An 8 am Class: Good or Bad

By Pat Wood, Interim Head Librarian of The Ohio State University at Marion regional campus library

 

“I did it! I’m still alive!” These are my thoughts sometimes after teaching an 8 am library instruction class to college students. Although this is one of my favorite times to teach, students don’t always arrive with the same sunny disposition as me.

When I first started doing library instruction, I fell into a false sense of security by thinking that if students were looking at me, I had captured their attention. However, I have learned that students’ faces, and body language are not a good indication of that.

Over time, after experiencing blank stares, bobbing heads, or side conversations while trying to capture students’ attention, I have tweaked my sessions using comments and suggestions from surveys that I have students do at the end of any teaching session.

Here are some things that have worked for me from a sample teaching session:

When asked to teach library instruction at 8 am with a time-frame anywhere between 60-90 minutes, I usually arrive to the class instruction session 20 minutes early to set up the room based on the instruction requests of the professor and put out any handouts. This also gives me the opportunity to greet students with a friendly smile as they arrive.

As I am introducing myself while walking around the room, I’m aware of the importance of capturing their attention so I usually add a fun fact about myself that sometimes gets a few laughs which lets me know they haven’t fallen asleep yet. Time for the ice breakers!

Some ice breakers that I have used include Kahoot, which, for those who aren’t familiar is an interactive computer game where you create questions based on a subject (library information) and students answer using an electronic device (I always have a spare or 2 just in case the room doesn’t have technology or a student doesn’t have any). This can be 2-3 questions that can be fun stuff, or information they may not know regarding the library and its services. This is usually 5-7 minutes in length.

I also have done an activity where I write one word on the board (example: baseball) and then I have students make a list of keywords that relate to it. My word selection is usually related to the discipline of the class (example: History course). This activity usually has students talking amongst themselves, which is perfect. I usually give them 3-5 minutes for this activity. We then talk about the importance of good keywords and how they play a role in creating search statements

Now that I have their attention, the real work starts. Here is where I show students how to do academic research related to their assignment. This includes websites such as Google and Research databases from the library catalog. Students get to see the differences in searching and what features each resource must assist with their selections. They also learn how to construct good search statements through trial and error.

Once finished with this task, usually 20 minutes, the students then start doing research on their chosen topic while I wander around the room to answer questions and assist with anything else they need. This type of instruction also includes handouts on the three types of sources as well as the different types of periodicals to choose from. The time frame for this part is usually 30-45 minutes. The wrap up includes a survey of two questions: what information was helpful and what information was confusing.

The above activity is one of my favorites because students learn the difference between using Google and a research database while getting a good understanding as to the benefits of each type of search. Many good talking points have come from these sessions because most students are freshmen and they really don’t know what a database is. Google has been their best friend up to this point, so learning there is something better is sometimes a shock.

Lessons learned from 8 am library instruction sessions include:

Greeting students as they come into the class works well. This seems to help with interaction during the instruction session.

Make sure that you confirm exactly what the instructor is looking for from the session. Asking them detailed questions about what they want from the library instruction session is also very helpful. I once had a professor send me their syllabus in an email that said teach from the first lesson on the syllabus. My response was “WHAT?” We then exchanged many emails to determine what was needed.

Teaching search strategies from multiple sources, and showing students how to verify scholarly information has been a huge success, because today’s assignments seem to be giving students more freedom on their source selection. From my experience on our campus, depending on the course, students’ assignments aren’t requiring a lengthy list of scholarly sources as in the past.

The bottom line is that 8 am library instruction is not the worst thing in the world. Yes, it is true that in some cases no matter how you begin the session or what you plan to teach, you will have disengaged students. The goal is to be successful, sharing great research strategies so that students can complete their class assignments to the best of their abilities.

Resource Links:

https://kahoot.com/

Renaming Primary

By Danny Dotson, Mathematical Sciences Librarian & Science Education Specialist

If you read my previous blog entry, you know I have been pondering a bit lately about the topic of primary sources because I think there is too much emphasis on primary sources. Before anyone starts panicking, let me go into details.

