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College and University Libraries Section
Kansas Library Association
CULS Fall Conference 2012

Driving Towards New Frontiers

October 4, 2012
2:00 - 4:00 p.m.
Room A
Magouirk Conference Center
4100 W Comanche
Dodge City, KS

October 5, 2012
8:00a.m. - 4:30 p.m.
Magouirk Conference Center
4100 W Comanche
Dodge City, Kansas


Pre-Conference: "Beyond Classroom Evaluation: Structuring Research for Dissemination." University of Northern Colorado Librarians Andrea Falcone and Stephanie Wiegand will present this engaging pre-conference session. Librarians often pursue worthwhile classroom evaluations, yet the results of those evaluations do not always reach beyond the water cooler or an administrator's office door. Whether successful or not, our findings can lead to rapid improvement in instructional methods, but only if we share our knowledge. If the thought of disseminating your research is overwhelming, you are not alone. This interactive session will provide you with techniques for parsing the research process into manageable components to enable dissemination, especially through formal channels. Participants will draft an action plan for an instruction-related research project, including specific tasks, time horizon, and resource allocation.

Andrea Falcone is Head of Instructional Services at the University of Northern Colorado University Libraries and is subject specialist for Communication Studies, English, and Journalism and Mass Communications. Andrea earned a Masters in Library Science (Indiana University, 2007) and a Master's in English (University of Toledo, 2004). She teaches undergraduate face-to-face and online courses in understanding the organization of information, developing research strategies, information retrieval, and evaluating and synthesizing information. Most recently, she has presented at LOEX, ALA, and the CoALA Academic Library Summit about her passionate interest in facilitating student-generated content and connecting technology to educational engagement.

Stephanie Wiegand is the Health Sciences Reference Librarian at the University of Northern Colorado, providing support for the programs of Nursing, Sport & Exercise Science, Gerontology, Public Health, Nutrition & Dietetics, Audiology & Speech Language Sciences, Rehabilitation, and Recreation. Stephanie received her Master's degree from the University of Missouri's School of Information Science & Learning Technologies. She teaches a variety of workshops and one-shots for faculty and students from the undergraduate to doctoral level, as well as teaching a credit-bearing introductory library research class for Audiology & Speech Language Sciences students. So far in 2012 Stephanie has published in the Journal of Business & Finance Librarianship and presented at LOEX, ALA, and the 7th Annual Research & Evidence-Based Practice Conference.

The pre-conference will be held Thursday, October 4th, 2:00 - 4:00 p.m. in Room A at the Magouirk Conference Center in Dodge City. There is a fee of $15 fee ($10 SLIM students) for the pre-conference and registration is required. Refreshments will be served. Parking is available at the lots located at the east, south and west of the United Wireless Arena, while hotel guests can walk to the Center from the Hampton Inn.

Thursday Evening Event: "An Evening at the Boot Hill Museum" 6:30 p.m., 500 West Wyatt Earp Boulevard, Dodge City KS, 3.5 miles east of Magouirk Conference Center on US 50/US 400-US 50.

Join us at the Boot Hill Museum for a delicious country-style dinner (including slow roasted beef brisket, oven fried taters n' onions, corn in a sweet cream sauce, flaky biscuits, Grandma Sally's apple crisp, iced tea, lemonade & water) and entertainment, featuring the Long Branch Saloon with Miss Kitty, Chalkley Beeson, Can-Can Dancers, Singing Bartenders and other local characters. The show is approximately one hour long and consists of a variety of acts. Dinner will start at 6:30 pm, with the show to start at 7:30 pm. Read more at their website. Registration is required. Cost for the event is $26.00 per person. Price includes museum admission, dinner and show. A cash bar will be available. Registrants are welcome to arrive early to tour the museum before dinner.

Friday Luncheon Speaker: The CULS Executive Board is proud to present living historian Marc Ferguson as he portrays the legendary Wild West gunslinger -- John Henry "Doc" Holliday at the conference luncheon on Friday, October 5 at 12 pm. Ferguson is the curator of the Dalton Gang Hideout in Meade and was also appointed Assistant Marshal of Dodge City in 2003. He has also has won numerous awards for his re-enactments of Holliday and buffalo hunter/scout Billy Dixon.


