Off and Running!

Well, we've certainly hit the ground running around here!

This year we're fully adopting Facebook as a tool for communication and connection with students (and the rest of the GV community). I've enjoyed planning ahead and scheduling posts using Buffer. It's a great time saver, and lets me schedule things while I'm thinking of it (so I don't miss out on sharing a fun link or helpful resource).

We've done some website redesign (within the constraints of the University's website tool). Our redesign reduced the number of clicks it takes for students to access the resources they need, and moved the help resources to the top of the page.

We've updated and expanded or video tutorials based on the questions we've been asked by students and instructors, and we continue to add to the list as new questions arise.

We've also hosted a few events already (see photos below).

And I've lost track of how many classes I'm embedded within. 7?  8? I keep picking up more, which is awesome because that means I'm connecting with that many more students! I'm very impressed with the students this year! They have been great about taking initiative and planning ahead, asking questions both in and out of class, and they've been coming to me for research help outside of the classes I'm embedded within.  That's really one of the best parts of the embedded librarian program--that the students know that the library is a one-stop-shop for any help they might need!

Beyond that, we're gearing up for midterms this week (yikes! Already?), and planning for the rest of the semester.

Here are a few photos from the year so far! (Click through on each photo to see the full event album.)

Banned Books Week

Constitution Day

Library After Hours - Author Visit

Library Book Sale

NAMI Book of the Month

Embedded Librarian Video

Earlier this summer some colleagues approached me about taking some silly photos for a video they were working on for the Vision for Iowa School Libraries video project. I just knew they were planning on using pictures we took for something, but I didn't ask about what exactly the purpose or story would be. I just posed how they asked me to pose and this was the result:

School Year Reflections

Well, it's mid-April and my first school year is beginning to wrap up here.  While a lot has happened the past year, it sometimes still feels like I just got here.  I've been here for 10 months, so some things are beginning to feel very natural.  I am able to jump in more when I see things that need to be done because I have the background to be able to identify those situations.  Every once in a while, especially with annual events like parties we host or campus-wide festivities, I think it is easy for my colleagues to forget that I've not done these things before & I don't know what to expect or how to plan for the event.  Most of the time, though, things go smoothly.  I've really enjoyed how much contact I have with students & how many are starting to think of me as "their librarian." Part of that comes from the embedded relationship I have with several classes, and part of it is just from seeing me and interacting with me outside of classes at the library.  (And another small part might be the candy jar I keep on my desk for students who come visit my office.)

While my colleagues told me spring would be less hectic than the fall semester, I found it a bit hard to believe (having taught in the public schools before this).  I was right to doubt.  While we likely teach fewer one-shot sessions we are still heavily involved with embedded classes and, in the spring, students are more likely to tackle more intensive research.  March was beyond hectic, even with spring break thrown into the mix.  Though it was a bit stressful, I continue to say I'd rather be too busy than not busy enough!

We've also started to look ahead to fall semester.  We will begin implementing the new core, in which information literacy is an explicit outcome, starting with the first year "Core Seminar I" (Core Sem I) classes.  Core Sem I courses must incorporate information literacy, critical inquiry, and written communication. With the implementation of the new core comes a set of completely new courses--Core Sem I. Each librarian is partnered with four sections.  While the desired outcomes are common through the entire course, each section covers a different topic ranging from life in rural America, to images of mythology & heroes, to drugs, to nursing & caring, to exploring the idea of happiness, to local/green food initiatives, to electronic media.  There are also two sections of honors freshmen who take part in the LOGOS program, a different, more intensive version of the Core Sem I.  I will also be working with one section of LOGOS.  That means I am already embedded in 5 courses for next fall--we've not yet discussed with the professors we're currently working with in an embedded capacity whether or not we're continuing that relationship for next semester/year.  I hope to be able to continue embedding in some of the courses I've worked with this year in addition to those I'm committed to for the fall, bit it depends on scheduling and how we, as a whole library staff, adapt the way we approach library instruction to fit our new needs.

On a non-library note, the fantastic summer-like weather in March made me antsy for those things that go along with summer: sandals (which I started wearing as soon as the snow melted), skirts, sunblock, running (well...I'm not necessarily antsy for it, but I'll do it anyway), and summer camp! I'm so fortunate to be going back for summer no. 9--which means I'm already thinking about recitals, door decorations, Orange Day, and laughter & shenanigans! I also have a neat opportunity this month to return to my music teacher roots & clinic for a day with elementary, middle, and high school orchestra students in Fort Dodge! I just hope I'm not too rusty!

Update: Classes, Citations, Conversations, & After Hours

Well, it has been a whirlwind past few weeks. My class involvement has really taken off, especially with the ENGL 101 class. We tried something new this semester. Last semester we noticed students not really attaching much importance to using and citing scholarly or other credible resources for their research paper. I did some brainstorming between semesters to try to come up with an activity that emphasized the importance of using quality resources & citing them properly. Instead of the traditional, boring "this is how you cite resources in (insert your citation style of choice here)," I approached it as a game.

