Cori Wilhelm: Alright we're recording now so Thank you everyone for joining us for this month spotlight on suny libraries today we're going to learn about.
Cori Wilhelm: Active one shot information literacy sessions, and we do have a slight change to the agenda Tina kiernan is going to be presenting for us, we will enable live transcription there we go.
Cori Wilhelm: Alright, so Tina when you are ready, you may take it away.
Tina Kiernan: Okay i'm going to share my screen.
Tina Kiernan: yeah.
Tina Kiernan: come over to the presentation.
Tina Kiernan: So Hello everybody, my name is Tina kiernan i'm.
Tina Kiernan: Doing this presentation on behalf of Jacqueline several and who actually.
Tina Kiernan: designed the presentation and did all the work to create these information literacy classes transforming these one shot sessions into something much more active i'm.
Tina Kiernan: Jacqueline is our current i'm sorry i'm using a laptop I typically use a desktop still getting a little custom to it at the moment.
Tina Kiernan: This the material that came together came through a combination of webinars books and conversations that Jacqueline had.
Tina Kiernan: An overall interest by all the Librarians to offers some more interactive classes for our students to experience.
Tina Kiernan: So the goal was really simple to make one shots more interactive to bring our classes more aligned with current pedagogical thinking and, like, I mentioned that this was an effort that all the Librarians were on board with.
Tina Kiernan: Most people here I would think are familiar with the term of a one shot session, but basically typically 45 minutes dedicated to getting across all the information you possibly can about using the local library using our college library and how to access the databases.
Tina Kiernan: And some basic information literacy class concepts about finding evaluating and using sources quite often you only get to meet with students for single class period, hence the name one shot.
Tina Kiernan: Current literature and common sense to just that active learning strategies are more engaging and stickier than lecture based lessons, so the thoughts have been for a long time, how can we get students more involved with information literacy and understanding.
Tina Kiernan: All the library has to offer.
Tina Kiernan: We didn't want to sacrifice our content or time, so it took a while to come up with some ideas.
Tina Kiernan: are challenges which you may relate to our most instructors were only willing to dedicate one class to library instruction.
Tina Kiernan: Many of our classes are shortest 45 minutes of available teaching time, no single required course introduces students to library and information literacy concepts.
Tina Kiernan: Not all Librarians are equally comfortable with the improvisation that many interactive strategies call for.
Tina Kiernan: and making sure classes get basic information covered, no matter who is teaching maintaining flexibility to adapt in person or remote sections, all of these things were challenges that needed to be considered.
Tina Kiernan: And some interesting results actually happened when we moved into some of these new learning.
Tina Kiernan: modalities one of them being that instructors were coming back asking for a second class but we'll get to that a little bit later.
Tina Kiernan: So, because the College doesn't require information literacy concepts to be covered in any universal Jen egg class some students.
Tina Kiernan: never get exposed to information literacy others get it multiple times it's very inconsistent we face students but widely different baselines of knowledge and experience some who have been using databases for years and others who have never even heard of the concept of using a database.
Tina Kiernan: We also have Librarians who teach classes and not everyone is comfortable in the land of improvising i'm one of those people, it takes me a little, a little while.
Tina Kiernan: which often require, which is often required in interactive sections it's easy to get thrown, of course, and so we wanted to make sure that every class gets the same basic information.
Tina Kiernan: And we also wanted to be able to offer these sessions online, because with the chaos of the last couple of years there's been a much more.
Tina Kiernan: move into teaching online classes hybrid classes different forms of information literacy and classes, that really weren't being taught much of Duchess beforehand.
Tina Kiernan: So this was our standard method or standard menu.
Tina Kiernan: Before we did the new classes, we offered for classes introduction to library services and sources, which was our basic class that.
Tina Kiernan: told you all about the library and how to access databases and why you would want to access databases are smarter Internet searching class when you aren't using library databases.
Tina Kiernan: How to evaluate resources that you find on the web, why it's important to evaluate resources that you find on the web, our combo class which ended up being our most popular class.
Tina Kiernan: A personal favorite of mine to teach where you would taking the concepts of library.
Tina Kiernan: Services and database access and the concepts of how to evaluate sources on the Internet, putting them together.
Tina Kiernan: Typically, this class was taught better in a 75 minute class than in a 15 minute class, but we did pare it down that we could offer it in 15 minutes.