Sessions

EBSCO Training Session. Lisa Jones, EBSCO

Made Possible by a donation from EBSCO

Comic Book Guy in the Classroom: The Educational Power and Potential of Graphic Storytelling in Library Instruction. Matt Upson and C. Michael Hall, Emporia State University

The use of comics in the college or university classroom continues to increase as educators are convinced of their value as effective and legitimate educational resources, but efforts have typically been relegated to English or history courses. This presentation will examine the power and potential of comics as an educational medium, supported by a history of comics and exploring the psychology of how the brain processes graphic narrative. The presentation will be punctuated by case studies and examples of how comics (both library and student-generated) can be utilized in library instruction and outreach.

Discovery: The information literate WorldCat. Earl Givens, Jr, Emporia State University

Locating, synthesizing, and evaluating information is the heartbeat of information literacy. Using a high-powered discovery layer can assist in the mission of information literacy. This presentation will demonstrate how the discovery tool of WorldCat Local, can be integrated into information literacy instruction and explore emerging teaching practices.

Quality Control in the Small Academic Library Catalog: How Much is Enough? Morgan McCune, Pittsburg State University

The new frontier is the Google search, the discovery tool, the "blended library" in terms of information formats. What I'd like to present in this opportunity is my perspective of catalog quality-control work on this new frontier (cataloging, authority control, database maintenance, electronic projects) in a small academic library with minimal funds and high workloads (in terms of cataloging staff serving more than one role, or several roles). Often, small libraries do all of this work themselves rather than hire a vendor to do "clean-up." Staff may have minimal cataloging training and access to cataloging reference material. Can we help small libraries keep up, or forge ahead, by outlining the most essential quality elements? This presentation will be an effort to begin that work.

Moodle Your Noodle: How to Implement Open Source Software for Library Instruction. Kellie Meehlhause, Emporia State University

In the twenty-first century, library instruction faces the difficult challenge of appealing to tech-savvy patrons while teaching information literacy skills at the same time. Budget constraints further complicate the situation by limiting the technology available for use in the curriculum. One low-cost way that libraries can combine technology and student learning is through open source software (OSS), wherein a program is "created by a collaborative group of individuals and then has its source code distributed to other programmers for them to alter." This presentation will provide an overview of OSS and its advantages and disadvantages in a library setting. Focusing primarily on Moodle, it will then discuss the ways in which this and other OSS programs can be used to enhance library instruction and services in the digital age.

Legends of the Library Ninjas: New Frontiers in Library Instruction. Kate Wise, Kansas Wesleyan University & Heidi Blackburn, Kansas State - Salina

Seldom seen, library ninjas perform heroic acts to ensure their patrons have seamless access to information. These mythic vigilantes and their escapades are brought to life in "Legends of the Library Ninjas: A Quest for Knowledge," a graphic novel resulting from a partnership between Kansas State University Salina and Kansas Wesleyan University. Librarians at both schools along with an artist collaborated to create a new product for library instruction to engage today's visually-oriented students while meeting learning outcomes. Come meet the library ninjas who have become the talk of the campus and learn of their escapades as they teach undergraduate students such skills as using Boolean operators, identifying a scholarly article and using inter-library loan. The background of the project, the grant-writing process, and getting through administrative red-tape will be discussed. Successful and failed attempts at implementation and use in library instruction, as well as preliminary assessment, will be presented, as well as possible future projects with the graphic novel.

Increasing the Response Rate from Online Students. Kathy Delker, Friends University

Stereotypically, students sitting in a classroom almost always fill out feedback forms they are handed and asked to turn in before they leave while many online students ignore requests for feedback sent by e-mail or through their Learning Management System (LMS). This presentation will describe my collaboration with the professor of an online course for graduate students pursuing a Master of Arts in Teaching degree during Summer 2012. Our goal was to motivate his students to do all the library orientation activities for the course, but our work together also led to a 100% response rate on two feedback instruments designed to gather assessment information for the Library. The first instrument requested specific detailed comments and suggestions about things like the document outlining the library orientation activities and the content of the activities. The second instrument asked students to rate and comment on aspects of the orientation program as well as selected library services and resources.