The main reason is that I think the definition is not common across disciplines, yet libraries and librarians often apply a disciplinary definition on the concept to all disciplines. Many non-humanities disciplines would consider the journal literature to be their primary literature, but in reality do not really make use of terms like primary, secondary, or tertiary when describing or categorizing resources. So trying to apply a concept not even used in those disciplines will just create confusion. Sometimes librarians and libraries produce information about this concept as if it’s a standard definition that can and should be applied across all disciplines, which is not the case.

Second, “primary sources” found in libraries are very heavily slanted to certain disciplines. They are heavy on the humanities, medium on the social sciences, and light on the sciences. So trying to encourage the use of these types of items (or implying they are the gold standard) in certain disciplines will leave students of some disciplines with few choices.

A third reason is that the definitions often are applied to the format regardless of purpose or need. For example, a diary is usually considered primary. But what if the diary is used to garner information about a person other than the writer of the diary? That information is secondhand, so is the source being used as a primary source, or is it a secondary source given how it’s being used?

A fourth reason is that students in many courses likely will not use these types of sources. In many cases, books, journal articles, web pages, etc. are what the students will use and are what they need. It is not until students really begin digging deeper when they need what might be called primary sources. But in some disciplines, they may never need or use these types of sources.

A fifth reason is that the primary/secondary/tertiary terms implies value and that primary sources are “better.” Since journal articles are usually considered secondary, some disciplines are being told that their “gold standard” literature (peer reviewed journal articles) is inferior and that they should be using materials which will likely not meet their needs or don’t exist.

Given the above, when should primary sources come up? Only in discipline-appropriate courses when they are likely to be used. Bringing them up at other times is often meaningless for students’ needs or imposing one discipline’s definitions and values on another discipline. And distributing content across disciplines that pushes “primary sources” is doing just that.

So I’m not saying primary sources are bad. I’m saying the concept and term is murky when moving beyond specific disciplines and to act as if it’s a universal concept leads to confusion and problems. I think libraries and librarians should stick to these concepts only when it comes to the disciplines that recognize these concepts as part of their discipline. And I think that we shouldn’t be encouraging the use of these material types for courses/situations where they do not make sense.

I’ll leave with a question to ponder – is there something we can call “primary” materials and talk about them in a way that is more universal and accepted? Perhaps talk about these item types as unique, rare, special, etc. and why they’re important – but not in a manner that implies they’re “better” than other formats?

What’s Primary?

By Danny Dotson, Mathematical Sciences Librarian & Science Education Specialist

I’m going to make this blog entry an exercise in making the concept of primary, secondary, and tertiary resources more confusing. Bear with me, it’s to make a point that this concept is confusing to students for a reason.

Scenario 1: A diary

Primary right? What if the person is using the diary because of what the person is saying about a relative? It’s second-hand information. So shouldn’t that be secondary? Is the source still primary if the person is using it in a secondary manner?

Scenario 2: A photograph

Primary, right? What if the photo is of a painting? Wouldn’t it be secondary since it’s a derivative from the painting? And what about a painting someone did from a photograph?

Scenario 3: A journal article

Secondary, right? What if the article is entirely theoretical in nature and has no citations? This can sometimes happen (although fairly rare). So is this primary or secondary?

I think this illustrated that the concept of primary/secondary/tertiary sources is quite gray in nature. It seems like trying to apply a definition based on format alone falls flat when the idea is that primary is meant to be “from the horse’s mouth.” If a diary is used for second-hand content, is it really primary? If a journal article is original theoretical work, is it really secondary? And can a work be a mix (a lit review might be secondary, but the bulk of a journal article might be primary)?

Do you think the primary concept is too gray and we should seek to define it by purpose rather than format?

How on Earth do I Incorporate Active Learning into a 50-minute One-Shot Session?

By Stephanie Schulte, Head of Research and Education Services at the OSU Health Sciences Library

 

Have you ever had a request for a one-shot session where the course instructor wants you to teach their students everything you know in less than an hour? If you are like me, of course you have had this experience. Time is precious, and having worked primarily in the health sciences, accreditation often dictates what topics have to be covered, leaving less than ideal bits of time to cover literature searching or other pieces of the scholarly publishing world that are pertinent to these students. We often feel the pressure to make sure students are at least aware of everything they have available to them and cover many topics in a superficial manner. They can always follow up with an individual appointment, right? And who has time for active learning in this situation?

