Couches And Coffee: Your Online Library
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Couches and Coffee: Your Online Library
KEVIN FORGARD: OK,. anyway, we're really excited everybody here. And we hope that this webinar series will take off even more so. Just to give a couple plugs on my colleague [? Marci ?] [? Daniel-Dixon-- ?] everyone calls her [? Marci-- ?] she's been doing accessibility session, which you could see the emails for that. I think she's going to be doing that next week. I didn't get the exact dates, but look for the emails. You should see that. And also we're going to most likely have a copyright, a specific copyright webinar session coming up. But this is Couches and Coffee.. with that, I started the recording. anyone who is not able to attend today, that's unfortunate but this recording will be available and it will be distributed. And hopefully-- just remember, everyone who's here, you are being recorded. No big deal. No pressure.. a couple of things we want to do here is a first I would like to introduce Rachel. Thanks for hanging on there, Rachel. I'll get to you in a second. And we want to talk about identifying your library needs, and get some ideas in terms of what you're after here. And also we're going to present a little bit-- step back a little bit and talk about the rationale of why the library. important when we're talking about information literacy. And then we're going to discuss what online library can do for instructors and students in the online environment, and discuss some ways to integrate the library into online courses. I also have a couple of interactive case studies we can look at,. as we have time for it. One thing I want everyone to do who's here is to please go to-- I'm typing it in the chat window. I have a link to this Google form, and I would like everyone to please submit their responses. And I'm going to keep plugging this. I'll remind everyone at the end to.. there's the link in the chat window. Just because I'm trying to capture who's here and what are they doing. If we need to go over past 11 o'clock, we can. I scheduled this for an extra half an hour.. we're going to be here for an hour, but if you want to stick around, that's great. All right.. with that, Rachel, please take it away. RACHEL CORNELIUS: Well, hi everyone. I'm Rachel Cornelius. I'm a new employee with UW Colleges. I'm based in Marathon.. my appointment is about 50% Marathon and 25% online. And this is my second semester here. I have a master's degree in library and information science. I received that from UW-Milwaukee. And I took that entire program online,. I've been on the student side of an online classroom and know some of the detachment and struggles that students tend to feel when their classroom is a website. And then my undergraduate work with in English and that's from Carthage College in Kenosha.. yeah, I'm a Wisconsin girl through and through. And I'm happy to be with University of Wisconsin Colleges and working with online students. KEVIN FORGARD: Great. Thanks, Rachel.. I'm going to turn off my video now,. that way you don't have to look at my face anymore. Unless you really want to, but that's fine.. I just a couple scoping questions here. What I'd like to do is get an idea of how you might-- what are your needs?. for instance, how do you use the library in your online courses? How do you envision using the library in your online courses? And also, how do you use your campus library? And if you do, how do you see that-- your campus library translating into an online environment. I know this is a bunch of questions, but feel free to raise your hand, which is little icon that looks like a hand above the participant list, or chat.. for instance, I'm going to put my hand raised. you can see what it looks like.. does anyone have any inputs on how to use the library in online courses? OK, I see a couple folks. Tony, you raised your hand here. Do you have your microphone on? Would you like to talk? Thanks, Mark and Thomas, for library course pages and e-reserves. Yes, those are good ideas. Tony, is your microphones set up? That's not a problem.. I'll let you run through that as I can reiterate what a couple folks are saying right now. I'm going to ask Mark to see if he can expand on it.. library course pages-- what do you mean by those? Feel free to just chat in the window. We're going to answer Bob by text.. Mark, this is really good you're saying this. Each tool we have at the colleges where each course has its own dynamically built research portal, which helps bring in resources that are relevant to the student. And. Rachel, what are those things called that Mark is referring to? RACHEL CORNELIUS: Mark is referring to library course pages. That is separate from what we're going to talk about a little later, which is called LibGuide. [INAUDIBLE] sort of handily organizes itself in a way, like it auto-populates. And it's customizable, where a library LibGuide guide is designable. I would take the time to design them.. both of them are website-based tools that can be customized for classes.. that would be a instructor preference. In today's session, we're going to focus a little more on LibGuides and show you what those look like. KEVIN FORGARD: OK, great. Thanks for clarifying that, Rachel, because what Mark was describing there, my mind went to LibGuides. But they're actually something a little different. This is good to know.. with that, I want folks to just talk a little bit about, in terms of what a library is for, and in a way, the idea is we want to expand on this. We want to-- like, Rachel, what you're going at with going beyond to something like LibGuides, and how we might be able to create those. But within the whole context of this thing called, this concept, or the set of terms or standards, information literacy. And these come from the American Library Association. And Rachel, please feel free to step in if you have anything to add. I just basically took this from the ALA website. Defining informational literacy, skills that are needed to find, retreat, analyze, and use information.. the idea is that particularly if it's online or face to face class, students are developing this competency or need to develop this competency in order to just be critical thinkers. It's kind of another way to think about it. I encourage everyone to really unpack each of these have and have a look at some of them, because you might find that they're going to-- a lot of things that you're doing in class, it might match them or you might be a little bit sort of going there. And here's where the library can really help, because librarians, Rachel particularly, they're experts in these. And. what I want to do here next is just go through quickly a couple of these standards. I'm not going to read through all of these, but think of, it has to do with helping students understand how to use information, whether it's finding the appropriate content through database search and not always just going to Google or Wikipedia-- not that they're necessarily bad, but be able to look at that information, to use it effectively, to understand the copyright concerns, and that we can't just use any picture of ourselves and our students. This is the kind of behavior that we want to encourage.. another way to expand on this is, your task here is identify how your online course may or may not help students meet these standards. If anybody has any ideas, specifically with information literacy, please feel free to chime in here. Rachel, if you have something to add, please do. RACHEL CORNELIUS: Yes, I did.. website that was referred to on the last slide is really thorough and has really clear indicators and outcomes for these standards. And these are the things that students need to build now to be able to continue in their academic life and do things like the Standard 2 there is "accessing information effectively and efficiently.". to be able to do things quickly and correctly. That's why these standards are important and in our outline.. I do encourage everyone, like Kevin said, to take a look at them a little more deeply too. And then the library fits into the standards.. the information that can be accessed effectively and efficiently could be online information, or it could be database found, like articles and things.. if anyone would want to chat with me after looking at these about how to use them more, we could do a phone call too.. just a thought. And your librarians on campus are aware of these standards as well. KEVIN FORGARD: Great. Thanks, Rachel. As you're talking here, I'm trying to pull up a website,. that way we can get to it. I didn't have them completely ready. Give me a moment here. That way folks can have a look at them. I mean, really, this gets into the heart of what it is that we're talking about in terms of how the library really helps. Yes, the library does all these things that we were talking about earlier, in terms of you being able to have e-reserves and electronic databases. Part of that was within this context of helping students develop these information literacy competencies. And like we're saying, we encourage everyone to have a look at them. Because this might help you if you're thinking in terms of how is the library going to work in my course, a way that might inspire you is looking at some of these standards and think, OK, where do I need to go? I'd like to respond next here to Mark's question, talking about copyright. Should faculty follow copyright themselves? Mark, I'm really glad you bring this up. And we are going to talk about this in a moment.. if you just keep that in mind, because yes, copyright is a big thing. Yes, we need to model copyright, as well as-- oh, good. Thanks, Mark. We need to model copyright for students in order for students to be able to have these good habits. Thanks, Thomas, for your comments-- very important. To help drive this point home, I took an example, standards, and unpacked it, because each of these standards, they do unpack.. for instance, the information-literate student accesses needed information effectively and efficiently. The performance criteria is the students-- the information literate student refines search strategy as necessary. Think of what happens if you assign a student something to go research something and they just go to Google or Wikipedia and they don't go very far, even though we're telling them to do that. I mean, this is about