Come to this session to find out what strategy the professor and I employed to elicit the 100% response rate, how the first instrument gave students incentive to complete all the orientation activities, and some of what the Library learned from the feedback.

Getting Into the Classroom. Nicholas Wyant, Wichita State University

Academic librarians are increasingly becoming teachers, not simply demonstrating a database, but actually teaching and interacting with students. However, before librarians can have the opportunity to teach they need to be invited to do so by the teaching faculty and thus become a part of the class. This presentation will focus on strategies to bridge communication between academic librarians and their respective academic departments. Too often a student will say, during their last semester of their senior year, "I had no idea we had a librarian specifically for psychology [or any subject for that matter], man that would have been helpful." Every librarian that has heard this kind of a statement knows how painful it can be to hear. The reason that librarians hear statements like this is because we have not spent enough time in a classroom, which is mostly due to the fact that many of us do not make enough faculty connections. Building relationships with faculty members is crucial for librarians to be helpful to students.

The first strategy to use is advocacy, finding that one faculty member or graduate student that knows who you are and making an impression on them. Librarians need to crawl out of their shell and go after these 'department advocates' with gusto, doing everything in our power to help them. Once you have an advocate in the department others will follow.

Secondly, offer to demonstrate new resources. Databases change constantly and provide a great ice breaker to get into a department meeting. The important part here is making sure that you do not take too much time and focus on being clear and concise.

Third, don't give up. No matter how many emails are ignored keep sending them, also try sending an actual hand-written card. Often the novelty of such an interaction will warrant at least recognition.

Freeware and Open Source Software in Libraries. James Corbly, Kansas Wesleyan University

This program will identify the unique characteristics of freeware and open source software vis-a-vis commercial software currently used in academic libraries. Attendees will acquire a solid understanding of licensing considerations related to freeware and open source software, including insights on the GNU General Public License, a widely used freeware license. These software packages will also be classified by function before concluding remarks are offered for their procurement and implementation into daily work routines.

GTA=Great Teaching Adventure! Graduate Teaching Assistants in the Library Instruction Game. Cynthia Akers Kane, Kellie Meehlhause & Tiffany Newton, Emporia State University

In the spring of 2011, William Allen White Library took on one of the best challenges a library could have. Our library instruction curriculum in English Composition courses was increasingly popular, and we were preparing simultaneously to expand the library's teaching of UL100, Information Literacy and Technology, as a two-credit-hour general education course. Coupled with a renewed commitment to embedding information literacy outcomes in other undergraduate and graduate courses, we were faced with a very real need to reconsider what we were doing in library instruction and what would be most effective for our students. Emporia State University is also the home of the School of Library and Information Management (SLIM), an ALA-accredited institution. While our library had employed graduate assistants from SLIM in the past, these GAs had rotated through departments and performed assignments other than teaching.

In spring 2011, the Dean of WAW Library and librarians discussed the possibility of hiring graduate teaching assistants to serve as liaisons for library instruction in English Composition, other undergraduate general education courses, and public service responsibilities at the Reference/Information Desk. The Dean and the librarians wrote a position description and in summer 2011, the description was sent to SLIM students, other academic departments, and posted on the Kansas Libraries listserv for recruitment. Two GTAs, first-year SLIM students as of fall 2011, were hired later that summer with training and supervision divided between the library's Director of Instruction and the Head of Information and Instructional Services.

As a result of the GTAs assuming responsibilities for general library instruction and a number of reference desk shifts, the librarians have refocused their energies upon establishing creative connections with other faculty for subject-specific information literacy initiatives. The GTAs in turn gain invaluable, practical, on-the-job experience supplementing their graduate theoretical coursework.

In this presentation, the Director of Instruction and our two GTAs will discuss the rationale for this teaching approach, success stories from the 2011/12 academic year, lessons learned, and strategies for utilizing student strengths from your own institution's undergraduate and graduate students as peer library mentors.