Tina Kiernan: And our citation workshops for both MLA and APA citations and where it's listed here is already somewhat interactive.
Tina Kiernan: This utilize credo tutorials as part of the workshop where we could question and answer with the students, so that they could get familiar with the different components and pieces of creating citations.
Tina Kiernan: Our new menu of offerings kept all of our old offerings but added in three new sessions.
Tina Kiernan: Our intro to library loosely maps over to the peer to peer active learning exercise for a library sources are smarter Internet class.
Tina Kiernan: mapped over to the peer to peer for the open web and our combination class became the jeopardy game and we're going to look at jeopardy first and then come back to look at the peer to peer active learning later in this presentation.
Tina Kiernan: So.
Tina Kiernan: Since jeopardy, is a popular game format we've often heard about information literacy activities built around jeopardy, but we really didn't do the heavy lifting of designing a functional game board.
Tina Kiernan: I attempted to do that myself about 10 years ago and I just abandoned it and then it's stuck in my head, since then, and it was really a great.
Tina Kiernan: great joy when Jacqueline took the initiative and went ahead and did some research and discovered jeopardy labs COM and that it had an easy to use template customizable rows columns teams ton of free sample games and put it all together in a working format.
Tina Kiernan: And we're going to take a look at how the game works in a second it was incredibly user friendly.
Tina Kiernan: Typically, we start the information literacy class using the jeopardy game by showing a two minute video about the differences between Google and the library databases and then as students to find their way to our library homepage.
Tina Kiernan: We divide the class into teams and tell students they're going to take a deep dive into our website, or at least a little bit of a dive into our website to find the answers to the game.
Tina Kiernan: Today we're going to take a look at it remotely so you would need to open up another browser tab and.
Tina Kiernan: You can provide the answers, or rather the questions, since this is jeopardy in the chat sidebar so i'm going to go over to the game now.
Tina Kiernan: and
Tina Kiernan: Can everybody see that.
Cori Wilhelm: yep we can.
rate.
Tina Kiernan: Some guys, just like two teams start.
Tina Kiernan: So when designing the game board.
Tina Kiernan: There was five categories and we'll talk a little bit more about that.
Tina Kiernan: This is the full game board we did develop a shorter version also talk about that in a little while, but these are the categories, the library homepage the research guides library database, the Google tips and evaluating websites.
Tina Kiernan: If you want to open up another browser and go over to suny Duchess dot live guide COM, you can do that, and if somebody wants to pick a category and i'll demonstrate a little bit how the game would be played with students i'm happy to do that.
Tina Kiernan: So maybe somebody can unmute themselves and pick a category.
Cori Wilhelm: I will choose research guides please Tina.
Tina Kiernan: More how much.
Cori Wilhelm: All for just $100.
Cori Wilhelm: Okay, not a candle.
Tina Kiernan: So how to get to a list of all the guides created by our Librarians listed Alphabetically are grouped by field of study.
Cori Wilhelm: And Tina.
Tina Kiernan: Can you put the link oh sure I can put the link in the chat.
Cori Wilhelm: tell you how to get there from your guides.
Tina Kiernan: yep.
Cori Wilhelm: Okay, should we put the answer in the chat or do we bring in.
Tina Kiernan: Whichever works for people i'm okay with.
Cori Wilhelm: Well, I found the answer.
Cori Wilhelm: The link out now.
Cori Wilhelm: If you click on the link called database list.
Tina Kiernan: So so we're looking for the list of all the guides created by.
Our.
Cori Wilhelm: i'm going to get negative.
Tina Kiernan: So the correct response, what is the link hold ritz research guides that's located in the research and study box and yeah so right now for scoring I have this.
Tina Kiernan: As far as just driving me crazy on the screen here.
Tina Kiernan: So if you were on team one.
Tina Kiernan: You would end up with minus 100 but.
Tina Kiernan: A lot of times.
Tina Kiernan: yeah it takes a little while, and we also have some hints that we do with that so.
Tina Kiernan: with different categories so pick another category.
Cori Wilhelm: Would anyone else, like to pick I don't want to dominate our game.
Tina Kiernan: Right it's mostly just as a sample to get the get the idea of how it, how it goes the nice thing is most students know about jeopardy, they know how the game is played so that you don't have to spend too much time talking about Oh, how do we do this.