learning how to be effective and efficient. And here's where the library can come in hand, can help you with this. In terms of what's the relevance of the search, is there alternate information? Is there gaps-- we're teaching them how to do little literature reviews, and do it in a way that is as thorough as possible. Think of sometimes, our students are being too efficient. They get a little lazy and they forget to repeat the fact that they need to keep looking.. does anybody have any idea on how the library can help you and your student meet this particular information literacy standard? Just like Mark, you were saying, particularly with copyright, I didn't pull that particular standard out, but modeling is one way to do it, but any ideas here? RACHEL CORNELIUS: Mark just wrote, "through video tutorials and web quizzes." Both of those are things that the online library has a goal to do. We have some video tutorials that are ready to go, and some that need to be revised. Web quizzes is new for us. That would be maybe an integration into your D2L classroom that could be done if you would like something like that in your class, we can work together to get that going. KEVIN FORGARD: [INAUDIBLE] affords students to use multiple steps to finish it. RACHEL CORNELIUS: Yes. That's a good point, [? Anne. ?] And one thing that-- find the background information, yes. One thing that students sometimes get stuck on is this last bullet point in the outcome, repeat the search. They might repeat the search over and over again, but they don't refine their keywords. They don't change them or play around with them. And that's something that needs to be taught to some students,. that that's one thing where like a quiz or the step by step suggestion that [? Anne ?] had put in would work. KEVIN FORGARD: These are some really good ideas here, Mark and [? Anne, ?] like keeping a research journal and submitting it as part of an assignment. And to throw a little course design vocabulary within this discussion, scaffolding assignments.. if research is-- if it's a big part of your course or even if it's just a minor part of it, if we scaffold this, and kind of like what [? Anne ?] was getting into, it's the multiple steps. Start small and work your way to it. And that way it's an ongoing process. [INAUDIBLE] maybe have them keep a research journal. All right,. these are really, really good ideas. I'm glad we're able to broaden this discussion, because it puts things into context when it comes to how we could strategize to use the library online courses. And think of students when they're in-- when they're on campus they have the luxury, let's say, to go to the library and browse through and talk to a librarian. Well, online, they have a different sort of experience. But think of the online library is-- they're going to still have access to all these materials, just like I have in these photos. It's also just a way to help inspire us the fact that we love libraries. I know I do. OK,. Rachel, I'm going to pass it onto you. RACHEL CORNELIUS:. this is a news item in D2L right now and also within the left hand panel of the online D2L.. the library services has a posting that you can refer students to if they do need assistance that takes the use of a librarian.. this phone number and this email address come directly to me.. that's one way that you can remind students that I'm here for them. And then if you want to go to the next slide, this is just a quick list of the library resources that students can access, and faculty as well.. we have databases. And this is-- it includes millions and millions of results that are credible things and relevant for your classes, as well as a database called Films on Demand, which we'll talk about a little bit later but has the potential to be embedded into the classroom and beyond the class. We also have a growing collection of full text e-books that can be accessed right away for students, if a book is more suitable to what they're researching, the possibility of LibGuides to be designed for a discipline or for a class to enhance library usage. And then me, as a librarian dedicated to the online student population.. I'd be available via phone or email, and if somebody were near Marathon, in person. And there would be then possibility for integration into D2L, like an embedded librarian style thing, with quizzes or assignments, video tutorials.. just a quick overview of what I do with online. There's the potential for more. KEVIN FORGARD: Thanks, Rachel. I think that really to emphasize here is the fact that we can-- we want to kind of respond to what our faculty needs are. And instead of just kind of constantly asserting the library into courses, help strategize for that.. for instance, like Rachel you were mentioning is, embedding library materials or yourself into a course. This is doable, and this is something we really want to encourage, whether it's in the form of a LibGuide or just putting content right into D2L. Maybe there's a weekly discussion that you want to do throughout the semester or one week over a semester, where you want Rachel to be a participant in then, be the moderator of the discussion. She has access to all the courses in D2L and can very easily jump in, because really that's her role.. if you want her to be a part of your classes, you can do that. You can request that to her. All it takes is just talking to her. What I'd like to do here is I want to show the LibGuide. I know you have a screenshot of it here. Let me go to that next slide. We can go to the LibGuide as well. But Rachel, why don't you talk about this? RACHEL CORNELIUS:. I featured LibGuides today, because I personally like the look of them a little better than library course pages-- sorry, Mark-- but they're customizable. And for example, this is one for an on-campus course that was designed this past fall. And on the right hand side there's a box about the library. That box could be transferred to every LibGuide that I create.. putting these together really can be very quick, because the content can be shared amongst many LibGuides. Then, the tabbed organization is really useful.. in this case, the instructor of this course really wanted to feature library materials, but also physical books.. we organized a way to get inter-library loan into the page, and also search at UW, which is kind of towards the bottom of the screenshot. And then he also had a list of web resources he wanted featured that were credible sources.. his students could go to this lib guide and simply click on that tab and know that the websites that were included there were ones that their instructor approved of and knew they were credible. And then we did a tab for citing sources.. this was a history course,. we featured different types of citations, like MLA but also Chicago style.. these are customizable. These tabs would be if we worked together to create a lib guide, whatever you need for the course at the time. And they also can be changed.. just an example of one that I really liked how this one turned out. And I think they're really functional. KEVIN FORGARD: Great, thanks. I'm going to see if I can get to the live one here.. bear with me a second. I want to make sure that everyone can see. All right.. you should all be able to see this live lib guide. I always hate transferring between the different elements, because I'm never sure what other people see.. just give me a hand raise or chat saying that, yes, you can see the lib guide. All right, thank you. Good. How I trust this stuff. Hey, this is good.. as you notice here, now we can click on it.. interlibrary loan, the Native American Web resources. I mean, all these tabs, Rachel, like you were saying, can she can create these for you. This is just one example of one lib guide. And. there's a lot of flexibility built into this, into this sort of technology. And this is then linked out through a course. Here's a course lib guide. And it's really letting students know. Here's something that I'm trying to explore through, like, course redesign process is, how do we make lib guides for any of our courses? My goal here is I want one of these for every single one of our online courses for UW Colleges online, or at the very least, a department LibGuide. And I'm kind of going on a soapbox here for a second. The idea here is that I want to be able to have-- it's resources for students. It's kind of helping them develop metacognitive skills [? for ?]. Here's how you can be a better student. It could be anything like that. Or it could be extra reading materials to help make the course a little bit more exciting for them. And sometimes one of the-- something that I hear is that, well, students aren't going to want to do any extra work unless it's graded.. in other words, LibGuide ends up being not very useful, because students don't go to it.. I mean, we work with what we can.. let me go back to our white board here. Any comments-- please. RACHEL CORNELIUS: I've got one more thing to add to about the LibGuides. They do allow for embedded video.. that too can be another way to change the dynamic of the page and include a video from either Films on Demand or a tutorial that I've created or has been created that has to do with citations or whatever the need may be.. that's another way to feature and change the page. KEVIN FORGARD: [? And Anne, ?] you bring up a really good point is that you can look at the page statistics, the analytics, to find out who's clicking where. This is really good. And this gets into couple of scenarios that I'm going to run through and ask for your input. I'm kind of giving you the answer, because the answer here to these case studies that we'll talk about is, well, use a LibGuide. Because I want everyone to leave here today thinking, at the very least, how can I make a LibGuide? Yvonne, answer your chat questions I'll try to find if there's good LibGuide to refer to. RACHEL CORNELIUS: Yvonne is talking about the chat feature that the librarians have, which you may have seen. If you want to go back [INAUDIBLE] it says, click to chat there. That connects to the library and throughout UW Colleges.. an online student can use this and get library help right away if I'm not available or if chatting is just where they're more comfortable.. Yvonne is saying that she found LibGuides that help answer those questions, which is great. KEVIN FORGARD: Good, good. Thank you. Here's one-- it's an argument