Well, if you’re at a large institution, you may not be able to scale individual consults for everyone who wants one, at least without losing your sanity. But, do not lose hope! You are a professional who can both negotiate what should be covered in a session and also provide opportunities for students to facilitate their own learning for the course at hand and in the future. Active learning can be a tool, even in a small amount of time, that can make the most of the learning opportunity at hand.

At the Medical Library Association’s annual conference in May, I was a member of a panel who discussed active learning. Active learning can take many forms and involve different aspects of librarianship, including getting on curriculum committees, acquiring collections that play a role in active learning, participating as a small group facilitator, and being an instructor who uses active learning. So, as an instructor, how can you use active learning in a one-shot?

The concept of backward design can be a useful framework when planning a one-hour’ish one-shot. What I suggest below is a rather simplistic way of thinking about this, but it can work!

  1. What do your students need to be able to do at the end of the session? Don’t overthink this. What are 2 or 3 things that they need to do to be successful in the course or with the assignment at hand?
  2. How will you know they can do these things? What evidence would demonstrate they learned to do these 2 or 3 things?
  3. Based on this, what teaching methods – including active learning – could/should be utilized so that they learn how to do these 2 or 3 things?
  4. What content needs to be covered in order to do these 2 or 3 things?

Notice how I point out 2 or 3 things.  That’s to emphasize that we cannot and should not be teaching these students everything we know in such a short period of time. Think hard about the idea of must know, nice to know, optional to know.

To help you conceptualize how you might incorporate active learning into even a short session with students, I developed a handout based on backward design principles to take you through the thought process as well as a handout that identifies some simple active learning activities by the amount of time and effort they might require. This is by no means an exhaustive or prescriptive handout! There are many resources out there. I’ve included links for a couple of my personal favorites in the handout too, but I’m including them here for your quick reference.

Now, go forth and teach! I’ll be putting my own advice to work in a couple of days. Stay tuned.

 

Handouts

Active Learning for a OneShot

Active Learning by Complexity

You Have 30 Minutes – Go

By Katie Blocksidge, library director at The Ohio State University at Newark and Central Ohio Technical College

 

The one-shot is a pretty standard part of any library instruction program: you’re invited to visit one class in the semester, and have between 50 to 120 minutes to discuss library resources, research, evaluation, and anything else that might be necessary for the course.  But occasionally, due to snow days, power outages, or just the restrictions of a 16 week semester, you might also get a request to visit a class for only 20-30 minutes.

So how do you plan for an instructional session that is only half of a class period?

Prioritize

Follow-up with the instructor to determine the assignment students will be working on, as well as the research requirements for that assignment.  If students need to use current newspaper articles for their work, great: that is now the focus of the class.  The difference between primary vs. secondary sources, and how to find them: time to highlight some of the historical databases, and JSTOR.  If students need to build a profile of a business: bypass the databases and highlight resources through the Bureau of Labor Statistics and the Census.

You may not be able to cover everything, but spell out what must be covered for class in order for students to understand and complete their assignment.

Engage your students

With a short time frame, it becomes even more important to give students the chance to practice the skills they will need for an assignment.  Kick off the class with a quick overview of the assignment, and a few resources students can use to find information/research on their topic.  Then break the class into pairs or small groups, and set them loose with a few sample topics or projects; this gives you a chance to circulate around to the small groups and address any questions that might arise.

After about 7-10 minutes, bring the class back together to report out: what did they learn?  What did they find challenging?  How can they apply what they learned to their own research?  Use this time to address any misconceptions with research, and connect the activity with the assignment they need to complete.

Point to additional resources

As part of your prioritization process, you likely had to jettison some topics/resources you would have preferred to cover in class; these are excellent candidates for video tutorials or a course-level LibGuide.  Depending on your relationship with the instructor (and your time frame), consider sending any tutorials or LibGuides to the class ahead of your session.  A pre-class video can provide students with an overview of a library resource or resources, and free up time in class for applying that knowledge.

If you don’t have time to address all of the questions that come up in your instructional session, you can also record a video to provide additional answers and explanations for students.

Assess

A shortened class session can feel like the last place you would want to add an assessment component, but it is really the most important.  A multiple-choice quiz at the end of class, a minute paper, or a brief online survey will provide you with feedback on your instruction and identify what students learned and where they struggled.  Even more important than assessing your own instruction, you can use this information in conversation with the course instructor: if a significant portion of the class responds that they are struggling with one aspect of research, this opens up a conversation to schedule a follow-up visit.  Even if it is not possible to visit the class again during the semester, this information can still help you advocate for additional time in future semesters.

