Wow! I can’t believe today is the last day of my internship. It has really flown by. I feel like I just started! Looking back, this internship has been a great experience. Through the internship, I gained experience and learned a lot. The biggest project I worked on this summer was the Keys to the Capstone Podcast Series. While working on this project, I learned how to use new software programs such as Garageband and Audacity, which I think will serve me well in my future career. I also learned skills such as tailoring your instruction to the specific needs of the students you are serving. This was key when I was developing the podcasts. I also worked on the University Library’s booklet for the Week of Welcome in August. This gave me a lot of experience with library outreach. I learned the importance of outreach programs that get the students in the library doors, and once they are inside they can see what all the library has to offer and will hopefully come back and become a frequent library user. Working on the Week of Welcome booklet, I also collaborated with others from the different library branches on campus. I feel this will be valuable experience to have in my career because collaboration with others is common. The other aspect of my internship was assisting with instruction for student groups that came to the library. I got to observe some instruction sessions which was really helpful, and I used this blogging site to share a couple lesson plans so I could get hands-on experience planning for an instruction session. I also gave tours of the library to multiple student groups. This was one of my favorite aspects of the internship. I loved taking the students around and showing them what all the library has to offer, and I enjoyed interacting with them. It was really gratifying when a student showed genuine interest and was really excited to be there. I also read some research articles on pedagogy and instruction, which I found really interesting and will definitley be helpful since it is very likely that I will be in some sort of instruction position at some point in my career. Overall, the internship this summer was a beneficial and enjoyable experience. I learned about the instruction side of academic librarianship and learned some valuable skills along the way!

Jennifer

This week I got to give a tour of Gorgas Library to a group visiting campus, called College for Every Student. I really enjoyed this group. It was a large group, with students from a variety of backgrounds. It was really exciting for me to share the library with this group of students who are about to enter their college years and show them what a college library has to offer, no matter where they end up going to college. I started the tour with them at the Sanford Media Center, which as usual was a big hit. They were interested in seeing the recording studio, but it was unfortunately being used at the time. However, they got the experience of what all the SMC has to offer. We then visited the circulation desk, and they really liked how you can check out laptops to use. Next we visited the third floor. In the art history section I explained how call numbers work and then we did a call number activity where the students worked in pairs to find the book with the call number that I gave them. Once they had all found their books, we discussed the experience as a group with each pair sharing the title and author of the book they found followed by a discussion of the experience as a whole. We discussed any challenges they faced finding the books, or if they thought overall it was a pretty easy task. I had a really smart group, so they found their books easily! We then visited the Williams Collection, which was also a popular stop on the tour. They really enjoyed the paintings in the collection. We then went down to the lower level of the library. I told them the story of how the basement is supposedly haunted, and they all found it really exciting. We talked about favorite scary movies and most of the girls were like me and didn’t have a favorite movie because they didn’t like being scared! AFter that we toured the first floor and talked about all the services provided on that floor. We visited the information desk, the printing station, the music library, as well as the coffee shop Java City. They also loved the cell phone charging station there on the first floor. As they were leaving, the students even made a point to thank us for showing them the library. Overall, it was a really great group and I hope the students got as much out of it as I did!

Jennifer

Today I had the opportunity to give a tour of the library to the high school group, NSORO. There were 37 students total and 9 students were in my group. I took them on a tour of each floor of the library, and they had a worksheet with a few basic questions about what was on each floor and the services they provided. The group also had an ipad to take around so they could take pictures of something that they were surprised to find on each floor. Not surprisingly, my group loved the Sanford Media Center on the second floor, as well as the Williams Collection on the third floor. Those are always popular stops along the tour. My group had a really fun time taking pictures around the library with the ipad. We had to rotate the ipad around the group so everyone got a turn! After the tour, the entire group gathered together again in the instruction room to talk about what they saw on their tour. By hooking up the ipads to a projector, each group was able to share their pictures they took with the entire group. The group really enjoyed sharing what they saw and getting to see everyone’s pictures. Overall, it was a great experience. I feel like I am becoming more comfortable with sharing the library and what all we have to offer with student groups that are visiting. I also think the students benefitted from the tour. No matter where they end up going to college, they will be familiar with the basic resources and services an academic library has to offer. While learning these things, they hopefully had a fun time along the way!

Jennifer

This reading was a selected chapter from a book, and I thought it was a very interesting read. The author is a professor who has had a long career teaching in higher education. He talks about identity and integrity, and defines the terms within the context of teaching. I was intrigued by the section where the author told the stories of two different scholars who both came from similar challenging backgrounds, but each had a very different experience upon entering the world of academia and these experiences shaped them into who they were as teachers. The author also talked about mentors and even shared about one of his most memorable mentors from his past. He talked about mentoring in the context of a cycle, how at each important stage of his academic and teaching careers a mentor had come along to help guide him. Then the point came when he was expecting the next one to come along, but they never did. He realized then that it was now his turn to be a mentor for someone else. I thought this was interesting because having a mentor plays a huge role in a person’s educational and professional development, and the cycle of first being mentored by others and then becoming the mentor put it in a perspective I had never thought of before. I myself have had teachers in the past that have greatly impacted me and I still think back on to this day. The author also discussed how many are called to teach not only through their mentors, but also through a particular field of study. Whatever the reason, the author emphasizes the importance of being passionate about what you are doing. Whether your passion is teaching or something else entirely, I think that having passion for what you are doing is an important part of living a fulfilled life.