for having a LibGuide just in any course, even if it's very minimal, putting this widget or this area, this tab, or this is column,. that way students can immediately chat with the librarian. Here it is. Granted, you do have office hours. Rachel, do you stay there until 7:30 at night? RACHEL CORNELIUS: No. these are the hours for Marathon's campus library.. the typical office hours for online is, like, nine to three. But I would be very happy to do appointment-based style work.. if they can't be with me at three, I can be here at seven, depending on the day.. this click to chat reaches all of our librarians who are logged into the chat.. it may not be on the other end. But there's experts there. And [? Lori ?] just posted that the chat is embedded in several places throughout, and that's true. If they're on a database page, the chat's embedded.. it's really present. When that question about, how do I use this library thing occurs for a student, there's a chat box. KEVIN FORGARD: That's good. Because really, it's kind of helping know that there's librarian presence in the online courses and it's very accessible for a lot of students.. a couple of other things to talk about here are these are tactical tips in terms of what we can do with embedding library resources into your courses. And experiment a little bit with this in order to set up this webinar. And the idea is that when you're on a database and you find the link to an e-book book or an article, you can embed that link into your D2L page, wherever it's appropriate. And then what happens is when students click on that, they're able to access that resource. Now there's a couple of things to keep in mind here. First of all, if you want to do this, work with us, because the system sometimes might not work as intended. And there are a couple bugs and we are working through them. However, don't let that discourage you to try to do these things. In other words, you can contact one of our team here. But for something like an e-book, for instance, this is the record page of the book, not the book itself. In other words, only. many students can access an e-book at a time. And again, this is something that you could talk with Rachel. If there's an e-book that you want your whole class to be able to have access to and simultaneous users, she's going to have to work with her provider in order to let students be able to access more than one.. for instance, this particular example, I have the Handbook of Design Education Technology. Only one person can view it at a time.. if I'm viewing it right now, anyone else can't until I log out or until I stop viewing it. It's also password-controlled.. what that means is that students are going to have to log in with their UW Colleges Online username and password in order to access this. Because it is something that's part of our library. It's the same thing when we were talking about linking an article. For instance, I went to EBSCO and I just found an article. I found the link, the permalink. And I put it into the course. In other words, then the students can go there and get a PDF. Again, login is required. Now, this is a practice that we really want to encourage, going to Mark's point about copyright. Instead of you getting a PDF and embedding the PDF into your course, the best practice here, the best thing to do is to just link to the article and let the student log in to the library website and download the PDF on their own. Because what it is is that we want them to be able to log in and get it themselves. We can't just keep providing them PDFs. Now I'm as guilty of that as anybody else. However, this is a practice that we really want to try to encourage in making sure that if there's any article that you find on, like, EBSCO or any of the library databases, we want that to be linked to from your course. And there's a couple of reasons why we want to do this. And one of them is that it gets to-- it's the EBSCO page. And there's also some other resources there that if a student wanted to investigate further, they give them keywords and other articles. And also when we're talking about with students with disabilities, when we're going through and when we're linking to information as opposed to just putting the PDF up, that means that students with disabilities, it's accessible. Because all these websites, they're following accessibility guidelines, section 5Y, which is very important. And Mark, thank you for bringing up the point. We need to know that they are using. we don't cancel the resources. Yeah, make sure and have copyright policies that can help you understand what is allowable about permission. And this is true, and we're modeling this sort of thing. And Mark, I'm really glad you're bringing up a lot of this kind of copyright concerns because my colleague John Hollenbeck, who's in our session here, Rachel and him will be presenting in the future sometime about specifically on copyright.. this is good. Another example is the Films on Demand. We were talking about this earlier.. the Films on Demand database is one of the databases that can be accessed through the library. And you can embed these into your course. Now, this is a better practice than using a YouTube video that you just found, you randomly found. Because that YouTube video again, gets into there might be a copyright concern. And it definitely is better than hosting the video on our servers. And what I encourage everybody to do is have a look at the Films on Demand database and see if there's something that you might be able to use in your class. There's quite a few. Rachel, you were mentioning how there's quite a few of these videos. And you might do find something. And if you can't, you can always talk to Rachel and she might be able to find you what you're looking for.. that way we are following the rules, the copyright, not breaking any laws there. But the idea here is that we can take this and we can embed it right into the course. And it's hosted on Films on Demand website. The students are able to get a closed captioning if they want. If they go to the link, they can get a transcript. In other words, there's a lot of benefits to posting videos this way. And sometimes an easy way to do it is not even embedding the video, but just putting the link up. And we're experimenting with this to try to think of an efficient way to do this. But again, let us know if you really want to do this because we want to make this work for your courses, despite whatever bugs we're helping overcome. Rachel, you have anything to add to this? RACHEL CORNELIUS: This is another thing that could go in a lib guide too, if that's preferable. But yeah, it is something to explore and if you aren't finding what you need on Films on Demand, that's another thing you could contact me about and we'll look together and try to achieve the goal. Diane just posted something. Many YouTube videos-- yes. Many YouTube videos are OK and licensed through Creative Commons.. that is a good point, Diane, thank you. Yes, there are YouTube videos that are well within copyright laws and can be used.. if you do have a question whether or not a YouTube video is an OK one, you can let me know and I will review it and see what I can learn about it. And then it could be put into a lib guide or it could probably be embedded into your D2L course if it is within the copyright law. KEVIN FORGARD: Oh, yes. This is a good point.. moving on here, for the rest of the session I'm going to ask you guys, our audience here, to contribute some ideas here. And I have three of these case studies. And this is more of a way to get us to brainstorm and get your creative juices flowing in terms of how you might be able to use the library.. for instance, in this first one, your course requires that students access a periodical every couple of weeks to complete a discussion assignment. The course prompts them to create an account through that service. However, you notice that students tend to reference the same articles, ones that are free. This is actually a real life situation that I've come across in my work here. And this is a prime example of how the library can help. But instead of me just giving my suggestions, I want to see what the group thinks.. how might the library help you enhance this type of activity? Yes, Mark, good-- embed links to the journal through LCP lib guide. Perfect. And the databases can get links to the entire journal, yes. Any ideas on how-- OK, Thomas, "libraries are good at helping define research objectives. What are you trying to achieve with this assignment?" Yeah, good. And show how to set up an alert that will email new stuff directly-- yeah. Thomas, this is one of the things that I was just about to ask is, let's think of this in terms of the design of the particular assignment. What are you asking? What's the objective here?. for instance, one course, they just want students to get used to reading a particular journal to just become better scholars. And so, it's like, well, if the discussions are, find an article and summarize it, is that a good design? Is there something else we can get students to do? Yes, path of least resistance. Compare and contrast with other articles-- yeah. And I think, [? Anne, ?] I think you brought this up earlier. And it gets into if we scaffold an assignment like this--. for instance, yes, to teach about the articles to the class, identify trends in the research-- yeah. Think of going back to what you want the outcomes are, what the objective is. Sometimes for an 100 or 200 level course, students just have to first find an article, and then slowly build up these skills and know how to, in a way, critique and develop those efficient ways of finding an article. And this could lead to a larger assignment towards the end of a course that's built up to it. So, share with students, do a compare and contrast. And maybe it leads to something like identifying trends and research. I'm always-- when I'm working with your course redesigns is if we start at the very beginning, identify trends and research for a 101 course, that might be a really big challenge for students. The idea here is that if they're always going to the path of least resistance, we in a way have to pave the way where they have no other choice. And that's through a very intentional design. This is good. Let's go to the next one here.. students in your course have been referencing materials for writing assignments