Book a group study room...online! Robyn Tiemeyer, Wichita State University (Poster Session)

Wichita State University's Ablah Library has 20 study rooms throughout the building, and manages reservations for 6 rooms through Circulation. The previous pen and paper method of making reservations and counting statistics was time consuming and error-prone, causing library staff extra work and occasional damage control. In fall 2011, LibCal, an online reservation tool recently released by Springshare, was tested and implemented to great success. WSU students were now able make their reservations at their own convenience, freeing Circulation staff to assist in other areas. The hosted system is now used to reserve study rooms, seminar rooms, make reference appointments, and publicize library events. The use of LibCal has also simplified collaboration with Supplemental Instruction to schedule weekly review sessions throughout each semester, a service that directly relates to the strategic plan of University Libraries.

Choose Your Own Library Adventure! Alicia-Marie Lillich, Butler Community College - Andover

Scenario-based learning is an exciting way to provide interactive library instruction. In these modules, students are placed in a virtual situation where they must select an option to proceed. This tool can be used to reinforce traditional library training or to reach online students who miss out on face-to-face instruction. Software and applications are available that allow you to create lessons that range from text-only "Choose Your Own Adventure" scenarios to full-fledged audiovisual tutorials. In this session, I will cover several different options to help you decide how you can create a scenario-based learning module that will best benefit your students.

The Effectiveness of Online Tutorial Videos as Supplemental Library Instruction. Nicholas Wyant, Wichita State University

Learning to use databases properly can be a difficult skill for students, especially those that are used to the ubiquity of Google. WSU is an urban serving institution with a larger number of students that work full-time in addition to their course work and thus might not have the time to meet in person with a librarian to better understand how to use an academic database. This presentation will focus on the results of a study conducted during the Spring of 2012 in a sociology class at WSU. Sociology 111 is one of the larger classes at WSU. One instructor for this class, whose section included 230 students assigned an "abstract assignment" that required the students to find 3 peer-reviewed articles from an academic database and summarize them in a one page paper. The sociology librarian came to class to teach information literacy skills (such as recognizing why peer-review is important and how to distinguish between popular and peer review) and how to apply these skills to search in Sociological Abstracts. I addition to the presentation in class the librarian was also embedded in Blackboard.

While there are any number of videos available from vendors to help explain their products to users many of these videos suffer from at least one, if not all of the following issues. They are too long, internet videos need to be short, preferably less than 3 minutes. They are impersonal and might not reflect how an individual institution has implemented them. They are go into far too great of detail about how things work within a given database. These issues motivated the Reference and Instructional Services Group at WSU to create their own tutorial videos.

In addition to a PDF that included step by step instructions on how to use Sociological Abstracts a video on how to use the database was also included in blackboard. A convenient feature of blackboard is that it allows instructors, and in this case the librarian, to know who viewed content on the website. After obtaining IRB approval the librarian contacted the instructor to view the grades the students received on the Abstract Assignment.

While inconclusive the results seemed to indicate a correlation between viewing the video and receiving a better grade, yet the overwhelming numbers of passing grades indicate other factors might have influenced this result. However the results inform further study of the subject which will take place in the Fall of 2012.

Are you MOOC-ing yet? Gloria Creed-Dkeogu & Carolyn Clark, Ottawa University

What is a MOOC? Are librarians MOOC-ing? If not, what should librarians know about MOOCS? This presentation will include a short history of the Massive Open Online Course and will introduce librarians to sites like Udacity, Coursera and CodeAcademy, popular course sites where thousands of students sign-up for free online courses. This presentation will explain the MOOC concept and why it has become the rage in online education today.

11:42 AM 10/31/2012

Library Resources in a Flash: embedding library content with widgets. Gemma Blackburn, Wichita State University

Creating embedded content can be time consuming for librarians and instructors, but one solution is to have pre-built blocks of content ready at your fingertips. Adobe Flash can be used to create interactive widgets to embed into a content management system, university portal, or department website. These widgets can be full of introductory library information to share among all first-year experience courses, or they can be prepared for more advanced courses to use over and over. They are easy to embed, easy to update, and easy to use. Links to resources, database search boxes, pictures, games, and quizzes can all be included.

This session will cover what a widget is, how to build a widget, the tools needed, how to gather use statistics, how to make them accessible for the visually impaired, how to embed them, and the pros and cons of using Flash.

