Association of College and Research Libraries (ACRL)
ACRL Instruction Section
Continuing Education Needs and Interest Survey
The Continuing Education Committee conducted a survey to ascertain the continuing education needs and interests of Instruction Librarians. Initial results were reported at ALA Annual, 1997. The survey form was posted on the Instruction Section page, on BI-L and published in the Instruction Section Newsletter.
1. What topics would you like to learn about through some form of continuing education?
|Using technology to teach|
2. Would you like to participate in continuing education by:
|Attending national meetings|
|Attending state or regional meetings|
|Attending teleconferences or videoconferences|
|Receiving online instruction|
|Viewing or listening to a video or audiotape of an ALA program or pre-conference|
|Reading summaries of conference programs posted to a listserv or website|
|Real course offered on weekends|
|Local sessions (L.A.) by knowledgeable, experienced and talented instructors in well-equipped hands-on electronic classroom|
3. Do you have easy access to e-mail or WWW?
4. Do you have any comments or suggestions for the Instruction Section regarding continuing education?
13 responses, see Text of Responses, below.
5. Are you a member of the ACRL Instruction Section?
Text of responses:
1. What topics would you like to learn about through some form of continuing education?
Active and/or collaborative learning in one-shot BI sessions, including practical examples, not just theory
Learning how to apply BI principles to technology training
Current learning theories
Classroom management techniques
Interactive learning activities in the area of library instruction
Active learning techniques
Collaborative learning activities in the area of library instruction
Basic classroom technique -- classroom presentation techniques and management
Newer and successful approaches to teaching more with less time
Additional and more in-depth materials like the "Teaching Methods' Brainstorming" on backside of the most recent Instruction Section Newsletter
How to make the shift from teacher-centered (performer/lecturer) to student-centered (teacher as consultant) mode of teaching. How do you think about teaching when you think about it in a student-centered way? How to you think about ways to help students learn from this new mind set? How do you create learning situations? How do you give students responsibility for their own learning?
I would like opportunities to role play teaching or have some kind of volunteer guinea pig group to teach and then discuss with them how to do it better. I need practice being a classroom reaching and I hate it that I'm practicing on real students. I've suffered through too many bad teachers to be comfortable being yet another bad experience for students.
Teaching students to acquire knowledge, not just "information"
New trends or models in instruction, especially with various populations, adult learners, distance education.
More of the same! Instruction methods, hands-on active learning ideas (where is that Cookbook, anyway?)
Practical advise for coping realistically with different learning styles
Designing assignments and exercises for students to learn concepts rather than through lectures.
Library instruction strategies for distance learning programs
How to teach pedagogy to other librarians
Motivating staff to employ new instruction techniques
Effective library instruction
Fostering critical thinking skills
Teaching styles and techniques
Working with faculty to develop effective instruction for students
Developing effective library assignments
How to teach general concepts rather that "how to" which changes so quickly
Teaching critical thinking skills (how to's, techniques, which skills need to be learned first, etc.)
Information literacy (what skills do students need, how to integrate info. literacy into both library instruction and the general curriculum)
Teaching in a computer lab environment
Criteria for evaluation of a college and/or its library re infoliteracy.
Evaluating library instruction
Developing effective evaluation and assessment models and tools for instruction
Evaluating BI sessions
Theoretical and practical information about testing and grading
Ideas about how to determine if students have learned anything and what they have learned
Assessment (to support your teaching, the library's program, for institutional accreditation, etc.)
BI output measures
Outcomes assessment and library instruction
How to use various electronic tools -- Acrobat reader, Web plug-ins, Power Point, etc. UNIX commands and basic UNIX programming -- the base for much on the Internet Windows 95 tips
Installing and setting up computers to do what you need them for
Most of us know a little about a lot of different kinds of technology, enough to get by. We need a place to "breath" a little by breaking those large clumps down into smaller learning units, a place to pick up those little pieces of knowledge that we don't already have. Perhaps mini-workshops that fill in gaps.