Cori Wilhelm: Well we'll pick Google tips, then for 200.
Tina Kiernan: Okay, this is how you get Google to narrow results to certain types of websites or date ranges or other criteria.
Mila Su: limit and the advanced search.
Tina Kiernan: Exactly.
Tina Kiernan: So what is Google advanced search, so if you're on team to you would get your 200 points.
Tina Kiernan: um hold on one, second, I have some action happening.
Tina Kiernan: My apologies.
Tina Kiernan: So continuing on maybe do one or two more examples and then we'll move on to the next slide.
Tina Kiernan: If you'd like to pick the next category.
Cori Wilhelm: I think, whoever got that right.
Mila Su: I evaluating websites for 100.
Tina Kiernan: Okay, one source for introducing you to a topic, but you should never use it in your work cited page or references.
list.
Mila Su: Now Wikipedia Wikipedia yeah.
Tina Kiernan: So what is Wikipedia exactly.
Mila Su: Sorry, I forgot the question.
Tina Kiernan: I know it's funny right we're very we're very liberal with accepting answers not being in the question format, but you know a lot of times students get it like what is what is.
Tina Kiernan: pretty good so Wikipedia.
Tina Kiernan: do that and we'll just do one more.
Tina Kiernan: So league out that if she wants to pick a category.
Tina Kiernan: I think, someone else probably got it also.
Nancy Murillo (SUNY Orange): i'll take a library databases for 100.
Tina Kiernan: Okay, this is how you view all the databases in our library collection in alphabetical order or grouped by subject.
Cori Wilhelm: And I know this because I got it wrong any any to the database list.
Cori Wilhelm: What is she wearing database.
Tina Kiernan: But is the database list located in the richest and study box, so you can see, at first, when you start to teach this you know you're not used to it you're getting answers on the fly and.
Tina Kiernan: quick responses and so you need to get a little bit comfortable with it, but when you start to get going, you see the student excitement, it was really.
Tina Kiernan: It was really, really enriching because i've taught many information literacy class where you see the students you're learning and instead they're they're all participating, even the students who are somewhat quiet like.
Tina Kiernan: As the moderator you could say hey in this team that's answering questions would you like to and if you're using a little name chart would you like to answer you know pick the next.
Tina Kiernan: The next question so you try to get everyone involved, which is really nice i'm going to go back to the PowerPoint presentation.
Tina Kiernan: And so, in developing the question set we took all of our concepts, we cover in the combo class and divided them into those five categories that you were just looking at on the game board and.
Tina Kiernan: There was a bunch of searching for sample questions through existing games using keywords like information literacy and library library databases library research mostly ended up Jacqueline end up writing.
Tina Kiernan: her own questions which we all participated in and threw in some questions to and use the jeopardy Convention with the answers in the question format this using the jeopardy labs print feature, I will briefly show you it's pretty it's pretty cool to have that available.
Tina Kiernan: here.
Tina Kiernan: When you go to that print if you print this out, you can use it to so you have an approximate idea where the quote you know when a student is picking a question.
Tina Kiernan: What that question is with the information right available if you're using it as a template on your desktop with the answer, so you don't have to focus too much on.
Tina Kiernan: You know, thinking about what the answer is especially if you have some of that improvisation.
Tina Kiernan: reluctance, it was very helpful for me, I can I can personally speak to that when I put that down, it became so much smoother for me to run the game and so much more comfortable for me to do that.
Tina Kiernan: In playing the game when we we first started, we didn't have any buzzers we just wanted to see if students were interested.
Tina Kiernan: Very quickly, we discovered that they were interested that they were having a good time that the feedback that they were providing us was really positive and so.
Tina Kiernan: We went out, we got buzzers to add to the fun of playing so each team gets the buzzer.
Tina Kiernan: The students were asked to kind of sit together we did this quick name chart which helps identify who everybody is so you can.
Tina Kiernan: Start calling people by name they could create their own team names if they wanted to, but a lot of times, nobody would say anything so they will be team one team to team three.
Tina Kiernan: And we use starburst as rewards for the winning team, the 25 minutes for game questions and a 15 minute class was what prompted the development of the shorter board.
Tina Kiernan: Some Librarians we're having we're struggling with the longer format so by shortening the board by one column it fit better into that timeframe.