Challenges for Academic Libraries. ReGina Reynolds-Casper & Eric Coulbourne, Barton Community College

"Driving Towards New Frontiers"
How academic libraries can remain vital in an evolving educational frontier.
Collaboration - Marketing - Professional Development

Traditionally, libraries were considered an integral part of a student's educational career. It was assumed academic libraries played an active role, and their value and importance was not questioned. However, we all are aware things never stay the same. Technological advances have played a role in how libraries are viewed and how we implement our services and resources. Expectations of our students have also changed as a result of how they can access information and resources. To put is simply, no one can continue to exist without changing and involving. We all have seen businesses adapt to continue to meet the evolving needs and wants of their customers. This is also true for libraries. Libraries can no longer expect to make one change or adaption and assume this will last. A direct result is academic libraries now find themselves in the business of marketing and public relations.

How can academics remain a vital component to a students' educational path but also to their community and campus? It has been my experience a library needs to take on the responsibility to promote their services and resources along with updating their image or brand. An academic library needs to focus on professional development, collaboration, and marketing. All three are interconnected with one another.

Collaborative relationships are a resource tool for libraries. Not only are they a source of support, but these same relationships will provide libraries with insight on how they may need to change to continue to meet the evolving needs of patrons. It also shows to your patrons that you are willing and able to work with other departments or libraries. Your connections with patrons are strengthened and your brand is enhanced. These relationships become the building blocks to when a library develops a marketing plan. A library can use the ideas and experiences from collaborative relationships and adapt to their situation. In addition collaboration is another way or avenue academic libraries can spread their good news (market themselves) - by word of mouth. Libraries may also realize from the input their receive they need to implement a professional development plan to improve not only their brand and how they are viewed professionally. A professional development plan will ensure library personnel continue to keep current on new technology and software allowing them to provide a high quality of customer service but also to continue to meet the evolving needs for students.

Speed Reading Basics. Teresa Mayginees, Butler Community College - Andover

Don't have enough time in the day to read all of your journal articles, textbooks, or James Patterson novels? Speed Reading Basics is for you. We will assess your current reading rate, discuss ways to improve, and do some practice drills. By the end of the session you'll likely see a marked improvement and have tools to practice on your own. You'll be reading faster in no time.

ProQuest Training Session. Edward Loera, ProQuest

Made possible by a donation from ProQuest.

Extending the Learning Process: Using the Theory of Connectivism to Inspire Student Collaboration. Melissa Mallon, Wichita State University

Learning theories have been around for a long time, and are often used in designing information literacy instruction. Most theories tend to focus either on collaborative group work or individualized learning experiences. The research process, as librarians are well aware, often spans these two pedagogical practices. Connectivism, a relatively new learning theory, combines the benefits of self-paced learning with peer-to-peer learning. Connectivism is often applied using the inherent collaborative nature of social media tools, including web tools such as wikis and blogs. With the use of social collaboration tools, librarians can extend students' learning experiences by providing them with additional opportunities to supplement their personal knowledge with that of their peers.

In this session, the presenter will provide a brief overview of traditional learning theories and a more detailed description of Connectivism. Attendees will learn about the benefits of applying the principles of Connectivism and its relevance to information literacy instruction.

The presenter will then describe a successful collaboration with an English faculty member that resulted in a collaborative learning experience between students, the librarian, and the instructor. The collaboration included a library research component that consisted of three parts: an in-person library instruction session led by the librarian where students were introduced to resources and techniques for efficient research; a research worksheet developed by the librarian and the faculty member that was completed individually by students; and an online course research guide that students contributed to base on the sources they found during the course of their research. Students also participated in the social media site Piazza to gain even more experience regarding the nature of shared scholarship. Piazza is an educational network where students can post questions, start discussions, and even answer others' questions, all under the guidance of their instructor.

The presenter will also provide tips for successful faculty collaboration, including writing student learning outcomes, assessment techniques, and strategies for creating student profiles on an online research guide. The presenter will engage attendees through poll questions and lead the audience in actively identifying potential collaborative partnerships at their universities.