using non-academic or biased sources. I'm sure all of you know this. Student output has resulted in lower grades even though the arguments and writing meet your expectations, or the instructor's expectations. How might the library help with this-- the referencing? Yeah, thanks, Thomas. Scholars, sources of teaching, difference in helping them understand the bias. Yes. [? Lori, ?] thank you. [? Lori, ?] are you [? Lori Slomo who ?] teaches math? Or am I confusing you with somebody else? OK, sorry. [CHUCKLES] Because the reason why I asked that is because if it's like a math course, [CHUCKLES] again, looking at the objectives, pointing students towards database for academic scholarly articles. Would a LibGuide be something useful for this? [CHUCKLES] Yeah. I'm kind of like giving you the answer in a way. [CHUCKLES] Participant-- sorry, I don't have your name here. "Have librarians beat the students--" [CHUCKLES] OK. [CHUCKLES] Thank you for the humor there. But think of, OK,. if we have a lib guide, what would go in the LibGuide? What do we want?. you're working with the librarian. What would you ask? I mean, this is a way to help you. What kind of questions do you even ask? Ah, yes. RACHEL CORNELIUS: [? Anne ?] just pointed out recommended databases.. our databases are-- some of them are subject-specific and some other are general.. depending on the class, we may be able to really tailor the pool of databases on the LibGuide and to really meet the need there. KEVIN FORGARD: Good. Thank you. Thank you again, Lori. Thank you, Rachel. All right,. here's another one. It's the last one, I promise. Hopefully this is getting your-- everyone's thinking a little bit about this.. you've been using an established LibGuide in your course.. now there's already a LibGuide, but based on student work, you notice that they are not accessing the materials. Your assignments do not explicitly state that students use the resource, but you suggest that it contains useful information to succeed in the course. One student commented that they did not see a reason to access the LibGuide, perceiving it as more of an optional resource. Now, here's where you already have a LibGuide for the course. But students aren't using them. How might you make better efforts to use the LibGuides. How might the library help in these efforts? This is moving it a little.. we built it, but they did not come. Thanks, Thomas. Scaffolding's fine. Get students to use the LibGuide before final projects. Yeah. Building it, making it a requirement, saying that this is a part of the course. Any other ideas here? A lot of this gets into what Thomas, you were mentioning earlier about students have the path of least resistance. And. it's like, how do we motivate them? How do we get them excited about something like information literacy when it comes to a particular course? I mean, this gets into the core of the matter of we want students to be engaged, self-guided learners, but they're not always that. Yeah, model the behavior. How would you model the behavior, [? Lori? ?] Like you said, show them. Can you be more specific? Sorry for the pause here. I just like to give everyone a chance to think. RACHEL CORNELIUS: While [? Lori ?] is typing, I want to point out that hopefully, the LibGuide would become the easiest solution for a student.. if the LibGuide exists and it's in your course and it houses everything that's going to be useful to them for research, hopefully they wouldn't need to go around it to Google or something. It would become what they think of first. KEVIN FORGARD: Yeah, and it's like helping you model the behavior by mentioning it and things like the news items. And there's constantly an advertisement in saying, this is the resource that you go to. And here's where I said my lofty goal here of making sure that every single one of our courses in UW Colleges Online has a LibGuide.. the lead instructors help build these LibGuide. And whoever might be teaching it might have some ideas on how to adapt it to their courses, but it's like constantly mentioning it in everything. And even if it's, I mentioned earlier, like a math course, students are going through Pearson's MyMathLab or math Excel to do all the work. But yet they think, well, what do I need the LibGuide for? Well, there might actually be some useful information that Rachel could put together that can help just how to be a better math student, that can help understand how to develop quantitative literacy skills. In other words, help create a broader context for a course like math. But I mean really, it's up.. Thomas, thank you-- assignment design, answers through the LibGuide. Yes. How to write a science paper. And see, it gets into these larger cognitive skills, because not only are we teaching helping students master the learning outcomes and develop these competencies in the courses, we're also just helping them just be better students and be critical thinkers. And here's these kind of broader types of outcomes are, here's where the library can really help in some way or the other. And the LibGuide is-- really, we couldn't have asked for a better thing, and a better tool. Thank everyone for your responses. This is good.. a couple of the things we want to talk about before we finish up-- one of them is with copyrights. Rachel, do you want to mention anything here? I know I've been doing a lot of talking. RACHEL CORNELIUS: Yeah. Like the slide says, when in doubt, contact the library. There's also a page, a library page that John-- thank you, John-- just sent through the chat.. you can discover some answers on your own, if you feel comfortable doing that. Using links to the databases is a really great way to share the material in your course. And [? Anne ?] mentioned before, it helps us know which databases are being used as well.. that's a really useful technique.. always ask if you have a question, and I'm here for that. And I don't know, I guess that's all I have for [INAUDIBLE]. KEVIN FORGARD: Thank you. Sorry to put you on the spot there. I forgot who it was who mentioned that some YouTube videos are Creative Commons licensed. And I just want to make sure that everyone is familiar with the logos and what all these different things mean. And I'm not going to walk through them. I'm going to let a future presentation talk about that. But if it's Creative Commons license, you're safe.. for instance, I use, when I'm designing courses and I like to put a lot of images in courses. And the course I teach, my TOL course, I just go to the Creative Commons search engine and I find pictures. I find images that I can use in my course. And as long as they're-- depending on what the license is, sometimes the person just wants to be acknowledged. It's just knowing that, hey, putting it out in Creative Commons. And I've put images, photographs up on Creative Commons, because I think it's kind of a way of giving back as well. I'm not trying to make money off of my pictures. I'm no brilliant photographer, but sometimes it's nice to have give and take, or take and give at the same time. Thanks, John, for sharing that link too. But we will have more on this coming up.. it's to be continued.. just to finish up here, just a couple of practice tips. And I know we're repeating a lot of these things. But really to leave with today, again, we're saying this over and over because we really want to drive this point home. You don't actually develop a course or a department LibGuide. This is my big thing and I want to see everyone get jazzed up about this and give Rachel more work than she can handle. And then add Rachel's contact information to your course syllabus. you can just embed-- I know, Michael, you're putting a lot of things-- you're making sure that that library widget is included in D2L.. that's good. Remind students of the library contact information, like we've been talking about, like the chat button. And please, all of you, just realize, take advantage of the fact that Rachel is available for faculty consultations as well as all of our instructional design team here. And this is only the beginning. And Thomas, thank you for bringing up. it's good to start with caution. Anyone's who's willing to [? a four-factor ?] [? analysis to ?] get more daring. Thank you. But this is the beginning of this. And I'd love to continue this conversation in future Couches and Coffee sessions in terms of how do we step it up beyond where we are right now? Because right now, there's not a lot of not use with LibGuide, particularly with courses that we've been redesigning. And we're encouraging our lead instructors, and any of you who are working with a course redesign or someone's who's doing a course redesign, or just your department, let's really step this up, because we can do a lot with this. With that, thank you all very much. As a lover of the library, it's been a pleasure working with you, Rachel. RACHEL CORNELIUS: Thank you. KEVIN FORGARD: You're very welcome. And thank everyone. Does anyone have any final comments or things to say? Before you go, let me put the link back up to that survey. I can kind of capture some information here. It's not really an evaluation per se, but I appreciate your comments, because I want to be able to offer these or we want to be able to offer these webinars at a time that's convenient for everyone and try to get as many people as we can to attend. And. your input really helps us do this, because we're all over the state. And this is how we work through professional development. We use these distance technologies, as clunky or fun as they might be.. any comments? Anything to say? Other than that, thank you all very much.
Couches and Coffee: Your Online Library