Tina Kiernan: Obviously, after we started delivering this class we started figuring out what the problem areas were and so some questions were a little unclear so.
Tina Kiernan: Read they were rewarded, to be more clear they we provided some hints in some cases, so that students would know where to look for the information.
Tina Kiernan: i've mentioned this developing a shorter version, a couple of times this was really critical for our shorter classes.
Tina Kiernan: We created a live guide as a launching point and we made that live guide private so students weren't finding the answer keys easily online and that live guide look like this.
Tina Kiernan: So if.
Tina Kiernan: If they knew where they were going here the questions and the answers the game board here and we had we placed in here several.
Tina Kiernan: different ways of accessing the information the game that I was just showing you was the first link played Jericho jeopardy with team scoring we had a final jeopardy.
Tina Kiernan: showdown if there was time for that the shortened version of the game and also the game evaluation, so are shorter version look like this.
Tina Kiernan: same five categories, but only for.
Tina Kiernan: Four rows with the 500 and the library databases, being the final jeopardy question.
Tina Kiernan: It made for easy launching of the game.
Tina Kiernan: And just a place for all the information we gather together, I mentioned that two minute video that we'd show, at the beginning that's this video here that, so we could come here and jump into teaching the class.
Tina Kiernan: So there is actually a paid membership for jeopardy labs it's a one time $20 fee.
Tina Kiernan: We haven't done anything with this scat, although we did purchase it because it lets you do things like add images or video audio files.
Tina Kiernan: so that you could create different sorts of questions and make it even more visually engaging.
Tina Kiernan: It gives you some easier editing features for your templates and more privacy controls, a public list of your templates and again it was such a reasonable cost that.
Tina Kiernan: It seemed like we really should do that and then ultimately as we further revise these classes add in some different types of questions so i'm going to stop here for for one minute, just to answer any questions that people might have on.
Tina Kiernan: On the jeopardy game so.
Cori Wilhelm: far and we did have a couple questions in the chat Tina so um the first one was can the game be played asynchronously or does it have to be played live with a moderator.
um.
Tina Kiernan: Well, the game, we, we do have the game.
Tina Kiernan: available online.
Tina Kiernan: In our private live guide so if somebody wanted to play it on their own, they could.
Tina Kiernan: Typically, for teaching the class, you know you would have the moderator so the librarian.
Tina Kiernan: Because, as we taught the class we realized oh here's a good opportunity, especially when we made the shorter version of the game, he has a good opportunity that we can show the student also what we're talking about like if they.
Tina Kiernan: didn't get the answer, or if there was some confusion about what something might mean we could jump over to our live God or jump over to our system and demonstrate.
Tina Kiernan: And so we started making a little interactive that way, rather than playing the game all together at once it got broken up up a little bit with with us interjecting hey, let me tell you about this at this point.
Cori Wilhelm: Right and someone asked if it was open access, we see that the.
Cori Wilhelm: You know the jeopardy labs thing as a 21 times $20 fee.
Nancy Murillo (SUNY Orange): And it's also a soda I saw I found your lip guy actually I asked that question and I found the.
Nancy Murillo (SUNY Orange): Your lip guides so you have your questions.
Nancy Murillo (SUNY Orange): There so that's that's very helpful because I.
Nancy Murillo (SUNY Orange): The hardest thing for me with thinking about these temporary games was creating the questions, because it seems like it's a lot of questions, but I really liked the categories that you have and.
Nancy Murillo (SUNY Orange): So far, the questions that i've seen are good, and I can see how they could be you know, adapted to.
Nancy Murillo (SUNY Orange): Other library, so thank you.
Tina Kiernan: Oh you're very welcome that's what we're hoping for you know it, the excitement that we've generated from from this with the students, has been very fulfilling so it totally recommended.
Tina Kiernan: Just to be clear, the jeopardy labs is free, you can, if you want pay the $20 for some additional features, but the the game board that we're using right now was actually the free game board.
Tina Kiernan: And it was all created that way, and then we just we chose to make the purchase with the intent that maybe we would add some video questions in or some other.
Tina Kiernan: You know, have have the additional tools available to us if we wanted to revise in the future.
Cori Wilhelm: And that's great that's and it's free and and there's so many questions out there, I think I can release the students responded like I thought it was fun just a little late for questions.
