during General Library teaching meetings and e-seminars.
Although the response of students and library team members to the course component website is very positive, several potential shortcomings must be noted.
Eliminate paper handouts and 20-
Due to server or online access issues that can cause information to be unavailable, 4 hours of reliance on electronic access and delivery can make the course vulnerable.
The protected CourseInfo software requires students to register with a username and password, and while reminding students to remember or record this information, many do not.
The need to publish library documents in HTML and Word formats, in order to ensure extensive access while maintaining efficient formatting and printing, creates additional work for the library team.
With each new version of the software, the library team will need a lot of time and effort to take advantage of the new features.
The website has successfully provided easy and convenient connection for all courses
Related Resources and explanatory materials.
However, the library team is concerned that, based on the hypothesis of the librarian's demand for student research, this small, very concentrated website may be too restrictive and may hinder students from exploring a wider range of useful resources.
Also, multiple paths to resources can sometimes confuse students.
Despite these shortcomings, the library team and other instructors continue to create and expand on the network
Library Research Guide for specific specialties, specific classes and special topics.
The professional guide contains pages on finding information about relevant books, articles, journal collections, referrals and related websites, as well as commenting on reference sources.
While each guide is organized in a standard format, the information is tailored to the profession and the guide may include other relevant links and explanatory materials.
These guidelines are useful in several ways.
The library teaching course usually begins with a guide that introduces a particular specialty that outlines the subject
Appropriate resources.
After the library course, students can refer to these guidelines when studying the course
Related homework.
Guidelines can be quickly modified and updated as resources change or new guidelines are available.
These guidelines are written by the subject bibli member and are useful for non-subject bibli members
Can be a subject expert in library teaching or providing reference assistance.
During FFY and the library teaching conference, librarians worked with students to gain first-hand knowledge of how students can browse and use these websites.
According to these observations, the network has become more student-centered.
For example, the communication Web provides scanned images from the cover and sample pages of the selected communication reference source.
This helps students recognize and use these resources.
Library terminology has been replaced by vocabulary that students can understand more easily.
This will also make these sites more useful for any student who conducts research remotely.
Teachers preparing distance education course websites are best to test their course network on the ground to avoid setting up human barriers for their target users.
In order to monitor, evaluate and improve Library components, feedback from library team members and FFY students was sought.
During informal packaging
Immediately after the second and third years of FFY, members of the library team held discussions, reviewing course objectives, individual courses and course materials.
Concerns were raised regarding the issue of normalization, including presentation of materials, attendance and other classroom management policies, as well as grading of assignments and exams.
Transferring course materials, including final exams, to the Web helps standardize the process.
Team members discovered this "structured brainstorming" approach used by Keyser and Lucio (1998)
Very helpful (p. 225).
Librarians have also developed and managed a tool to obtain direct feedback from students on the library section.
Although many students comment that they want less lectures and more hands-on, the evaluation is usually positive
Practice online.
This strengthens the observation of graded assignments that students learn better when they are more actively involved.
Lessons learned from the FFY Library component evaluation also inform the general library teaching program.
Prior to the meeting, the library and the faculty of disciplines regularly discuss and agree on common goals.
At the beginning of the class, communicate these goals to the students.
These courses usually start with some kind of brief informal assessment to determine the expectations of the students, computer experience and previous library usage.
With this knowledge, the librarian can modify the session to better meet the needs of the students.
An information capability pilot project and a network were developed
During the selected library teaching sessions, tools-based assessment of students' learning was created.
Class representing Cross
Subject and grade level.
Data from the pilot project will be analyzed to determine whether the library teaching project meets the information capability objectives.
The instrument will be modified for Future Library teaching sessions.
Workshops were held throughout the semester to introduce students to the library and some basic electronic resources.
Each participant now completes a short Network
Basic assessment of the workshop.
In order to meet the needs of students more effectively, feedback will be used to revise the workshop plan.
A more objective tool to measure student learning is being developed for workshops and general library teaching sessions.
Librarians need to remain committed to the main objectives of academic library teaching-i. e.