Shortened library sessions are frustrating, but allow us to adapt to the needs of faculty and the semester schedule; a successful instruction session can lead to a longer session in future semesters, or the sequencing of smaller instruction sessions throughout the term.

Using Humor and Fun for Librarian Visits to Courses

By Danny Dotson, Mathematical Sciences Librarian & Science Education Specialist

 

When visiting courses, I try to add at least a few elements of humor to a visit, even if just very brief. I find it helps make my visits a bit livelier.

Here are a few things I have done that seem to get a good response from the audience:

 

  • Sesame Street: Cookie Monster In the Library: I use this when visiting survey courses. It usually gets laughs (sometimes even from the instructor). It serves as a bridge to dispel the idea that libraries are just a storehouse of books.  I go on to show we have all sorts of materials, spaces, services and – in some cases – cookies.  Although I am guessing Cookie Monster would not like the idea of paying for cookies.
  • Being Lazy: I point out some of the ways in which students can be lazy when I visit some classes. First is paging books from other locations. Do not walk across campus – have the book sent somewhere closer.  Also, citation management software (RefWorks, Endnote, etc.) allow people to be lazy – you do not have to key every citation by hand (although I emphasize they should still verify correctness!). In other words, make these things do more of the work for you. I also ask how many people get joy in life from creating bibliographies – I do not usually see many hands raised!
  • Working Late I sometimes ask how many people in the class – on rare occasions, of course – do work late at night / early morning. This segues into using limit options (particularly in the catalog) to get items that would be available immediately – particularly ebooks and streaming videos.  Of course I also emphasize the selection is much bigger if one works ahead of time!

 

Anyone else want to share ideas of how they use humor?

Fighting the Forgetting Process

By Cheryl Lowry, Training & Education Specialist

Many students start forgetting what we’re teaching about 10 minutes after we start.  And by 15 minutes in, there’s a good chance we’ve lost about half of them, no matter how attentive they look. It’s just too hard for their (and our) brains to concentrate on anything for long while being passive (Middendorf and Kalish, 1996; Fedder and Brent, 2016).


OSU University Relations Photographer

In my view, fighting the forgetting process is an integral part of teaching.  What we have do is use active learning activities–anything except a lecture or demonstration during which students are supposed to just watch and listen.

Active learning activities interrupt the forgetting process by engaging our students’ brains at the moment and also strengthen the paths in students’ brains through which they can later recall what we’ve taught them.

I’m making a list of such activities—what I’ve read research about and then had luck with myself–and thought I’d share some with you in exchange for some of yours.  I hope you’ll post descriptions of ones you’ve used to this blog and help us all.

I’ve grouped the activities below by the terms psychologists associate with them. As you’ll see, many of the examples provide students the opportunity to recall and organize what they’ve learned.

Generation: Students learn more if they are answering questions, solving problems, and testing theories on their own, rather than being given the information. Being on their own seems to introduce “desirable difficulties” that help students generate their own grasp of the material.  Remember to let students know we expect mistakes and that making mistakes is important and okay.

Example: If we’re going to teach how to use a particular database in someone else’s class, we can ask him or her to assign students to locate that database the night before.  Even students who are unsuccessful will learn more.  Once there, we can use a handout to help those who were unsuccessful quickly find the database.

Example: Are there places where students can predict what will happen?  If we ask them to, they’ll have to recall what they’ve learned so far. We can ask, for example, after showing them the limiters or filters for a search in a database, “Now in the next search, will we have found more or fewer sources?”  And “How many fewer sources are we likely to turn up?”

Example: Getting blank looks when you ask, “Do you have any questions?” or even the better “What are your questions?”?  In our A+ Research presentations we instead ask them to quickly pair up and give them 3 minutes to come up with two questions. Then my student assistant answers them.  It works every time.  Next year we’ll have each student e-mail me with one of their questions. Research indicates that once they do it, it will be easier for them to email me for help later on.