KEVIN FORGARD: OK,. anyway, we're really excited everybody here. And we hope that this webinar series will take off even more so. Just to give a couple plugs on my colleague [? Marci ?] [? Daniel-Dixon-- ?] everyone calls her [? Marci-- ?] she's been doing accessibility session, which you could see the emails for that. I think she's going to be doing that next week. I didn't get the exact dates, but look for the emails. You should see that. And also we're going to most likely have a copyright, a specific copyright webinar session coming up. But this is Couches and Coffee.. with that, I started the recording. anyone who is not able to attend today, that's unfortunate but this recording will be available and it will be distributed. And hopefully-- just remember, everyone who's here, you are being recorded. No big deal. No pressure.. a couple of things we want to do here is a first I would like to introduce Rachel. Thanks for hanging on there, Rachel. I'll get to you in a second. And we want to talk about identifying your library needs, and get some ideas in terms of what you're after here. And also we're going to present a little bit-- step back a little bit and talk about the rationale of why the library. important when we're talking about information literacy. And then we're going to discuss what online library can do for instructors and students in the online environment, and discuss some ways to integrate the library into online courses. I also have a couple of interactive case studies we can look at,. as we have time for it. One thing I want everyone to do who's here is to please go to-- I'm typing it in the chat window. I have a link to this Google form, and I would like everyone to please submit their responses. And I'm going to keep plugging this. I'll remind everyone at the end to.. there's the link in the chat window. Just because I'm trying to capture who's here and what are they doing. If we need to go over past 11 o'clock, we can. I scheduled this for an extra half an hour.. we're going to be here for an hour, but if you want to stick around, that's great. All right.. with that, Rachel, please take it away. RACHEL CORNELIUS: Well, hi everyone. I'm Rachel Cornelius. I'm a new employee with UW Colleges. I'm based in Marathon.. my appointment is about 50% Marathon and 25% online. And this is my second semester here. I have a master's degree in library and information science. I received that from UW-Milwaukee. And I took that entire program online,. I've been on the student side of an online classroom and know some of the detachment and struggles that students tend to feel when their classroom is a website. And then my undergraduate work with in English and that's from Carthage College in Kenosha.. yeah, I'm a Wisconsin girl through and through. And I'm happy to be with University of Wisconsin Colleges and working with online students. KEVIN FORGARD: Great. Thanks, Rachel.. I'm going to turn off my video now,. that way you don't have to look at my face anymore. Unless you really want to, but that's fine.. I just a couple scoping questions here. What I'd like to do is get an idea of how you might-- what are your needs?. for instance, how do you use the library in your online courses? How do you envision using the library in your online courses? And also, how do you use your campus library? And if you do, how do you see that-- your campus library translating into an online environment. I know this is a bunch of questions, but feel free to raise your hand, which is little icon that looks like a hand above the participant list, or chat.. for instance, I'm going to put my hand raised. you can see what it looks like.. does anyone have any inputs on how to use the library in online courses? OK, I see a couple folks. Tony, you raised your hand here. Do you have your microphone on? Would you like to talk? Thanks, Mark and Thomas, for library course pages and e-reserves. Yes, those are good ideas. Tony, is your microphones set up? That's not a problem.. I'll let you run through that as I can reiterate what a couple folks are saying right now. I'm going to ask Mark to see if he can expand on it.. library course pages-- what do you mean by those? Feel free to just chat in the window. We're going to answer Bob by text.. Mark, this is really good you're saying this. Each tool we have at the colleges where each course has its own dynamically built research portal, which helps bring in resources that are relevant to the student. And. Rachel, what are those things called that Mark is referring to? RACHEL CORNELIUS: Mark is referring to library course pages. That is separate from what we're going to talk about a little later, which is called LibGuide. [INAUDIBLE] sort of handily organizes itself in a way, like it auto-populates. And it's customizable, where a library LibGuide guide is designable. I would take the time to design them.. both of them are website-based tools that can be customized for classes.. that would be a instructor preference. In today's session, we're going to focus a little more on LibGuides and show you what those look like. KEVIN FORGARD: OK, great. Thanks for clarifying that, Rachel, because what Mark was describing there, my mind went to LibGuides. But they're actually something a little different. This is good to know.. with that, I want folks to just talk a little bit about, in terms of what a library is for, and in a way, the idea is we want to expand on this. We want to-- like, Rachel, what you're going at with going beyond to something like LibGuides, and how we might be able to create those. But within the whole context of this thing called, this concept, or the set of terms or standards, information literacy. And these come from the American Library Association. And Rachel, please feel free to step in if you have anything to add. I just basically took this from the ALA website. Defining informational literacy, skills that are needed to find, retreat, analyze, and use information.. the idea is that particularly if it's online or face to face class, students are developing this competency or need to develop this competency in order to just be critical thinkers. It's kind of another way to think about it. I encourage everyone to really unpack each of these have and have a look at some of them, because you might find that they're going to-- a lot of things that you're doing in class, it might match them or you might be a little bit sort of going there. And here's where the library can really help, because librarians, Rachel particularly, they're experts in these. And. what I want to do here next is just go through quickly a couple of these standards. I'm not going to read through all of these, but think of, it has to do with helping students understand how to use information, whether it's finding the appropriate content through database search and not always just going to Google or Wikipedia-- not that they're necessarily bad, but be able to look at that information, to use it effectively, to understand the copyright concerns, and that we can't just use any picture of ourselves and our students. This is the kind of behavior that we want to encourage.. another way to expand on this is, your task here is identify how your online course may or may not help students meet these standards. If anybody has any ideas, specifically with information literacy, please feel free to chime in here. Rachel, if you have something to add, please do. RACHEL CORNELIUS: Yes, I did.. website that was referred to on the last slide is really thorough and has really clear indicators and outcomes for these standards. And these are the things that students need to build now to be able to continue in their academic life and do things like the Standard 2 there is "accessing information effectively and efficiently.". to be able to do things quickly and correctly. That's why these standards are important and in our outline.. I do encourage everyone, like Kevin said, to take a look at them a little more deeply too. And then the library fits into the standards.. the information that can be accessed effectively and efficiently could be online information, or it could be database found, like articles and things.. if anyone would want to chat with me after looking at these about how to use them more, we could do a phone call too.. just a thought. And your librarians on campus are aware of these standards as well. KEVIN FORGARD: Great. Thanks, Rachel. As you're talking here, I'm trying to pull up a website,. that way we can get to it. I didn't have them completely ready. Give me a moment here. That way folks can have a look at them. I mean, really, this gets into the heart of what it is that we're talking about in terms of how the library really helps. Yes, the library does all these things that we were talking about earlier, in terms of you being able to have e-reserves and electronic databases. Part of that was within this context of helping students develop these information literacy competencies. And like we're saying, we encourage everyone to have a look at them. Because this might help you if you're thinking in terms of how is the library going to work in my course, a way that might inspire you is looking at some of these standards and think, OK, where do I need to go? I'd like to respond next here to Mark's question, talking about copyright. Should faculty follow copyright themselves? Mark, I'm really glad you bring this up. And we are going to talk about this in a moment.. if you just keep that in mind, because yes, copyright is a big thing. Yes, we need to model copyright, as well as-- oh, good. Thanks, Mark. We need to model copyright for students in order for students to be able to have these good habits. Thanks, Thomas, for your comments-- very important. To help drive this point home, I took an example, standards, and unpacked it, because each of these standards, they do unpack.. for instance, the information-literate student accesses needed information effectively and efficiently. The performance criteria is the students-- the information literate student refines search strategy as necessary. Think of what happens if you assign a student something to go research something and they just go to Google or Wikipedia and they don't go very far, even though we're telling them to do that. I mean, this is about learning how to be effective and efficient. And here's where the library can come in hand, can help you with this. In terms of what's the relevance of the search, is there alternate information? Is there gaps-- we're teaching them how to do little literature reviews, and do it in a way that is as thorough as possible. Think of sometimes, our students are being too efficient. They get a little lazy and they forget to repeat the fact that they need to keep looking.. does anybody have any idea on how the library can help you and your student meet this particular information literacy standard? Just like Mark, you were saying, particularly with copyright, I didn't pull that particular standard out, but modeling is one way to do it, but any ideas here? RACHEL CORNELIUS: Mark just wrote, "through video tutorials and web quizzes." Both of those are things that the online library has a