Cori Wilhelm: But I can see a whole group of students getting a little competitive, and you know wanting to him, I had a question about the prizes if they want a prize or not, but did you say they get starburst.
Tina Kiernan: yeah.
Tina Kiernan: I can provide.
Tina Kiernan: starburst and you know hand them out quite quite frankly when i've run the game I keep forgetting that we have prizes to give.
Tina Kiernan: But I think it's nice when when you like okay here you go you guys get a little a little candy a little something.
Cori Wilhelm: yeah I think some incentive would make them a little more competitive um I just had a question, so our students on computers or laptops while they're playing the game.
Tina Kiernan: So we have a computer lab and that typically most of our classes are held in So yes, but they could be on their own devices, if that I think this is the right link.
Tina Kiernan: Let me see.
No.
hold on.
Tina Kiernan: hold on one minutes, make sure I get the right link to everybody.
Tina Kiernan: yeah that's it.
Tina Kiernan: Again on a laptop and having a little bit different than than normal.
Tina Kiernan: So that link that I just put in the in the chat should take us to should take you to our to our game board where people can look at the questions and adapt them for their own uses.
Cori Wilhelm: that's great, and I think on that link the if you click the play jeopardy with teams crying and then that print version that Tina showed us that's all of them it's kind of Nice, so you can see them all at once.
Tina Kiernan: yeah I I really liked that when I started doing that it made the took away the improvisational aspect of the game for me and made it such a good experience for me to be able to you know work with the students and be more comfortable with it.
Tina Kiernan: So does anybody have any other questions about jeopardy.
Tina Kiernan: Alright, then i'm going to go back to the presentation we're going to talk.
Tina Kiernan: about the peer to be it.
Tina Kiernan: The peer to peer active learning experience.
Tina Kiernan: Okay.
Tina Kiernan: Jacqueline developed another totally new format, as an alternative for for to have our standard library instruction sections, but we haven't really settled on a perfect name yet for them, because not everybody knows what peer to peer.
Tina Kiernan: means right now we're calling it php or active learning, but if people have suggestions on names we're very much open to that or on terminology, please let us know i'm.
Tina Kiernan: Tina.
Cori Wilhelm: you're not screen sharing right now.
Tina Kiernan: i'm sorry.
Tina Kiernan: Oh that's okay share screen.
Tina Kiernan: about now.
Cori Wilhelm: No i'm sorry.
Tina Kiernan: yeah right screen share okay now I think yay.
Tina Kiernan: Okay, very good.
Tina Kiernan: So what is peer to peer.
Tina Kiernan: Peer to peer inquiry.
Tina Kiernan: is a form of collaborative learning in which students work through new concepts together and teach each other, and this is a quote about read comes from cornell.
Tina Kiernan: Research shows that educational experiences that are active social contextual engaging and student owned lead to deeper learning and other benefits so i'm Jacqueline had this idea to to create these peer to peer classes, which have also turned out to be really illuminating.
Tina Kiernan: and great in working with the students.
Tina Kiernan: So.
Tina Kiernan: When we're teaching a peer to peer class this one equates to our introduction to library services and sources class it focuses very much on database, you know getting familiar with the library resources, it does not involve the open Web.
Tina Kiernan: there's only two slides when we when we use this format for teaching a class this one, and the second one i'll show you in a minute it breaks the the classes down into the class down into three teams and each team is tasked with exploring a different aspect of the library resources.
Tina Kiernan: And these are the questions like they're asked if you are team on find the most relevant ritz research guide.
Tina Kiernan: Choose at least a book a topic page, etc, and then answer the questions, why did you choose them what other research guides might be useful.
Tina Kiernan: The second one was using our wits discovery search, which is the the all search the thing that that searches across all the databases.
Tina Kiernan: And narrowing your results, the third team was asked to use opposing viewpoints and explore opposing viewpoints.
Tina Kiernan: The question that we use was resolved the US Federal Government should substantially increases protection of water resources in the United States, and this came from the national debate topic so we use that as the as the search theme.
Tina Kiernan: And so.
Tina Kiernan: In doing so.
Tina Kiernan: Each team had about 10 minutes or so of researching and then about 10 minutes of presentation to their to their peers.
Tina Kiernan: This is the second slide that would be put up right before or as they were presenting what are the most important things others know about your search exercise what were you happy to discover and what was challenging or frustrating to you.