Example: When teaching face-to-face with a class, I casually tell students there will be a quiz, even when all I plan is a review at the end during which I’ll ask them questions orally.  Research shows that thinking there will be a quiz increases their motivation to pay attention.  It also helps students remember what they learned, perhaps by as much as 30 percent.  It’s even better to ask students to write down their answers before I take any oral answers so everybody gets a chance to mentally answer. But I don’t always remember to do that.

Example: It’s better to use handouts that give directions in both text and graphics because students learn better when the explanation is in both channels.

 

Elaboration: Student learning is strengthened by their making a mental map, or schema, of what they’re learning, including how it relates to their lives.  Anything we can do to help students put layers of meaning on their mental map is helpful.

Example: At the beginning of presentations, I ask them questions such as “We’re going to be talking about XYZ today.  How do you think that could be helpful to you?”

Example:  Because digital skills are psychomotor skills, I show or tell students the “executive routine” for the largest task before I teach details of any individual steps or tasks (Gagne, 1985). Having seen the executive routine even briefly, students will be better able to learn the individual steps or tasks. Let’s say one of your learning objectives (or all of them together) amounted to “Students will be able to find appropriate sources in the XYZ database.”  You would think about all the steps they have to do in order to find those sources. Then you would show those steps to students as a numbered list before you’d teach the individual steps and their details.

Example:  In an effort to try to connect what I’m teaching to what students already know, I show students the executive routine and then give them one minute to note which steps they have done before.  Then I ask for volunteers to tell the group.

Example:  I try to use their prior knowledge any way I can.  For instance, I once had to teach students at 12 community colleges which nine states, all east of the Mississippi,   had reciprocal agreements with Ohio for handing child support cases. Giving them a list to memorize seemed boring. To take advantage of the fact students already knew where the nine states are located, I imagined that my handout paper was the eastern half of the U.S. and typed the names where the states would be on such a map. For instance, North Carolina was toward the lower right, close to the edge of the paper.  They all learned the nine state names in just a few moments.

Example: If possible, teach a mnemonic for something you’re teaching.  In our A+ Research presentations, we always start by showing our mnemonic F-I-R-S-T to explain the steps to a research project and then tell students which steps we’ll talk about in that particular presentation. Students regularly tell us that learning F-I-R-S-T is a valuable thing they learned.  Mnemonics can be graphic images, instead of words.  So ask students to help themselves remember a difficult concept by thinking of a graphic image for it. Next year, we’ll ask FYSS and STEP students to think of a graphic image for “iteration.”

Example: I use verbal markers such as “This is important” or “This is a crucial step” or “The tricky thing about this is….” to help students pay attention right then and to also contribute to their mental maps.

 

So that’s my list that fits here. But you must have activities that have worked for you, too, which I hope you’ll post.  Thank you in advance!   And let me know if I can be of any help when you’re designing instruction.

 

 

References

Felder, Richard, and Rebecca Brent. Teaching and Learning STEM.  San Francisco: John Wiley and Sons, Inc., 2016.

Gagne, Robert M. The Conditions of Learning. Fourth edition.  San Francisco: Holt, Rinehart and Winston, 1985.

Middendorf, Joan, and Alan Kalish. “The Change-Up in Lectures.” National Teaching and Learning Forum, 5 (2), 1-5.    https://citl.indiana.edu/files/pdf/middendorf_kalish_1996.pdf

You Want Me to Teach What?: Responding to Troublesome Instruction Requests

By Jane Hammons, Teaching and Learning Engagement Librarian

It has likely already happened to you at least once, perhaps more than once. You receive an instruction request from a faculty member, along with information on the topics or resources that they would like you to cover. As you review the information provided, your reaction ranges from concern to outright incredulity: They can’t really want me to teach them that!

For me, it was the Dewey Decimal System. A faculty member who was teaching a required introductory course in his major was having his students complete a worksheet on available library resources. As part of the instruction, he wanted me to teach them about Dewey. Of course, the library where I was working at the time did not use Dewey. But even if we had, I would not have wanted to spend a significant amount of class time on the topic. While classification systems can be appropriate for instruction sessions in some cases, I knew that the chances that any of the students would be using books for the course was low. The students did not have a research assignment at that time, and it was a field that was heavily oriented toward journals, not books. I connected with the professor and explained that teaching Dewey would not work, gave my reasons, and made other recommendations for content that I thought would be more helpful to the students at that specific time in that particular program.

