ALA Midwinter 2006 Current Topics

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Meeting the Instructional Needs of Today’s Education Student

Moderated by Kathy Dobda, Instruction for Educators Committee
Recorded by Laura Koltutsky, Instruction for Educators Committee

Print Resources introduced:
• EBSS Current Topics Discussion Handout – Lesson Planning websites and general bibliography.
• ERIC handout
• Education Research – Statistics

What resources do our students use/need?

Lesson Planning Websites
Initial list from Kathy – EBSS Current Topics Discussion Handout
Question: Do professors encourage the use of lesson plans found on the web?

Responses: 

• Professors ask students to take lesson plans and revise them to meet the applicable state standards.  Common activity.
• Grade levels are frequently rough estimates, New York Times website uses grades 6-8 and 9-12 on almost every lesson.  This may be more important with the earlier grades as students are still in developmental learning stages.
• Evaluation of the websites should be done – prescreening process?  Rubrics could be used to evaluate information on websites.
• ENC.org now a subscription, is it worth the price.  Some schools have purchased it as it is used by students.  Faculty have also requested the product.

Resources:
goENC.com
now available as a subscription
Eisenhower National Clearinghouse for Mathematics and Science Education
http://www.goenc.com/

Educators Desk Reference
Information Institute of Syracuse
http://eduref.org/

GEM – Gateway to 21st Century Skills
National Library of Education – there were reports that access is patchy and that it was not accessible several times.
http://www.thegateway.org/

Yale-New Haven Teacher’s Institute
Yale University/New Haven Public Schools Collaboration
http://www.yale.edu/ynhti/

IDEAS – Interactive Dialogue with Educators from Across the State
University of Wisconsin-System/University of Wisconsin – Extension
http://www.ideas.wisconsin.edu/

Marco Polo
MCI Foundation
http://www.marcopolo-education.org/home.aspx


Teacher Certification
Question: How many schools work with the No Child Left Behind Highly Qualified Teacher Program?

Responses:

• Ohio uses a proficiency test
• Texas uses subject proficiency exams
• National Board Certification – costly for students to gain on their own
Some schools use it in coordination with their Masters programs
• Other states use graduation and praxis tests
• Some faculty ask that certification materials be addressed in library instruction.

Resources:

Learning Express Library
Test materials, GRE, Teacher Certification (CBEST and Praxis 1)
http://learningexpresslibrary.com

Achieve.org
Translates state standards
http://www.achieve.org/

McREL - Mid-Continent Research for Education and Learning
McREL by Topic
http://www.mcrel.org/topics/index.asp


Statistics

Question: How are education students using statistics for their research?  What statistics resources do you use with students?

Responses:

• How do we help students who are less sophisticated (sometimes) users of statistical information?
• How far do we go in assisting them?  Personal knowledge is a limit/boundary.
• Are there other resources on campus that deal with statistical information (ie. Institutional Research, Quantitative Skills Center)
• Statistical software like SPSS may require assistance of information technology groups on campus. 
• Information Commons model has technology support/experts available to help students.
• One institution had to develop boundaries related to assistance with related technology.  Did receive faculty support in doing so.
• Developed a wiki that gave information about statistical software.
• Having specialists or trained librarians very helpful but burden shouldn’t fall to them whenever technology looms.
• Imperative to build collaborative relationships with other campus units.

Resources:

Handout - Education Research – Statistics

Program for International Student Assessment (PISA)
Organization for Economic Cooperation and Development (OECD) Project
http://nces.ed.gov/surveys/pisa/

Trends in International Mathematics and Science Study (TIMSS)
NCES
http://nces.ed.gov/timss/


Learning Objects
Question: Do you use learning objects?  If so, how?

Responses:

• When collaborating with faculty.
• Use Camtasia, developed basic tutorial in two hours, easy to learn.
• Helps when faculty incorporate library instruction into assessment scheme.
• Having all students use online tutorials before coming for library instruction enables the library instructor to teach higher level skills.
• Helps to involve people with instructional design (ie.  just because we can doesn’t mean we should) to ensure that tutorial is effective.
• Faculty can allow librarians to log-in to courseware and participate at the course instructor level.
• Many schools have some sort of Teaching Center for faculty, use their expertise.
• Take care to ensure that online tutorials address different learning styles.
• Online tutorials need to be ADA compliant.
• Frequent changes to electronic products by vendors make it difficult to develop projects that will exist long-term.
• Courseware allows for assessment tools to be built into the research process. (Pre-tests, post-tests)
• Can create a presence in the courseware by being available for chat sessions or as a guest instructor.
• There is sometimes resistance from Information Technology or Instructional Designers in allowing librarians to become participants.
• Some schools provide online training like Computer Based Training (CBT’s) courses for staff, students, and faculty.  Raise awareness of these tools.

Resources:

Peer-Reviewed Instructional Materials Online Database (PRIMO)
Includes quick sections on scholarly journals, search strategies, etc…

Camtasia
Free 30 day trial available
http://www.techsmith.com/camtasia.asp


Literature Reviews
Question:  How do you approach teaching graduate students about literature reviews?

Responses:

• Need to define the librarian’s role in process by talking to faculty.
• Is it universally understood what is expected in an undergraduate, graduate, or doctoral level literature review?  Who defines this?
• Must have faculty input into the level/depth of instruction in using citation searching, more advanced techniques for it to be effective.

Resources:

Boote, D.N. &  Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature review in research preparation. Educational Researcher, 34(6), 3-15.