Sept 2011 Site of the Month

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Cooperative Library Instruction Project (CLIP)

http://www.clipinfolit.org/tutorials

 

Authors:

Michael Baird, Western Oregon University

Stefanie Buck, Oregon State University

Jen Klaudinyi, Lane Community College

Kate Sullivan, Lane Community College

Interviewees: Jen Klaudinyi

Institutions: Chemeketa Community College,

Lane Community College, Oregon State University,

Western Oregon University, and Williamette University.

 

Interviewer: Jorge Brown

Project Description: CLIP is a collection of web-based tutorials developed through a joint venture among Chemeketa Community College, Lane Community College, Oregon State University, Western Oregon University, and Williamette University. Funded by an LSTA grant from 2009-2011, the site is currently maintained by a librarian at Western Oregon University. The project offers librarians and instructors flexible tutorials to use in the classroom as well as take home assignments. The tutorials are available for use through a Creative Commons License.

Q: What was the motivation behind the development of CLIP?

A: Oregon mandated information literacy outcomes for the Associate of Arts Oregon Transfer Degree (AA/OT), which allows students to transfer general education credits from community colleges to 4-year institutions. The mandate specifies that information literacy outcomes are to be embedded within writing courses. CLIP was originally conceived of as resource for librarians and instructors, many of whom voiced concern over embedding IL solely into writing classes for pedagogical and logistical reasons, to address these newly mandated IL outcomes. We wanted to make online learning objects that were concept-driven and effective, but general enough to be shared by institutions statewide (and beyond), and flexible enough to be used in different ways.

 

Q: When did the project start?

A: Planning for the project started during the 2008-2009 Academic Year. Creation of learning objects began when I was hired during the 2009-2010 year, and creation went on through the following year. CLIP was funded by an LSTA grant from the summer of 2009 through the summer of 2011.

 

Q: What software and technology have been used to create CLIP?

A: We used a variety of technology to create and publish the CLIP learning objects, including Adobe Captivate, Camtasia, and YouTube, as well as HTML/PHP/CSS coded web pages.

We also used a lot of social and communication technology to keep the group organized and communicating, including Skype, wikis, Google Docs, meeting planners, etc.

 

Q: How was the work divided among partnering libraries?

A: Some librarians from partnering libraries were able to take on the creation of new learning objects. Other partnering librarians served as idea generators, editors, advocates and implementers. The core CLIP group met regularly (usually via Skype) to discuss learning object drafts, project directions, learning object use at home institutions etc. The coordinator position was funded full time by the LSTA grant, and the person in this position (me during the first year, and Michael Baird during the second year) was responsible for the majority of the production responsibilities with feedback from other partnering libraries.

 

Q: Did you expect CLIP to become as large as it has become?

A: I’m only sorry that we didn’t have more funded time to make it larger! Our intention was always to make open, sharable learning objects. I’m glad that we were able to use a state-specific need to produce materials that people around the world find useful. I’m glad that folks are using the materials.

 

Q: What is the intended use of CLIP?

A: We racked our brains about how to make these learning objects flexible so that librarians and instructors can use them in different and relevant ways according to their lesson plans, learning objectives, etc. The learning objects are intended to be flexible, so that institutions can use them in a variety of ways.

Here at Lane Community College, several instructors assign the tutorials for students to watch outside of class time, and then students take the corresponding quiz. Hopefully the concepts from the learning objects are also supported by classroom instruction and assignments. Some instructors show tutorials in class. The library embeds the tutorials into research guides where applicable, and we drive instructors to our “Toolkit” of learning objects when they request library instruction. We also have laid our learning objects out according to level of writing class and have provided workshops for writing instructors about these resources.

 

Q: How much student involvement did you have on the project?

A: Some, though it was informal. During my time creating the learning objects, I had some of our library student workers review them and give me feedback. I used their feedback to make changes and edits. We communicated a lot with writing instructors from around the state through OWEAC (Oregon Writing and English Advisory Committee) about content. We made edits to existing learning objects based on their feedback and classroom experiences and used our conversations with them to inform content areas in which to provide learning objects.

 

Q: What has been the biggest challenge encountered during the creation of the project?

A: Of course, it is very challenging to make something general, flexible and meaningful. I think we have been able to do this by focusing on concepts, rather than tools and making our tutorials fairly focused and modular. In the same vein, it is challenging to make something that serves institutions across the state (and beyond), with so many concerns and ideas. It was very important to tune into the different IL conversations around the state while we produced these learning objects, and to involve stakeholders as much as possible. The time limitations imposed by the grant made an organic production process challenging. We didn’t have a lot of time to wait and see how conversations developed, and we didn’t really have time to create a few learning objects, market, implement, test, and then create more. We had to do the best we could within the grant timeline. Of course, we were very lucky to have funding for the project. It wouldn’t have been possible otherwise.

 

Q: What has been the response from your students?

A: I have heard positive feedback from students who come into library instruction sessions and then recognize my voice from the tutorials. At Lane, we ask our instructors to indicate which learning objects students have used before they come in for instruction sessions, and students are definitely more prepared in the areas of assigned learning objects, which allows me to delve more deeply into topics during library instruction. We also track quiz results for assigned learning objects, and students who view learning objects do well in the associated quizzes.

We’ve also had good responses from instructors. I think on this campus, as well as others, we’ve been fairly successful in promoting CLIP tutorials as an available resource, especially to writing instructors. More and more instructors indicate that they’re using them (and our usage stats continue to grow).

 

Q: What lessons were learned in the creation of this project?

A: Collaboration was crucial to the success of this project, and the process of involving many voices takes time. Promoting these sorts of materials takes time as well. CLIP materials are more used than they ever have been, and continue to grow in popularity, though funding for the project has ended.

As I mentioned earlier, funding was crucial to the success of this project. Oregon librarians (like most librarians) generally have a lot of responsibilities on their professional plates, and I don’t believe we would have been successful without a funded coordinator position.

I think flexibility and responsiveness is also important to the success of a project like this with many stakeholders. It was important to let the project morph and change to better meet the needs of our users.

 

Q: Now that the grant has ended, how will CLIP be maintained?

A: Though the grant has ended, CLIP learning objects are still live (and will remain so for the foreseeable future). The CLIP site is maintained by a librarian at Western Oregon University, the grant host institution, and contact information, as well as a CLIP listserv, is available on the CLIP site.

http://www.clipinfolit.org/tutorials

 

Q: Is there anything else you’d like to add?

A: We’re honored to be a part of PRIMO.

 

 

September 2011 PRIMO Site of the Month