goal to do. We have some video tutorials that are ready to go, and some that need to be revised. Web quizzes is new for us. That would be maybe an integration into your D2L classroom that could be done if you would like something like that in your class, we can work together to get that going. KEVIN FORGARD: [INAUDIBLE] affords students to use multiple steps to finish it. RACHEL CORNELIUS: Yes. That's a good point, [? Anne. ?] And one thing that-- find the background information, yes. One thing that students sometimes get stuck on is this last bullet point in the outcome, repeat the search. They might repeat the search over and over again, but they don't refine their keywords. They don't change them or play around with them. And that's something that needs to be taught to some students,. that that's one thing where like a quiz or the step by step suggestion that [? Anne ?] had put in would work. KEVIN FORGARD: These are some really good ideas here, Mark and [? Anne, ?] like keeping a research journal and submitting it as part of an assignment. And to throw a little course design vocabulary within this discussion, scaffolding assignments.. if research is-- if it's a big part of your course or even if it's just a minor part of it, if we scaffold this, and kind of like what [? Anne ?] was getting into, it's the multiple steps. Start small and work your way to it. And that way it's an ongoing process. [INAUDIBLE] maybe have them keep a research journal. All right,. these are really, really good ideas. I'm glad we're able to broaden this discussion, because it puts things into context when it comes to how we could strategize to use the library online courses. And think of students when they're in-- when they're on campus they have the luxury, let's say, to go to the library and browse through and talk to a librarian. Well, online, they have a different sort of experience. But think of the online library is-- they're going to still have access to all these materials, just like I have in these photos. It's also just a way to help inspire us the fact that we love libraries. I know I do. OK,. Rachel, I'm going to pass it onto you. RACHEL CORNELIUS:. this is a news item in D2L right now and also within the left hand panel of the online D2L.. the library services has a posting that you can refer students to if they do need assistance that takes the use of a librarian.. this phone number and this email address come directly to me.. that's one way that you can remind students that I'm here for them. And then if you want to go to the next slide, this is just a quick list of the library resources that students can access, and faculty as well.. we have databases. And this is-- it includes millions and millions of results that are credible things and relevant for your classes, as well as a database called Films on Demand, which we'll talk about a little bit later but has the potential to be embedded into the classroom and beyond the class. We also have a growing collection of full text e-books that can be accessed right away for students, if a book is more suitable to what they're researching, the possibility of LibGuides to be designed for a discipline or for a class to enhance library usage. And then me, as a librarian dedicated to the online student population.. I'd be available via phone or email, and if somebody were near Marathon, in person. And there would be then possibility for integration into D2L, like an embedded librarian style thing, with quizzes or assignments, video tutorials.. just a quick overview of what I do with online. There's the potential for more. KEVIN FORGARD: Thanks, Rachel. I think that really to emphasize here is the fact that we can-- we want to kind of respond to what our faculty needs are. And instead of just kind of constantly asserting the library into courses, help strategize for that.. for instance, like Rachel you were mentioning is, embedding library materials or yourself into a course. This is doable, and this is something we really want to encourage, whether it's in the form of a LibGuide or just putting content right into D2L. Maybe there's a weekly discussion that you want to do throughout the semester or one week over a semester, where you want Rachel to be a participant in then, be the moderator of the discussion. She has access to all the courses in D2L and can very easily jump in, because really that's her role.. if you want her to be a part of your classes, you can do that. You can request that to her. All it takes is just talking to her. What I'd like to do here is I want to show the LibGuide. I know you have a screenshot of it here. Let me go to that next slide. We can go to the LibGuide as well. But Rachel, why don't you talk about this? RACHEL CORNELIUS:. I featured LibGuides today, because I personally like the look of them a little better than library course pages-- sorry, Mark-- but they're customizable. And for example, this is one for an on-campus course that was designed this past fall. And on the right hand side there's a box about the library. That box could be transferred to every LibGuide that I create.. putting these together really can be very quick, because the content can be shared amongst many LibGuides. Then, the tabbed organization is really useful.. in this case, the instructor of this course really wanted to feature library materials, but also physical books.. we organized a way to get inter-library loan into the page, and also search at UW, which is kind of towards the bottom of the screenshot. And then he also had a list of web resources he wanted featured that were credible sources.. his students could go to this lib guide and simply click on that tab and know that the websites that were included there were ones that their instructor approved of and knew they were credible. And then we did a tab for citing sources.. this was a history course,. we featured different types of citations, like MLA but also Chicago style.. these are customizable. These tabs would be if we worked together to create a lib guide, whatever you need for the course at the time. And they also can be changed.. just an example of one that I really liked how this one turned out. And I think they're really functional. KEVIN FORGARD: Great, thanks. I'm going to see if I can get to the live one here.. bear with me a second. I want to make sure that everyone can see. All right.. you should all be able to see this live lib guide. I always hate transferring between the different elements, because I'm never sure what other people see.. just give me a hand raise or chat saying that, yes, you can see the lib guide. All right, thank you. Good. How I trust this stuff. Hey, this is good.. as you notice here, now we can click on it.. interlibrary loan, the Native American Web resources. I mean, all these tabs, Rachel, like you were saying, can she can create these for you. This is just one example of one lib guide. And. there's a lot of flexibility built into this, into this sort of technology. And this is then linked out through a course. Here's a course lib guide. And it's really letting students know. Here's something that I'm trying to explore through, like, course redesign process is, how do we make lib guides for any of our courses? My goal here is I want one of these for every single one of our online courses for UW Colleges online, or at the very least, a department LibGuide. And I'm kind of going on a soapbox here for a second. The idea here is that I want to be able to have-- it's resources for students. It's kind of helping them develop metacognitive skills [? for ?]. Here's how you can be a better student. It could be anything like that. Or it could be extra reading materials to help make the course a little bit more exciting for them. And sometimes one of the-- something that I hear is that, well, students aren't going to want to do any extra work unless it's graded.. in other words, LibGuide ends up being not very useful, because students don't go to it.. I mean, we work with what we can.. let me go back to our white board here. Any comments-- please. RACHEL CORNELIUS: I've got one more thing to add to about the LibGuides. They do allow for embedded video.. that too can be another way to change the dynamic of the page and include a video from either Films on Demand or a tutorial that I've created or has been created that has to do with citations or whatever the need may be.. that's another way to feature and change the page. KEVIN FORGARD: [? And Anne, ?] you bring up a really good point is that you can look at the page statistics, the analytics, to find out who's clicking where. This is really good. And this gets into couple of scenarios that I'm going to run through and ask for your input. I'm kind of giving you the answer, because the answer here to these case studies that we'll talk about is, well, use a LibGuide. Because I want everyone to leave here today thinking, at the very least, how can I make a LibGuide? Yvonne, answer your chat questions I'll try to find if there's good LibGuide to refer to. RACHEL CORNELIUS: Yvonne is talking about the chat feature that the librarians have, which you may have seen. If you want to go back [INAUDIBLE] it says, click to chat there. That connects to the library and throughout UW Colleges.. an online student can use this and get library help right away if I'm not available or if chatting is just where they're more comfortable.. Yvonne is saying that she found LibGuides that help answer those questions, which is great. KEVIN FORGARD: Good, good. Thank you. Here's one-- it's an argument for having a LibGuide just in any course, even if it's very minimal, putting this widget or this area, this tab, or this is column,. that way students can immediately chat with the librarian. Here it is. Granted, you do have office hours. Rachel, do you stay there until 7:30 at night? RACHEL CORNELIUS: No. these are the hours for Marathon's campus library.. the typical office hours for online is, like, nine to three. But I would be very happy to do appointment-based style work.. if they can't be with me at three, I can be here at seven, depending on the day.. this click to chat reaches all of our librarians who are logged into the chat.. it may not be on the other end. But there's experts there. And [? Lori ?] just posted that the chat is embedded in several places throughout, and that's true. If they're on a database page, the chat's embedded.. it's really present. When that