Jennifer

Here is a lesson plan that teaches students about determining a source’s currency.

LESSON PLAN
Objectives:
1. Students will know to always check the date the information they are using was produced.
2. Students will understand that subjects or fields of inquiry that are rapidly changing require the most current information.

Set-Up:
-Write the following questions (or others the teacher may choose) on sentence strips:
1.Who was the first president of the United States?
2.What is one of NASA’s most current projects?
3.What are the latest developments in brain research?
4.Why did the American colonies declare their independence from England?
5.What were the major influences on the French Impressionist movement?
-Have projection screen set up.
-Have computer set up and internet connectivity established.
-On the board, write the word “Currency” and the following questions:
1.Does up to date information make a difference to my project/research?
2.How up to date is this information?
3.How recent are the facts and figures?
4.Where can I look to find the date the information was produced in my source?

Procedure:
-Ask students what they think is the definition of the word currency. Have students discuss the first question: Does up to date information make a difference to my project/research?
-Discuss the difference between subjects or fields of study which are developing rapidly and others which are relatively stable. For example, biology is a field that is rapidly changing. The
subject of the United States Civil War, on the other hand, is relatively stable.
-The teacher holds up each of the above question strips and asks students to consider the following:
1.Which questions require the more current sources?
2.For which topics or questions would the currency of the information be important?
3.For which topics or questions would the currency of the information not affect the usefulness of the information?
4.Using the students’ answers, create two lists on the board– Current Information (Important) and Current Information (Less Important). Ask students to consider why the date of the
information is essential for the one group of topics and not as important for the other.
-Have students answer the following question: What is the weather forecast for tomorrow in your local area? Look at the following web site. http://www.weather.com/common/home/localweather.html
-Have students consider the following:
1.Does up to date information make a difference to my project/research?
2.How up to date is this information?
3.How recent are the facts and figures?
4.Where can I look to find the date the information was produced in my source?
-Now have students answer the following question: What is the average temperature for your local area? Look at the following web site: http://www.weather.com/common/home/climatology.html
-Again have students consider the following:
1.Does up to date information make a difference to my project/research?
2.How up to date is this information?
3.How recent are the facts and figures?
4.Where can I look to find the date the information was produced in my source?

Assessment:
Have students check the dates of books and other resources they are using in their class. Have them create a chart that lists the subject, the title of the source, the date the information was created and a determination (yes or no) on whether each subject requires the most current information.

Hope this lesson plan was helpful!

Jennifer

A common topic many college students need instruction on to aid in their information literacy skills is the concept of Boolean operators. The following is a lesson plan I thought would be a fun way to introduce the topic to a college class.

LESSON PLAN
Objectives:
1. Students will know the definition of Boolean logic and Boolean operators.
2. Students will be able to use Boolean operators to connect key ideas and conduct searches.

Set-Up:
1. Have projection screen set up.
2. Have computer set up and Internet connectivity established if these tools are available.

Procedure:
1. The teacher writes the three Boolean operators, AND, OR, and NOT on the board. The teacher explains that these terms are used to narrow or expand the results in online searching.
2. The teacher tells the students that they are going to help demonstrate the meaning of each Boolean operator.
-The teacher should ask all students who are wearing jeans to stand up. Count the number of students standing.
-The teacher now asks that students who are wearing jeans AND blue shirts to remain standing. All others should sit down. Count the number of students still standing. There should be
fewer students standing.
-The teacher should explain that using the AND operator has narrowed the results.
-Now the teacher asks that students wearing jeans OR blue shirts should stand. All the students wearing jeans should stand, all the students wearing blue shirts should stand, and all the
students wearing jeans and blue shirts should stand. Count the number of students standing. This should be a larger number than before. The OR operator has expanded the results.
-To demonstrate the NOT operator, the teacher asks all students wearing jeans but NOT sneakers to stand. The NOT operator has excluded all students wearing sneakers. It has, therefore,
limited the results.
3. The teacher should demonstrate using these operators in an online search.

Student Work:
1. Students should work in pairs or small groups to determine keywords and their relationships about a topic they are researching and search online.
2. The teacher provides students with blank Venn diagrams.
-Students write in their keywords and shade in the area that represents each of the 3 Boolean operators (AND, OR, NOT).
-Have students conduct their search online.

Assessment:
After students have completed the topic worksheet, they should present their work to another group or the class.

Hope this lesson plan was helpful!