Tina Kiernan: This slide the first slide I showed, you would stay up for the bulk of the class until the presentation time.
Tina Kiernan: The whole purpose of conducting the activity was so the students would discover for themselves how to use the library resources, and it was really important to emphasize that this was about the journey, not about the destination.
Tina Kiernan: group work was very much encouraged, and in fact it works best if the students really were together in a group to where they could talk and explore.
Tina Kiernan: The question not apart from one another by going back and forth.
Tina Kiernan: And as a librarian my job became just walking around and the other Librarians jobs just became walking around giving hints and guidance to finding information.
Tina Kiernan: Again I mentioned spending about 10 minutes exploring and deciding what what the group's wanted to share and then allowing about 10 minutes for each group to present.
Tina Kiernan: You can do this in a 15 minute class, but really it works better in a 75 minute class so there's more time to talk about things and do exploration.
Tina Kiernan: again.
Tina Kiernan: Really emphasizing it's the search process rather than what you actually come up with that you're emphasizing.
Tina Kiernan: And, by allowing the students, then, to present basically the presenting as a group, one student often would take the lead in presenting, but other students would chime in what they would find.
Tina Kiernan: If they missed something important than the librarian would make sure that what they missed was covered so that everybody has the full experience.
Tina Kiernan: The open web version.
Tina Kiernan: Was if.
Tina Kiernan: You decided you wanted to come back for the second half or or to explore using web resources.
Tina Kiernan: Right, this was our alternative to our smarter Internet searching class and this one focuses on using Google scholar Google advanced and usa.gov.
Tina Kiernan: And then having the group's present about how they would evaluate what they find so getting familiar and comfortable with evaluating web resources.
Tina Kiernan: I mentioned earlier, that by switching to the jeopardy, or the peer to peer inquiry got some faculty members interested in adding a second a second information literacy class and.
Tina Kiernan: If the class returns for another visit we use that same framework that we were just looking at we're going to look at again, but with these categories of Google scholar Google advanced in usa.gov is areas to explore.
Tina Kiernan: And then you're asking the students and the groups to evaluate what they find, how do they just default decide if information is reliable, current and authoritative.
Tina Kiernan: So these were the US using the same question these were how the teams were broken down and the questions that we were asking them to look at So if you were on team one what kind of results are you getting.
Tina Kiernan: How how many result pages are you actually revealing is everyone getting the same results if you were part of team to.
Tina Kiernan: Using the different options that Google advanced offers, and if you are team three what unique features does Google scholar or for versus just using Google.
Tina Kiernan: And then also how you can tie back into your own library resources.
Tina Kiernan: Can you access the articles, you need, once you find articles, did you find results that you would want to request through interlibrary loan, so these were the questions that we asked the different teams to explore.
Tina Kiernan: Then, if there is time one or two websites would be that the students found would be.
Tina Kiernan: Would switch over to that and ask them to dig a little deeper who wrote the information that you're looking at how was the source produced and edited.
Tina Kiernan: Why was it produced how current is the information and does the supporting references seemed solid because you want to get them thinking about.
Tina Kiernan: The credibility and where the information is coming from and Should I be using this as a resource if i'm if i'm doing research.
Tina Kiernan: Based on the EU sorry, based on the early results of the classes that we've taught over the past year, our feedback has been overwhelmingly positive.
Tina Kiernan: Most faculty have been willing to try one or more of the new activities i'm going to take you over to the evaluation that's also on that same live guide that we were looking at the Sydney Duchess that lip guides COM slash jeopardy.
Tina Kiernan: Students and faculty have said that the new activities are fun interesting and helpful it's really been very positive feedback and we will keep refining and improving so that we keep developing.
Tina Kiernan: These activities, so that they get the students more engaged and communicating and talking amongst themselves and teaching one another what's available to them.
Tina Kiernan: see if this goes over to the evaluation form directly.
Tina Kiernan: i'm not sure so i'll go this way.
Tina Kiernan: On this jeopardy page, we have the game evaluation forum, so when we have time, we would ask, students and faculty.
Tina Kiernan: What they thought and how they feel about what we were doing, and some of the most important things that they learned to give us ideas and help us refine and revise the information so that is presented.
Tina Kiernan: In the best possible way and that they they got the most out of the activities.
