classroom size

I am especially proud of this paper, as I had set a goal for myself to submit it before my contract at the University of Saskatchewan finished.  I managed to get it in, with 2 hours left to spare!  It discusses my use of flipped teaching in three different engineering classrooms in a lecture theatre or a computer lab with varying number of students in each class.

So here it is, my third scholarly, peer-reviewed article:

Maddison, T.  (2015).  A Matter of size: Flipping library instruction in various engineering classrooms.  Issues in Science and Technology Librarianship, Number 82(Fall 2015).  doi: 10.5062/F4QV3JJ5.  http://istl.org/15-fall/refereed2.html

what a difference a day makes

Last Friday, I had the (self-declared) worse class ever.  I had looked over the notes for the previous class from last fall and thought they looked a bit boring .  I decided that I would use the same format but integrate several active learning techniques throughout the instruction.  I was prepared to have some fun.

Wrong!  The class refused to participate and I mean refuse.  I would pause for 7 seconds.  I paused for 15 seconds.  I made eye contact with the students, cracked a couple of jokes about participating in library instruction and nothing.  I was done early.  I was flustered and I couldn't think of what else I should talk about as they were obviously not interested in learning about the library.

The next class that I taught was yesterday.  I was more prepared than Friday (for fear of repeating events) but I relied on the same format.  This class participated from the moment I walked into the class.  We were chatting before the professor arrived.  They answered my questions, contributed their own thoughts and we discussed the benefits of several different search methods.  I had fun!  Lots of fun!  This is the type of class that I excel at teaching.

So what did I learn?

1. I need to have a more detailed conversation with the professors every year.  I need to ensure that the students have been given their research assignment in advance of my class.  Together, we need to discuss what are the learning outcomes for the class and share feedback from the previous year's class.
2. I need to be a bit more assertive when asking for answers.  The Health Science folks pick people at random to answer questions.  I have never done this, but I need to start.
3. I will start preparing a back up plans for situations when the students are not participating
4. And finally, I think I will begin each class with the statement "I have two classes prepared.  One that will be delightful but requires you to participate.  You will learn a lot and will likely be very engaged in the materials that I have to share.  The other will be completely boring and will require nothing on your part."  Well, perhaps not that exactly - but something like that!

context

Yesterday I asked for some sample search terms from my class in Biological Engineering.  My plan was to use their term as a thesaurus search in Engineering Village.  One student suggested 'cherry stoner'.  We tried that with no luck.  I asked the student if there was another term that he thought we could use.  We then tried 'cherry pitter' instead which was equally unsuccessful. 

Try, try again -  I thought we could search more broadly first and then move to more specific results after so we tried pitter and then stoner.  Context is everything in a search.  I hadn't intended on looking up information for the term stoner, but was very relieved that we were searching in Engineering Village and not in Google. 

It became the perfect opportunity to talk to the students about the benefits of using a highly specialized database.

Have prizes, will instruct

Every class is different.  You cannot predict how much the class will participate.  Some classes shout out the answers and students willingly put up their hands.  Other classes sit and stare at you and refuse to spit out an answer, any answer at all, ever. 

My advice, have prizes constantly at the ready.  If you encounter a class where the students are refusing to participate, then bring out those prizes.  Perhaps some prizes will entice them to be more engaged.

If you lack prizes, but rely on participation in your instruction, then you are going to have to learn to patiently wait for responses.  I find this part pure torture! 

P.S. if any students read this post... don't be scared of the friendly librarian.  She is not trying to trick you.  You will most likely get the answer right and even if you are wrong, I highly doubt that she will do anything to embarrass you. 

The importance of having a wingman (or woman)

Yesterday I was pleased to be a part of the perfect example of two individuals working in harmony with one another. 

We had a student request the shear strength of gray cast iron, information that he was easily able to discover online through a Google search.  My colleague had started looking for the information with the student.  When I walked in from a coffee break, the student sought my assistance as well.  Never one to give up, my colleague continued to search for the information unbeknownest to me (the student caught me taking off my coat, so I was unaware of the back story).  I soon discovered that my colleague was also searching for the answer and we begun to seamlessly explore all possible options in print and online.  We worked together in perfect harmony, building upon each of our discoveries. 

I was delighted when she stumbled upon the answer in the ASM Specialty Handbook: Cast Irons in our reference collection.  I think the student was surprised by our perseverance.  We both literally refused to give up!

We have worked together for going on three years.  We have mutual respect and admiration for one another and because of this we are able to benefit from the other's knowledge and expertise.  My colleague is a superstar!  I am super lucky to work with her!

What is a database? What is a scholarly publication?

This week I will have the opportunity to teach all sections of the RCM 300 class.  They have asked me to discuss what a database is as well as define scholarly publications.  So here is what I am thinking....

Databases and Scholarly Publications Activity:
Materials required:

• Scholarly journals, trade publications and popular magazines (one per student, alternating source type throughout the class)
• Coloured cards taped on the front of each source type for easier identification in the later activity.

To demonstrate what a database is:

1. Ask for the student(s) with a specific title to hold up their journal.  This is an example of a single title that could be found through the library catalogue
2. Ask all students to hold up their titles.  This is an example of what a database is.  This is an opportunity to discuss how databases are organized by indexed fields to simplify discovery of resources.  This is also an excellent opportunity to discuss the differences between Google and a database.  This activity is the perfect segue into the next activity.

To define source types:

1. Ask students to partner with the two individuals sitting directly beside them.  Each person should have a different type of publication.
2. Take 5 minutes to identify the differences between the source types.
3. Share feedback with the larger group.
4. Summarize the two activities by discussing different types of databases (general reference, bibliographic, specialized content)

Note: this second activity is based on an activity that I participated in at the Fall Orientation for New Faculty.  In the original activity participants were asked to compare two different syllabi's in groups. 

Outcomes and not just activities

I recently had a discussion with the organizational development specialist for the library in regards to personal development plans.  I stated that I had been compiling a list of my activities each month for my branch head - mainly so that she would know what I had been up to! 

The organization development specialist suggested that I also focus on the outcomes of my activities; i.e.: how was I making an impact.  Initially I thought that would be a next to impossible task... but then....

Since the first day of school I have been posting a note outside the library with an interesting fact about our collection or the services that we offer.  On September 12th, I posted a note about the Engineering ebook collection and some of the ways in which to access that collection.  Within minutes, a professor came into the library questioning how he could access the collection and how the materials could be used.  Today, as I was writing down a new fact, I was approached in the hall by a grad student who also wanted to know how to access ebooks.  Not only did my sign have an impact, but I made myself more visible to at least two patrons.  I was also able to create a teachable moment for these two individuals, showing them how to access these materials through the catalogue or directly through one of our vendors.

Now if only every day was like that!

reference question requires creativity

On Wednesday I had a student ask me how to cite standards within an article being submitted for publication in the Canadian Journal of Civil Engineering.  This site provides excellent guidelines for authors including examples of many types of citation for this particular publisher, unfortunately they do not include an example or instructions for citing a standard. 

After exhausting several other resources, I thought to myself, why don't I just go open the journal and see if I can find an example of this type of citation (perhaps this is an obvious solution!).  Well as luck would have it, I did indeed find an example!  I have included it here:

CSA.  2001.  Limit states design of steel structures.  Standard CAN/CSA-S16-01.  Canadian Standards Association, Mississauga, Ont.

I have to say what has surprised me the most in the past 3 weeks working as an "actual librarian" is the amount of times that I find myself using the creative side of my brain.  That is something I would have never expected, especially working in an Engineering Library!