Has this ever happened to you? Maybe you are asked to show students certain databases, when you think that others are more appropriate for the course or subject area. Perhaps you are asked to cover content that you think is inappropriate for students at the specific level. Maybe you know from past experience that the instruction session, as envisioned by the faculty member, does not engage the students in any meaningful way.

What do you do in this situation? We all want to form good relationships with disciplinary faculty, and for many of us, the first instinct is to accept any request and try to do what the faculty member requests. But this does not mean that you have to accept all requests, or to teach topics that you know are, for whatever reason, not appropriate. As Meulemans and Carr (2013) have argued, “in order to be an effective teacher, the instruction librarian cannot take such a service‐centered orientation.”

When you do get an inappropriate or misguided request, don’t be afraid to push back. Use your professional experience and expertise to support your argument. Keep in mind that faculty often have only a “vague idea” of how librarians can help their students, and in many cases, “their understanding of the teacher‐librarian’s role is far different than ours.” (Meulemans & Carr, 2013). Although it can be uncomfortable, educating faculty on how the library, and librarians, can best support their students is better for all involved in the long run.

 

Here are a few recommendations for how you can communicate with faculty about inappropriate requests. First, explain what you think is problematic about the request. If you really want to be polite about it, you can put it in the form of a request for clarification on your part. A few examples:

Professor X,
Thank you for contacting me about a possible instruction section for your ABCD 1000 course. Before I can schedule your session, I was hoping to clarify your goals. You mentioned that you wanted me to focus on the Dewey Decimal System. At OSUL, we do not use the Dewey System, but if you would like the students to know about library classification systems, I could spend a small amount of time briefly reviewing the Library of Congress Classification system. However…

Professor Z,
Thank you for contacting me about a possible instruction section for your ABCD 1000 course. Before I can prepare, I had a few questions. You indicated that you wanted me to show students how to use Tool A. In my past experience, I have found that students at this level struggle to use that tool effectively. It was designed for advanced researchers and has a steep learning curve…

 

Second, offer alternatives for content that you think is more appropriate. Explain why you think your proposed content will work better and will support the students in achieving the overall goals of the assignment or course.

However, based on the assignment you have described, I think that class time could be better spent by focusing on the following content…This will likely be more helpful for the students, since it will give them a chance to practice skills that will be directly applicable for the assignment they are completing.

In place of tool A, I think it more appropriate to show them tool B. The overall focus of the two tools is similar, but in my experience, students at this level often find tool B to be more accessible. If your goal is for them to learn how to locate a few data sources for their assignment, I think that tool B will be effective and more manageable for the students.

 

In many cases, this initial communication will likely be all that is needed. Most faculty members will be reasonable. The “Dewey” faculty member accepted my explanation, and alternative content, without hesitation. In my experience, in fact, faculty are often grateful for the recommendations. They make their requests based on their own knowledge of what the library can and does provide, and may be unaware of the range of options that are actually available. There have been several times in the past where I have recommended giving the students instruction on how to use Zotero, and after class found the faculty member was even more excited to learn about the tool than the students.

If the faculty member does continue to insist, don’t be afraid to just say no. We don’t like to turn down instruction requests, but if it is something that you really don’t think is appropriate to teach, or simply can’t teach for whatever reason, there is justification for refusing the request.

Negotiating the content of an instruction session can be tricky. But you shouldn’t let your desire to be helpful override your knowledge of appropriate content for a session. A poorly conceived instruction session will not help anyone. It may get you more time with students, but at what cost? You will have to struggle through a session that you know is not in the best interest of the students. The students will likely think it is a waste of time, and as a result will be more reluctant to engage if they are required to attend additional sessions in the future. And, the faculty member will leave with the same misconceptions about the library that they had coming in. As Meulemans and Carr note, “When a problematic request is fulfilled, it only ensures that librarians will receive more requests like it.”

 

Reference

Yvonne Nalani Meulemans, Allison Carr, (2013) “Not at your service: building genuine faculty‐librarian partnerships”, Reference Services Review, Vol. 41 Issue: 1, pp.80-90, https://doi.org/10.1108/00907321311300893

 

The Internet is Down: How to Succeed in an Unexpectedly Low Tech Classroom

Guest Blogger: Hanna Primeau, Instructional Designer

Welcome to your worst teaching nightmare. You walk into a course or workshop, you have the usual amount of time to set-up before everyone has settled in and you can begin. And then it happens. The internet is down. Your presentation for the day depended on being able to demonstrate how to access a database, how to filter searches, and to get your students actively working with you as you work through these steps.