question about, how do I use this library thing occurs for a student, there's a chat box. KEVIN FORGARD: That's good. Because really, it's kind of helping know that there's librarian presence in the online courses and it's very accessible for a lot of students.. a couple of other things to talk about here are these are tactical tips in terms of what we can do with embedding library resources into your courses. And experiment a little bit with this in order to set up this webinar. And the idea is that when you're on a database and you find the link to an e-book book or an article, you can embed that link into your D2L page, wherever it's appropriate. And then what happens is when students click on that, they're able to access that resource. Now there's a couple of things to keep in mind here. First of all, if you want to do this, work with us, because the system sometimes might not work as intended. And there are a couple bugs and we are working through them. However, don't let that discourage you to try to do these things. In other words, you can contact one of our team here. But for something like an e-book, for instance, this is the record page of the book, not the book itself. In other words, only. many students can access an e-book at a time. And again, this is something that you could talk with Rachel. If there's an e-book that you want your whole class to be able to have access to and simultaneous users, she's going to have to work with her provider in order to let students be able to access more than one.. for instance, this particular example, I have the Handbook of Design Education Technology. Only one person can view it at a time.. if I'm viewing it right now, anyone else can't until I log out or until I stop viewing it. It's also password-controlled.. what that means is that students are going to have to log in with their UW Colleges Online username and password in order to access this. Because it is something that's part of our library. It's the same thing when we were talking about linking an article. For instance, I went to EBSCO and I just found an article. I found the link, the permalink. And I put it into the course. In other words, then the students can go there and get a PDF. Again, login is required. Now, this is a practice that we really want to encourage, going to Mark's point about copyright. Instead of you getting a PDF and embedding the PDF into your course, the best practice here, the best thing to do is to just link to the article and let the student log in to the library website and download the PDF on their own. Because what it is is that we want them to be able to log in and get it themselves. We can't just keep providing them PDFs. Now I'm as guilty of that as anybody else. However, this is a practice that we really want to try to encourage in making sure that if there's any article that you find on, like, EBSCO or any of the library databases, we want that to be linked to from your course. And there's a couple of reasons why we want to do this. And one of them is that it gets to-- it's the EBSCO page. And there's also some other resources there that if a student wanted to investigate further, they give them keywords and other articles. And also when we're talking about with students with disabilities, when we're going through and when we're linking to information as opposed to just putting the PDF up, that means that students with disabilities, it's accessible. Because all these websites, they're following accessibility guidelines, section 5Y, which is very important. And Mark, thank you for bringing up the point. We need to know that they are using. we don't cancel the resources. Yeah, make sure and have copyright policies that can help you understand what is allowable about permission. And this is true, and we're modeling this sort of thing. And Mark, I'm really glad you're bringing up a lot of this kind of copyright concerns because my colleague John Hollenbeck, who's in our session here, Rachel and him will be presenting in the future sometime about specifically on copyright.. this is good. Another example is the Films on Demand. We were talking about this earlier.. the Films on Demand database is one of the databases that can be accessed through the library. And you can embed these into your course. Now, this is a better practice than using a YouTube video that you just found, you randomly found. Because that YouTube video again, gets into there might be a copyright concern. And it definitely is better than hosting the video on our servers. And what I encourage everybody to do is have a look at the Films on Demand database and see if there's something that you might be able to use in your class. There's quite a few. Rachel, you were mentioning how there's quite a few of these videos. And you might do find something. And if you can't, you can always talk to Rachel and she might be able to find you what you're looking for.. that way we are following the rules, the copyright, not breaking any laws there. But the idea here is that we can take this and we can embed it right into the course. And it's hosted on Films on Demand website. The students are able to get a closed captioning if they want. If they go to the link, they can get a transcript. In other words, there's a lot of benefits to posting videos this way. And sometimes an easy way to do it is not even embedding the video, but just putting the link up. And we're experimenting with this to try to think of an efficient way to do this. But again, let us know if you really want to do this because we want to make this work for your courses, despite whatever bugs we're helping overcome. Rachel, you have anything to add to this? RACHEL CORNELIUS: This is another thing that could go in a lib guide too, if that's preferable. But yeah, it is something to explore and if you aren't finding what you need on Films on Demand, that's another thing you could contact me about and we'll look together and try to achieve the goal. Diane just posted something. Many YouTube videos-- yes. Many YouTube videos are OK and licensed through Creative Commons.. that is a good point, Diane, thank you. Yes, there are YouTube videos that are well within copyright laws and can be used.. if you do have a question whether or not a YouTube video is an OK one, you can let me know and I will review it and see what I can learn about it. And then it could be put into a lib guide or it could probably be embedded into your D2L course if it is within the copyright law. KEVIN FORGARD: Oh, yes. This is a good point.. moving on here, for the rest of the session I'm going to ask you guys, our audience here, to contribute some ideas here. And I have three of these case studies. And this is more of a way to get us to brainstorm and get your creative juices flowing in terms of how you might be able to use the library.. for instance, in this first one, your course requires that students access a periodical every couple of weeks to complete a discussion assignment. The course prompts them to create an account through that service. However, you notice that students tend to reference the same articles, ones that are free. This is actually a real life situation that I've come across in my work here. And this is a prime example of how the library can help. But instead of me just giving my suggestions, I want to see what the group thinks.. how might the library help you enhance this type of activity? Yes, Mark, good-- embed links to the journal through LCP lib guide. Perfect. And the databases can get links to the entire journal, yes. Any ideas on how-- OK, Thomas, "libraries are good at helping define research objectives. What are you trying to achieve with this assignment?" Yeah, good. And show how to set up an alert that will email new stuff directly-- yeah. Thomas, this is one of the things that I was just about to ask is, let's think of this in terms of the design of the particular assignment. What are you asking? What's the objective here?. for instance, one course, they just want students to get used to reading a particular journal to just become better scholars. And so, it's like, well, if the discussions are, find an article and summarize it, is that a good design? Is there something else we can get students to do? Yes, path of least resistance. Compare and contrast with other articles-- yeah. And I think, [? Anne, ?] I think you brought this up earlier. And it gets into if we scaffold an assignment like this--. for instance, yes, to teach about the articles to the class, identify trends in the research-- yeah. Think of going back to what you want the outcomes are, what the objective is. Sometimes for an 100 or 200 level course, students just have to first find an article, and then slowly build up these skills and know how to, in a way, critique and develop those efficient ways of finding an article. And this could lead to a larger assignment towards the end of a course that's built up to it. So, share with students, do a compare and contrast. And maybe it leads to something like identifying trends and research. I'm always-- when I'm working with your course redesigns is if we start at the very beginning, identify trends and research for a 101 course, that might be a really big challenge for students. The idea here is that if they're always going to the path of least resistance, we in a way have to pave the way where they have no other choice. And that's through a very intentional design. This is good. Let's go to the next one here.. students in your course have been referencing materials for writing assignments using non-academic or biased sources. I'm sure all of you know this. Student output has resulted in lower grades even though the arguments and writing meet your expectations, or the instructor's expectations. How might the library help with this-- the referencing? Yeah, thanks, Thomas. Scholars, sources of teaching, difference in helping them understand the bias. Yes. [? Lori, ?] thank you. [? Lori, ?] are you [? Lori Slomo who ?] teaches math? Or am I confusing you with somebody else? OK, sorry. [CHUCKLES] Because the reason why I asked that is because if it's like a math course, [CHUCKLES] again, looking at the objectives, pointing students towards database for academic scholarly articles. Would a LibGuide be something useful for this? [CHUCKLES] Yeah. I'm kind of like giving you the answer in a way. [CHUCKLES] Participant-- sorry, I don't have your name here. "Have librarians beat