When I was in Dubuque, they had "The Great Poetry Race." I took that general idea, but applied it to citations in "The Great Citation Race." The students progressed through several rounds of the great citation race, each aligned with the types of resources that were being introduced to students during the day's lesson. The activities took place over several class periods, with the students working in groups. The first group to complete their tasks correctly received 7 points, the next group 6, etc. Round 1 was done in class, without technology; we discussed plagiarism and why we cite resources. I prepared book citation guides (and answer keys) for APA, MLA, CBE/CSE, and Chicago, and gave the students examples of book publication information & quotes and had students 1) prepare citations as they would appear on a bibliography or works cited page, and 2) show how they would do in-text citations (or footnotes) for paraphrased material (they wrote the paraphrased sections based on the quoted material they were given). We then progressed to books with multiple authors, journal articles (here we also identified errors in given citations)--both print & electronic, and websites. These activities were time consuming, but thus far I have noticed an increased awareness of the importance and relevance of citations. We have had annotated bibliography sections due as we progressed (first books, then journal articles, then websites).

In addition to ENLG 101, I have also had a blast working with the American Literature & Literature for Children and Adolescents classes. I'm thrilled to be have another excuse to read children's literature and apply some of what I learned in my Materials for Youth course (taken at Indiana University)!

Beyond embedded work, things are bustling on campus. We've been pretty busy at the reference desk lately (yahoo!) and expect that to pick back up again after spring break and continue through the end of the semester. Campus-wide events are also picking up as the academic year begins to draw to a close. Play performances and music concerts & recitals have been a pleasure to attend. Last week we had another round of Conversations on Information Literacy sessions. This time we discussed creating effective research assignments with information literacy in mind. Particularly with the transition to the new core (in which IL is a key component), there has been more interest in this topic. We had several sign up, or visit with me individually regarding the information covered in the sessions--the turnout for the actual sessions was low, but reflects just how busy campus is right now (and perhaps just how ready students and faculty are for spring break, which begins for them on Monday).

Last Friday we welcomed author Jennifer Wilson to the library for our second "Library After Hours" event. Travel writer Jennifer Wilson has written for Esquire, National Geographic Traveler, Better Homes & Gardens, Traditional Home, Midwest Living, Iowa Outdoors, The Chicago Tribune, and many other publications. She shared her experiences and selections from her publication Running Away to Home: Our Family's Journey to Croatia in Search of Who We Are, Where We Came From, and What Really Matters. Publisher’s Weekly said: "In her funny and heartfelt memoir, she packs up her husband and two young children from Des Moines, Iowa, with the plan to live a simpler, more connected life in the ancestral home in Croatia and to learn about her immigrant story." Below are a few photos from the evening. (P.S. If you're interested, her books will be available in the Grand View University Bookshop at a reduced rate of $20, but only while supplies last.)

Library Director Pam introducing author Jennifer Wilson

Jennifer Wilson

Jennifer Wilson 

Audience listening to Jennifer Wilson

Jennifer Wilson's book

Reception afterward

Reception afterward

Book signing during the reception

Reception afterward

Reception afterward

Book signing during the reception

Faculty Development and Instruction Librarian (and Nursing Department Liaison)

After a whirlwind summer, the school year got off to a great start! The library is quite a bit quieter in the summer, which gave me a good chance to learn about which resources we have (I made some tutorial videos using Camtasia and step-by-step PDF handouts, which helped me learn by doing). I was thankful for the opportunity to ease into my responsibilities, but thankful when more of the students arrived back on campus. They bring an energy, excitement, and unpredictability that was lacking in the summer. Plus, their return brought more opportunities for me to do what I love best, help & teach!

I am embedded in 3 1/2 English classes, and have been working with a wide range of classes for one- or two-shot sessions (ranging from Biology to Business to Speech and Nursing). I love getting to work with students and, because of the smaller size of the University, I get the chance to learn names and really connect with students in many of the classes I work with.

I also get to work closely with faculty, particularly those leading the classes with me as their embedded librarian, but also through my Conversations on Information Literacy sessions. This semester I have already led one, and am preparing to lead the second, faculty development session with faculty that exposes them to library resources and services that will (hopefully) help make their lives a little simpler and more connected to the library. Our last session was entitled "Saving Time and Stopping Plagiarism." In the next session, I plan to cover how the library can support faculty work and student learning through Blackboard.

I can't emphasize how lucky I am to a) have found a job, b) that I love, c) that allows me to wear many hats and, d) connect with fantastic students and faculty through, e) instruction and reference work and f) (and this is a big deal, friends) no cataloging!!!

Top Ten List: Number Eight

From the Iowa Library Association/ACRL Conference, in reverse chronological order:

8. Skillful Scaffolding: Integrating Information Literacy Outcomes into Literature Courses, given by Dan Chibnall and Dr. Amy Getty from Grand View University

• While one-shot instruction sessions may still be the norm for many classes, the presenters took an integrated IL approach to their American Literature I and Literature for Children and Adolescents courses. They provided a detailed handout to conference attendees highlighting the skills taught, the assignments, and activities associated with those skills. Throughout the semester resource evaluation skills are taught and reinforced, specifically finding quality websites, books, and journals as well as understanding scholarly vs. popular publications. Much of what the presenters were sharing is what I have been observing and actively doing in my internship. The last piece, having both instructor and librarian taking an active part in summative evaluations tied to course grades, is something not yet incorporated at UD. Based on the way the IL program has expanded over the last several years, I could see this as an eventual possibility (however, additional staffing would need to be provided to allow for the time it takes to evaluate learning artifacts).