Jennifer

This article addressed the topic of good teachers, and what it is that makes a good teacher successful. One thing the author talked about was creating a natural critical learning environment. This can be done through discussion, role-playing, or other techniques. The author also talked about getting the students’ attention and keeping it. Even in library instruction, I feel it is important to start with something fun that will grab the students’ attention and hold it. Students should see the library as a fun and interesting place, and not a boring one. Librarians should really think about what the students know and care about. Another point the author made was that the best teachers build their course backwards, deciding what students should be able to do by the end of the semester. Even though for an instruction librarian it is usually by the end of the instruction session instead of the end of the semester, the basic concept still applies. In my opinion the best lessons build on each other, with everyone going through each step of the process to get to where they need to be by the end.

In the article, the author also discussed in great detail qualities of good teaching. One of these qualities was good talk, meaning that the teacher is able to communicate orally in ways that stimulate thought. Another quality was warm language, meaning that the language used is involved and tells the whole story. The author also described a great teacher. The best teachers simply know how to make good explanations. This skill is particularly important for instruction librarians who are often explaining to students how to do something, such as use a new database. One of my favorite points made by the author was that great teachers know how to talk well, and they know how to get students to talk. I feel library instruction should involve discussion, and not just be the librarian lecturing to the students. There are several different learning styles, such as auditory or visual, and some students learn better by the lesson being interactive rather than just sitting and listening. Overall, I felt this article was really helpful in showing what a good teacher should be and applies to instruction librarians as well.

Jennifer 

This article reports on a study that examined student achievement when podcasts were used in lieu of lectures in a required technology course for perspective teachers. Students were divided into two groups, one group was the podcast group and the other the control group. Data was taken on the students through chapter quiz scores, online survey responses, and podcast journals. The results showed that podcasts can in fact replace lectures with no detrimental effects on the students’ achievement in the classroom. The article even points out benefits of replacing lectures with podcasts, citing additional time gained for in-class demonstration, guided practice, and other activities as examples.

I am currently working on a podcasting project myself, so I found this article very interesting. The project I am working on is a podcast series for ENG 101 and 102 students to assist them with writing research papers. I do believe podcasts can be valuable educational tools and can be a great alternative to lecture, but I do not think they can replace the classroom experience. I believe their purpose should be to add to and enhance what happens in the classroom, which is what I think the article was getting at when talking about the benefits of podcasts. I agree with the article that podcasts are beneficial and a great way to use technology as an educational tool.

Jennifer

This article provided a case study of recent curriculum development in a freshman skills program at Gonzaga University which included a block of “thought and expression” courses. These courses gave instruction in writing and speech communication. The authors made a comparison of these courses to the medieval university “trivium” of grammar, logic, and rhetoric. I feel these classes are important requirements for a quality college education. Many people go to college because they believe a college education will improve their job prospects. If you ask employers in the job market today what the most important quality for a potential employee to possess is, at the top of the list is being able to communicate their thoughts and ideas, both orally and in writing.

For the case study, library faculty were integrated into the instructional team and helped design several innovative assignments that supported the critical thinking goals of the “thought and expression” course block. They believed the goals of the courses could be enhanced by promoting information literacy skills as part of a set of three assignments. These included a wikipedia assignment, a point-of-view assignment, and a researched argument essay. Results of the study were generally positive, with faculty reporting that the quality of the research papers, as well as student research behaviors, were higher the semester the study was conducted than previous semesters.

I think many modern college students today are in college to get a degree in order to make them employable, and undervalue a quality well-rounded college education. They often complain about having to take their freshman introductory courses, such as ENG 101 or COMS 101, thinking that “this is not the career I am going into, why do I need these?” not realizing that the skills they learn in these courses will in fact benefit them. Being able to communicate your thoughts and ideas is a vital part of both personal and professional relationships. The skills learned in these “thought and expression” courses will help students not only in their career, but in life.

Jennifer

I felt this article was an interesting read. I thought the author brought up an interesting point about how for teachers, critical reflection and analyzing of your own “autobiography” gives you insight into how your own past experiences shaped you into the type of teacher you are. The article used an example of a teacher who was more reserved and reflective during class discussions back when they were a student. That teacher is more likely to be understanding of students who are the same way than a teacher who was outspoken and always had something to say. Even though the author used this point in the context of teaching, I feel it applies to everyone. Everyone has their own past, or “autobiography,” that has shaped them into the person they have become.

The author also discussed how reflections from others, such as students and colleagues, can give teachers insight. Trying to see yourself as your students see you can make you more effective in the classroom. Talking with colleagues dealing with the same difficulties that you are facing can also give you new perspective and ultimately make you a better teacher. Critical reflection can change the way you think about your professional development.

I think the biggest takeaway from the article was that critical reflection of oneself can lead you to discovering your own voice. You realize that your own experiences, as well as the experiences of those around you, shape how you work, giving you confidence in the work you are doing, no matter what profession you are in.

Jennifer