Provide students with the necessary tools to use the library in order to be successful both inside and outside the university.
However, students are changing, technology is developing, and higher education is adapting to these changes. Librarians need to predict the impact of these changes and constantly
Creating library teaching: * due to the need for constant learning in a changing network environment, librarians need a strong advocate for maintaining information capabilities.
* Librarians and faculty who require library teaching meetings should integrate library teaching, curriculum, objectives and meeting objectives as much as possible.
This approach ensures that librarians can help students provide the tools they need to complete research tasks that meet the discipline requirements
Specific learning objectives.
* Although students have different experience in technology, more and more students will enter universities with basic computer skills.
This allows librarians to spend more time on the research process, including evaluation and interpretation.
* With more and more campus labs equipped with computers, as well as networks
Based on the surge in library resources, librarians should consider providing guidance through these laboratories.
The library can maintain the central position of educational experience while integrating more fully with the subjectbased learning.
* Because not all students have access to the state-of-the-
Art equipment, be careful when making interactive materials so that as many students as possible can take advantage of them.
* Because many students learn best by doing, online exercises should be built to provide guidance, exercises and feedback.
This also provides a learning experience for distance students.
* Librarians should encourage students to establish links between resources and technologies learned in specific library courses and apply them to other assignments or other courses.
* Chat rooms or group sites can be added to the class site to replace or increase group activities.
* Evaluation is essential to determine whether the objectives are realistic and whether the teaching meeting meets the objectives.
Distance education teachers should make full use of the network
Analyze their classes based on instruments and should also use synchronous or asynchronous methods for student feedback.
* In order to facilitate data collection, evaluation tools should be managed online.
* Librarians should lobby publishers to provide basic sources of reference online for easy access anytime, anywhere.
* Librarians should provide feedback that students perceive and use, and should lobby database publishers for changes that help standardize, such as truncated symbols and ease of use.
Conclusion The Library teaching program has benefited a lot from participating in FFY.
Many connections have been established with subject teachers and student affairs professionals who provide the opportunity to understand the needs of the campus, and exchange the vision that library teachers have the skills, knowledge and experience to help address these needs.
Library teachers work together to design and implement effective library teaching techniques for FFY, and learn from each other and support each other, and when new ideas are presented, they can facilitate students' learning in these courses.
The responsibility of building goals and goals in FFY and grading students has led to a growing awareness of the role that evaluation can play in determining the effectiveness of teaching in all libraries.
The librarians who have participated in FFY in the past three years have worked with students who are increasingly familiar with the network.
In order to adapt to this familiarity and student information needs, most library teaching materials are transferred to the network.
The library part of FFY continues to function as new materials, better teaching techniques, and laboratories that strengthen the sharing of ideas between disciplines and library teachers.
The integration of newly built library wings, campus administrators with vision for technology-enhancing environments, and faculty dedicated to connecting students to campus and building communities enhances the experience of first-year students.
Using technology and active learning, an environment is being created that encourages students to think for themselves and to form a meaningful understanding of how libraries and their resources can contribute to the success of their academic experience.
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Suron Cox is a reference librarian and library teaching coordinator at the Pollak Library, California State University, Fullington.
Since fulleton was founded in the first year (FFY)
In the 1997/98 project, she led the library guidance team for the project and worked
The library section of the FFY "Introduction to Information Technology and presentation" course was taught.
Since 1998, she has also
A seminar for new students was taught.
She attended several seminars and conferences with her colleague Elizabeth Whitewright, including the California State University teaching seminar, the California Library Teaching Information center Syllabus99, 1998 annual meeting of the California Academic Research Library.
Elizabeth Whitewright is a reference librarian and head of the teaching and information services department at the Pollak Library, California State University, fuller.
Starting at fuller's first-Year (FFY)
She works with the project in 1997/98.
The library section of the FFY "Introduction to Information Technology and presentation" course was taught.
She attended several seminars and conferences with her colleague suron Cox, including the California State University teaching seminar, the California Library Teaching Information center Syllabus99, 1998 annual meeting of the California Academic Research Library.