Photo Credit: Edvard Munch, The Scream (1893)

The long and short of it is, I’ve been there, and there isn’t much you can do in the moment, although all hope isn’t lost, which I will get to in good time. The good news is, this is just a nightmare, and you can wake up and take some precautions to keep in your back pocket, just in case this becomes a reality.  If you have been asked by an instructor to come to a class or workshop it is nearly a guarantee that you will be heading into the web at some point, but the good news here is you can pre-record your actions! No need for fancy devices, high tech programs, or even the know how of how to make videos in order to make a recording of your already planned demonstration. As a matter of fact, the “hard work” is more than likely already done, and done by you!

The first step to this process is to know what you want to show, and presumably, because you’ve spent time prepping for this course, you know exactly when and where you will depart from your presentation to the web and what you intend on showing there. Some find that storyboarding helps this portion, storyboarding is a process of visually or verbally putting down what each screen looks like and describing the actions taken on that screen, including pauses. You can see below what a quick scribbled out version of a storyboard may look like, but there is no right or wrong way to approach this. You can go as complicated as taking screenshots for each one and typing out your plans, or scribble on a scrap of paper each step. All this is is a visual map to have before you move on to the next step, recording!

There are endless technologies that can facilitate the recording of your screen, better known as a screen-capture, but I am just going to focus on a basic one. Screencast-o-matic is a free, up to 15 minute screen recorder, that has the option to add captions to all video, and will automatically upload it to either the screencast-o-matic webpage or to YouTube, with little action on your behalf.  It’s finally time to record, once open Screencast-o-matic allows you to simply select the browser screen you would like to record, and begin recording with a click, stopping with another. This is the point that if you created one, to utilize your storyboard as you slowly navigate through the web that you intend on demonstrating to students. You may find that it helps to speak as if you were in front of a class as you record, allowing you to time how long to pause between clicks. The goal here is not to have a fully polished video, and certainly not one with audio, but a video that once embedded into a presentation can play behind you as you narrate live.  This gives you the opportunity to not just speak knowledgeably about your demonstration, but most importantly, allowing you to no longer be held captive by a mouse and screen, and go to stand before a class, gesturing to the parts they should know physically pointing to things rather than using a mouse which is poor for these purposes.

Having a selection of these videos in your back pocket may seem like an intimidating task, but the amount of tension and stress they can save you in a pinch is worth it. These demonstration videos don’t have to be made all in one go, but one at a time as you prep for new classes. Keep them short so you are able to combine multiples, rather than repeating many of the steps anew just to demonstrate a slightly different process. Once you have started this process, it’s easy to make this part of your teaching, making short snippets for every use to be used in every case, or just in case.

But what of getting students to practice the skills you are attempting to teach? Active learning thankfully can happen with the simple aide of a pen and paper or a whiteboard with markers. Looking to other instructors via the ACRL Sandbox, we can find in examples of in-class activities that are easy to adapt to the most basic of situations. Having one activity in your back-pocket ( or on your flash drive in your back-pocket) for each of the Frameworks you tend to teach should help you when your worst nightmare becomes reality. Let’s look to a worksheet uploaded by UCONN library, the Research Question Generator. It is focused on asking questions to make students think deeper about their topic in such a way that leads students to formulating a more structured research question. This process can easily be adapted to make students think deeper about keyword searching, having them do the hard work of playing with Boolean, and even limiters, before even touching a database.

Needless to say, with a bit of forethought, your worst nightmare can just be another day in the class!

 

Resources

Best Practices:

  • 5 minutes or less
  • Make sure to put in pauses for you to speak!
  • Don’t share access with students or instructors if you have no subtitles or audio, accessibility standards are important.
  • Use incognito mode in order to ensure a similar experience to a student repeating
  • Have your videos saved in the cloud, box works well for this, and a flash drive as back up. You never know when the web will be working fine but it’s a moment that EBSCOhost is down.
  • Students tend to be very patient, don’t fret about set up time, pauses longer than you would like, or other weird quirks that can happen. They have probably experienced a similar situation and tend to have compassion.

Helpful Links: