Be Sure You Pack Your Librarian

Nearly two years ago on campus, Dr. Joellen Maples waved in my direction, “Get ready!” she laughed. “I am taking my capstone course online… and I am taking my librarian with me!” While I had no idea of the details of her statement, I was thrilled to be included. Joellen’s remark acknowledged the value of Lavery and research skills as a vital part of the course experience. So, let the adventure begin.

Piece of cake, right? Hundreds of times I had conducted 55-minute face-to-face library sessions that positioned students to perform research efficiently and effectively. What could be so difficult about using yet-to-be-determined technologies to transform that same 55-minute session into a virtual experience that would occur without a physical classroom and within a flexible timeframe that allowed students to work at their own pace? Looking back, without a doubt I have had a marvelous growth experience and a ton of fun partnering with Joellen and the College’s Educational Technologist, Katie Sabourin to create an online Library Module tailored to a specific course.

Between Katie and Joellen, I had two capable folks to help me. And, I knew my material well. Still, I had no idea where to start. So as I do when planning a face-to-face session, for my first step I met with the professor so that I could understand my role in the course. Dr. Maples was ready for me. She explained that Week 2 would be where the students would complete the Library Module. The timing was selected so that students would have time beforehand to determine the focus of their literature review. Week 2 signaled the beginning of their literature review research. I would be entering the online dynamic at the optimum moment that librarians call “the point of need”. Student motivation and engagement are at their peak at the moment students are poised to begin research.

My second step was to complete the College’s Online Education Workshop and Fundamentals of Online Teaching, both offered by Katie Sabourin. These are definite Must-Do’s. The structure I learned gave me the theoretical framework for all that I created; it also provided guidance concerning my online interaction with students in the course.

Next, I identified technologies I’d use. For a few weeks I immersed myself in TechSmith’s Camtasia. I broke apart the face-to-face session’s material into 11 segments and wrote scripts explaining each segment. Then, using my scripts and the library’s databases, I created 11 brief online tutorials totaling 26 minutes viewing time. In this way students would be able to view and review each video as needed. I also used Camtasia to create and record a step-by-step overview of the components of the Library Module. All of this material I uploaded to YouTube and then into the Library Module folder in Blackboard. Here is one of the mini-tutorials I created:

Using Doodle, I created a calendar where each student could schedule his or her follow-up one-on-one virtual meeting with me via Blackboard Collaborate. I posted the Doodle link in Blackboard with instructions to the students. I prepared for each virtual meeting by reading the course discussion boards in Blackboard to gain an understanding of each student’s area of research so that when we met online I was able to efficiently discuss their research needs. During our meeting, Collaborate’s screen-sharing feature allowed me to share my screen with a student so that I could model search strategies and database use. For the weeks that followed, I monitored the discussion board in Blackboard in order to make research suggestions if needed.

Dr. Maples selected the Library Module as one of the course’s “accountability moments”. As a result, she requested I create a quiz in Blackboard. Students were required to complete the library quiz with 80% or better in order to continue in the course. Each student was given two attempts to successfully complete the quiz. I structured the quiz with feedback for each question. In this manner, for any incorrect answer, I was able to indicate to the student the specific video in which the correct answer could be found along with a suggestion to review the video before re-taking the quiz.

Each term since summer 2013, I continue to assist Dr. Maples by providing the Library Module for her capstone literacy course. The course always culminates with an evening of student presentations. Dr. Maples plans for two or three virtual performance rooms in Collaborate. In each room over the course of the evening, students present their capstone research to a virtual audience of peers, family, and friends who are able to attend simply by logging onto a computer anywhere with an internet connection. The evening is taped for later access. I have the honor of hosting one of the rooms. What a joy it is to participate in a moment filled with such student accomplishment.

Joellen and I are thrilled by our observations regarding student engagement in the Library Module. The online library module demands active participation by each and every student in the course. To both of us the quality of research being performed in the literature review appears better since moving to the online format as a result of student engagement in the library module. Occasionally, we are even amazed and amused by the unprecedented student embrace of library resources. For example, a student once exclaimed, “Oh, I just love Ulrich’s! It is such a lifesaver!” Haha, rarely does a non-librarian articulate such passion for a library resource.

At the end of each semester, we confirm with each other what we observe individually. When we are engaged, students are engaged; they participate, they support each other, and they enjoy the online experience. In the future, I hope to work with additional faculty to provide a virtual library module as part of their online course. Is every course meant for the online format? Probably not. Still, if you have thoughts of taking your course online, take your librarian with you! The course experience will be the richer for it.

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