Tina Kiernan: So i'm Tina kiernan.
Cori Wilhelm: You can direct any.
Tina Kiernan: Questions to me at Siena kiernan at suny Dutch study to you or give me a call and I edited the phone number before it is 4314331 i'm sorry I missed that.
Tina Kiernan: That is the link to the jeopardy board feel free to adapt any questions to your own institution, and the link for jeopardy labs COM what questions might people have.
Cori Wilhelm: And so we do have a question from the chat and I apologize as a sirens going off site here.
Cori Wilhelm: On but Michelle asked how did you manage the group dynamics to ensure that all students in the group participated, so that everyone learned, or maybe that wasn't essential did the presentation portion make sure that all students had learned something.
Tina Kiernan: I know, when I was teaching i've only taught this class a few times I know when when I was teaching that I would try to get everybody who was part of the group, to say something.
Tina Kiernan: Like if if it was like Okay, what did you learn and the leader would say something and then I would kind of ask.
Tina Kiernan: Do you have anything more that you'd like to contribute to that or did you learn something different or, particularly when they were frustrated i'm very interested when students are really having anxiety about.
Tina Kiernan: An exercise or an activity or an experience, because when you first learn how to use databases, they can be very frustrating to understand, we used to.
Tina Kiernan: Natural language in Google and suddenly you're being asked to search and keywords and stuff so try to really get something from every student.
Tina Kiernan: That wasn't always successful sometimes they're just very quiet people, they do not want to see much of anything but when you going around to group to group try to check in with each person.
Tina Kiernan: As far as do they have any questions or or if they if I saw them going down a rabbit hole try to bring them back from the rabbit hole and say hey look at it this way.
Tina Kiernan: We don't typically have more than 20 kids in a class of 20 students and not always children.
Tina Kiernan: So I apologize for using that word.
Tina Kiernan: So our classes are not particularly large i'm not sure how it would work if you were dealing with a classroom of you know 40 students.
Tina Kiernan: But having smaller groups and the ones that i've taught particularly have been maybe 10 students has worked out really well connecting with each one of them.
Cori Wilhelm: All right.
Michelle Bishop: i'm sorry Cory i'm sorry.
Cori Wilhelm: Go ahead, Michelle.
Michelle Bishop: keep going no Thank you so much Tina appreciate the presentation and responding to my question, I also i'm just wondering, in terms of making it fit a 15 minute session, do you think maybe for each of the teams, maybe having them do a little less.
Tina Kiernan: Yes, absolutely I.
Michelle Bishop: Would okay.
Tina Kiernan: When it when we definitely cut down on what we're asking them to do if it's a 15 minute class.
Michelle Bishop: Okay, great Thank you so much you're welcome.
Cori Wilhelm: can then the question from the chat on Nancy said, I can see, using the jeopardy game for an fyi class and I agree Nancy who was your main audience for the two different types of instruction.
Tina Kiernan: So i'm.
Tina Kiernan: Trying to remember.
Tina Kiernan: What classes, we did, I think.
Tina Kiernan: If Jacqueline is still on this call, perhaps she can.
Tina Kiernan: I can hear you jack i'm not sure everyone else can yes okay great.
Jaclyn Savolainen: um I can't I can't start my video, but you can hear me that's it so a couple of a couple of efforts.
Jaclyn Savolainen: We so it's a Community college so.
Jaclyn Savolainen: You know, we get we've only got the two year students.
Jaclyn Savolainen: And we don't have first year experience classes and there is no single class that assigns the coverage covers the information literacy concept.
Jaclyn Savolainen: So we are getting all different kinds of classes, we get the English one on ones and behavioral science one of three, which is a nother general requirement for everybody at the College, but sometimes we get.
Jaclyn Savolainen: Specific classes, you know, in English, to retain or a history class or whatever, I mean they're they're really all over the map.
Jaclyn Savolainen: Of who who comes for what.
Jaclyn Savolainen: We have tailored the peer to peer instruction activities for a couple of higher level 200 level classes, rather than using the national debate topic as an example which works for most classes, Sam or non Sam.
Jaclyn Savolainen: I developed a couple of specific like and worked with the Faculty Member to come up with a different topic that related to their assignments, and then had the students.
Jaclyn Savolainen: don't dive in.
Jaclyn Savolainen: The different ways to explore the library resources, but using their clock.
Jaclyn Savolainen: so bad dancer.
Cori Wilhelm: yeah I think so um yeah so just all different classes pretty much for both kinds of instruction on we've got a few more questions Tina.
Cori Wilhelm: Did you have the students fill out the evaluation during the end of the class or did you email it out to the class afterward.
Tina Kiernan: So I would, if there was time in the class, I would ask them to do the evaluation at the end of the class if if there wasn't you could email it out to them afterwards.
Tina Kiernan: But we don't have like like you'd have to mail it to the Faculty Member who would then have to send it to the class because we don't collect the student names of who's who's attending the classes.
Cori Wilhelm: Okay, and then um who is responsible for assessing the Sunni gen ED information literacy competency at touches is this an angel in the library, or is it.
Jaclyn Savolainen: Five minutes on that.
Jaclyn Savolainen: Go ahead and what I mean yeah okay.
Jaclyn Savolainen: So that is still up in the air, there is an assessment leader for the campus.
Jaclyn Savolainen: But everybody's playing hot potato all the departments are playing hot potato nobody wants to specifically be responsible for assessing that that information literacy competency, there have been a couple of classes, but agreed to sign up.
Jaclyn Savolainen: on a trial basis.
Jaclyn Savolainen: To to do the assessment itself is really a work in progress, and there is not consensus on campus about that that's been a huge issue.
Tina Kiernan: yeah we have we have a committee for student student learning and assessment and ahead of the is Hello like competencies, but like Jacqueline said they spend a huge issue and has not really been resolved on campus.
Jaclyn Savolainen: And Nancy and Nancy just asked what about what about the library and during the assessment we can't really do it for a bunch of reasons, one we're not faculty.
Jaclyn Savolainen: So that that causes some problems and a to we get picked a random assortment of classes, the only way we teach classes, is it faculty initiate the request.
Jaclyn Savolainen: So we've got some real library champions among the Faculty faculty, but there are.
Jaclyn Savolainen: Many faculty who just never, never asked for a class and because it isn't covered, you know that I all competency.
Jaclyn Savolainen: isn't covered in in one class.
Jaclyn Savolainen: We don't.
You don't see a consistent practices, so we can't we can't be responsible for the assessment.
Jaclyn Savolainen: yeah i'm sure sure, a lot of campuses share that talented and.
Definitely.
Cori Wilhelm: i'm kind of a question jumping off of that do you market this to the Faculty I think um I think this seems like a great and engaging you know both options are an engaging way to get students actually using you know library resources and and learning research, do you.
Cori Wilhelm: Market at like faculty meeting you know department meetings or a faculty assembly or just word of mouth.
Tina Kiernan: So.
Jaclyn Savolainen: Sorry what's up.
Tina Kiernan: Go ahead, I was gonna say I do know that we have done some marketing and then I was going to tell you ask you to fill in the gaps yeah.
Jaclyn Savolainen: yeah we we have done some marketing, we sent out faculty wide mouth.
Jaclyn Savolainen: announcing this a couple of times we announced it at general governance meeting we have i've taken.
Jaclyn Savolainen: Efforts with some of those library champion faculty members who I know.
Jaclyn Savolainen: are well respected among their peers and specifically asked them after they came to one of the classes, I said, could you please talk this up.
Jaclyn Savolainen: And, and they have, and so they they spread well it's always a a tricky line to walk in on our campus anyway about not being too.
pushy with faculty.
Jaclyn Savolainen: And not inundating them with authors so advertising and up has always been kind of tricky but by strategically picking people.
Jaclyn Savolainen: On campus faculty members, specifically on campus who I know our influential in our department and asking them to spread the word, we hope, I was hoping that that would be affected.
Tina Kiernan: And I don't know about some of the other Librarians but I know I myself when I would encounter faculty members that I know that our library friendly.
Tina Kiernan: would tell them hey we have this news new offerings you may want to check it out come see you know come take a look at least and let's talk about it.
Cori Wilhelm: yeah I think.
Cori Wilhelm: After some of them go through it, I think, and see their students actually engaged with the resources in my spread, are there any more questions for Nancy or Jacqueline i'm sorry Tina or Jacqueline i'm reading.
Cori Wilhelm: Okay, well, I will stop the recording first Thank you so much Tina That was really awesome and thank you Jacqueline.