Future of HTML
Keeping up with technology
Library computer application
Advanced web-writing, basic programming
HTML and other formats for creating web pages., ie. tutorials, virtual tours
Standards, design issues for creation of totally interactive Web tutorials for learning library and research tools
Internet search skills
Present and approaching changes in technology
Library computer systems
Computer hardware troubleshooting
Using technology to teach:
Using or creating CAI products that can be locally adopted
Any aspects dealing with instruction and technology
Library user instruction using Power Point
Using multimedia in instruction
Visual aids in instruction
Let's take a closer look at where our teaching colleagues in AAHESGIT (?) and other cybernauts are going, and see how that will impact us in user education
Library instruction via the web
Creating web tutorials
Using web pages for instruction (2)
Principles and design for instructional Web pages (on the library, research strategies, online catalogs and indexes, etc.) with frames and live links, etc.
Designing good interactive Web sites for those who don't make it to library sessions, or who need help at odd hours or locations
Using the Web to offer online instruction. Using Web forms to offer online interactive handouts
Web page design
Web as a tool for mass delivery of basic library instruction
Web-based instructional programs (2)
Learning approaches to teaching technology
How to teach about the Internet
What do our students know about using the Web and E-mail?
Teaching topics about the WWW
Incorporating the web into one hour instruction session
Teaching students to use the Internet as a reference tool
Coping with technostress
How to avoid burnout
New research methods for various disciplines, so that we won't be teaching irrelevant methods or ones
that faculty consider "outdated."
How to provide better reference service in the following areas: Business, sciences, engineering, law.
In-depth reference work/instruction, both general and for the field of religion
Subject background info for upper-division instruction
Approaches to specific kinds of information-acquisition
Promoting information literacy on campus
Distance education and library instruction
Providing instruction for distance learning students
Working with high schools
How can the web be used in reference service and BI?
Timesaving solutions for coordinating a BI program
Copyright and the Internet
Large scale information literacy programs
Collaborating with faculty in web projects or distance learning projects
How to develop better working relationships with faculty for BI purposes
Getting colleagues motivated for instruction
First Year orientation projects
Coping with the lack of an electronic lab
Effective classroom design, including equipment issues
A good textbook and hands-on exercises or worksheets for a 1-credit hour course, "Electronic Information Retrieval"
New learning communities
Publishing articles in Library Science: how to write, who to submit to, etc.
Do you have any comments or suggestions for the Instruction Section regarding continuing education?
I think it will be hard to decide what to offer because each of us has different "weak" areas.
Some library schools offer continuing ed. workshops, but many have had to cut them due to funding.
Continue the very helpful items such as "Teaching Methods' Brainstorming..." contained in this newsletter issue.
I appreciate the work that is being done by the section to help librarians on the job keep up with the technological explosion. So much has changed since I went to library school, but I have been able to learn a lot from other librarians through this and other professional groups.
We need it! But most of us can only attend one conference a year. All of the above would be of help to some of us.
If it's possible to offer continuing education sessions beyond the national conferences, that would be a big help. Many institutions are cutting back on travel funding and it isn't possible for all of us to make it to ALA and ACRL national meetings. Regional institutes (similar to what LITA tries to do) would help reach the non-meeting attendees.
It's good to see a survey about this, instead of assuming that the section knows what its members want in terms of continuing education and training.
Develop continuing education packages of content that can be requested by state/regional organizations/individuals to be used to deliver continuing education at the more local level.
I really like the idea of a workshop (national or regional) because part of the value of professional development activities for me is the opportunity for informal discussion or for working in small groups.
I would like to see more regular activity at the state level in Washington State by the chapter. This is probably something that will have to be dealt with at grassroots level. Your question has just made me realize I'd better start seeing how I can contribute to the chapter in my new home state -- thank you!
We do not have any budget for travel, so whatever continuing education I get needs to be electronic or broadcast. Next year looks very bleak in terms of money and staff.
Keep up the good work -- we need as much CE as possible in as many ways as possible.
Doing work at the local level is probably the most immediately helpful
I think you do a great job, but unfortunately many of us can't afford to belong and are lurkers to all of your hard work.
This document is maintained by the Professional Education Committee.