the students--" [CHUCKLES] OK. [CHUCKLES] Thank you for the humor there. But think of, OK,. if we have a lib guide, what would go in the LibGuide? What do we want?. you're working with the librarian. What would you ask? I mean, this is a way to help you. What kind of questions do you even ask? Ah, yes. RACHEL CORNELIUS: [? Anne ?] just pointed out recommended databases.. our databases are-- some of them are subject-specific and some other are general.. depending on the class, we may be able to really tailor the pool of databases on the LibGuide and to really meet the need there. KEVIN FORGARD: Good. Thank you. Thank you again, Lori. Thank you, Rachel. All right,. here's another one. It's the last one, I promise. Hopefully this is getting your-- everyone's thinking a little bit about this.. you've been using an established LibGuide in your course.. now there's already a LibGuide, but based on student work, you notice that they are not accessing the materials. Your assignments do not explicitly state that students use the resource, but you suggest that it contains useful information to succeed in the course. One student commented that they did not see a reason to access the LibGuide, perceiving it as more of an optional resource. Now, here's where you already have a LibGuide for the course. But students aren't using them. How might you make better efforts to use the LibGuides. How might the library help in these efforts? This is moving it a little.. we built it, but they did not come. Thanks, Thomas. Scaffolding's fine. Get students to use the LibGuide before final projects. Yeah. Building it, making it a requirement, saying that this is a part of the course. Any other ideas here? A lot of this gets into what Thomas, you were mentioning earlier about students have the path of least resistance. And. it's like, how do we motivate them? How do we get them excited about something like information literacy when it comes to a particular course? I mean, this gets into the core of the matter of we want students to be engaged, self-guided learners, but they're not always that. Yeah, model the behavior. How would you model the behavior, [? Lori? ?] Like you said, show them. Can you be more specific? Sorry for the pause here. I just like to give everyone a chance to think. RACHEL CORNELIUS: While [? Lori ?] is typing, I want to point out that hopefully, the LibGuide would become the easiest solution for a student.. if the LibGuide exists and it's in your course and it houses everything that's going to be useful to them for research, hopefully they wouldn't need to go around it to Google or something. It would become what they think of first. KEVIN FORGARD: Yeah, and it's like helping you model the behavior by mentioning it and things like the news items. And there's constantly an advertisement in saying, this is the resource that you go to. And here's where I said my lofty goal here of making sure that every single one of our courses in UW Colleges Online has a LibGuide.. the lead instructors help build these LibGuide. And whoever might be teaching it might have some ideas on how to adapt it to their courses, but it's like constantly mentioning it in everything. And even if it's, I mentioned earlier, like a math course, students are going through Pearson's MyMathLab or math Excel to do all the work. But yet they think, well, what do I need the LibGuide for? Well, there might actually be some useful information that Rachel could put together that can help just how to be a better math student, that can help understand how to develop quantitative literacy skills. In other words, help create a broader context for a course like math. But I mean really, it's up.. Thomas, thank you-- assignment design, answers through the LibGuide. Yes. How to write a science paper. And see, it gets into these larger cognitive skills, because not only are we teaching helping students master the learning outcomes and develop these competencies in the courses, we're also just helping them just be better students and be critical thinkers. And here's these kind of broader types of outcomes are, here's where the library can really help in some way or the other. And the LibGuide is-- really, we couldn't have asked for a better thing, and a better tool. Thank everyone for your responses. This is good.. a couple of the things we want to talk about before we finish up-- one of them is with copyrights. Rachel, do you want to mention anything here? I know I've been doing a lot of talking. RACHEL CORNELIUS: Yeah. Like the slide says, when in doubt, contact the library. There's also a page, a library page that John-- thank you, John-- just sent through the chat.. you can discover some answers on your own, if you feel comfortable doing that. Using links to the databases is a really great way to share the material in your course. And [? Anne ?] mentioned before, it helps us know which databases are being used as well.. that's a really useful technique.. always ask if you have a question, and I'm here for that. And I don't know, I guess that's all I have for [INAUDIBLE]. KEVIN FORGARD: Thank you. Sorry to put you on the spot there. I forgot who it was who mentioned that some YouTube videos are Creative Commons licensed. And I just want to make sure that everyone is familiar with the logos and what all these different things mean. And I'm not going to walk through them. I'm going to let a future presentation talk about that. But if it's Creative Commons license, you're safe.. for instance, I use, when I'm designing courses and I like to put a lot of images in courses. And the course I teach, my TOL course, I just go to the Creative Commons search engine and I find pictures. I find images that I can use in my course. And as long as they're-- depending on what the license is, sometimes the person just wants to be acknowledged. It's just knowing that, hey, putting it out in Creative Commons. And I've put images, photographs up on Creative Commons, because I think it's kind of a way of giving back as well. I'm not trying to make money off of my pictures. I'm no brilliant photographer, but sometimes it's nice to have give and take, or take and give at the same time. Thanks, John, for sharing that link too. But we will have more on this coming up.. it's to be continued.. just to finish up here, just a couple of practice tips. And I know we're repeating a lot of these things. But really to leave with today, again, we're saying this over and over because we really want to drive this point home. You don't actually develop a course or a department LibGuide. This is my big thing and I want to see everyone get jazzed up about this and give Rachel more work than she can handle. And then add Rachel's contact information to your course syllabus. you can just embed-- I know, Michael, you're putting a lot of things-- you're making sure that that library widget is included in D2L.. that's good. Remind students of the library contact information, like we've been talking about, like the chat button. And please, all of you, just realize, take advantage of the fact that Rachel is available for faculty consultations as well as all of our instructional design team here. And this is only the beginning. And Thomas, thank you for bringing up. it's good to start with caution. Anyone's who's willing to [? a four-factor ?] [? analysis to ?] get more daring. Thank you. But this is the beginning of this. And I'd love to continue this conversation in future Couches and Coffee sessions in terms of how do we step it up beyond where we are right now? Because right now, there's not a lot of not use with LibGuide, particularly with courses that we've been redesigning. And we're encouraging our lead instructors, and any of you who are working with a course redesign or someone's who's doing a course redesign, or just your department, let's really step this up, because we can do a lot with this. With that, thank you all very much. As a lover of the library, it's been a pleasure working with you, Rachel. RACHEL CORNELIUS: Thank you. KEVIN FORGARD: You're very welcome. And thank everyone. Does anyone have any final comments or things to say? Before you go, let me put the link back up to that survey. I can kind of capture some information here. It's not really an evaluation per se, but I appreciate your comments, because I want to be able to offer these or we want to be able to offer these webinars at a time that's convenient for everyone and try to get as many people as we can to attend. And. your input really helps us do this, because we're all over the state. And this is how we work through professional development. We use these distance technologies, as clunky or fun as they might be.. any comments? Anything to say? Other than that, thank you all very much.
Couches and Coffee: Your Online Library
KEVIN FORGARD: OK,. anyway, we're really excited everybody here. And we hope that this webinar series will take off even more so. Just to give a couple plugs on my colleague [? Marci ?] [? Daniel-Dixon-- ?] everyone calls her [? Marci-- ?] she's been doing accessibility session, which you could see the emails for that. I think she's going to be doing that next week. I didn't get the exact dates, but look for the emails. You should see that. And also we're going to most likely have a copyright, a specific copyright webinar session coming up. But this is Couches and Coffee.. with that, I started the recording. anyone who is not able to attend today, that's unfortunate but this recording will be available and it will be distributed. And hopefully-- just remember, everyone who's here, you are being recorded. No big deal. No pressure.. a couple of things we want to do here is a first I would like to introduce Rachel. Thanks for hanging on there, Rachel. I'll get to you in a second. And we want to talk about identifying your library needs, and get some ideas in terms of what you're after here. And also we're going to present a little bit-- step back a little bit and talk about the rationale of why the library. important when we're talking about information literacy. And then we're going to discuss what online library can do for instructors and students in the online environment, and discuss some ways to integrate the library into online courses. I also have a couple of interactive case studies we can look at,. as we have time for it. One thing I want everyone to do who's here is to please go to-- I'm typing it in the chat window. I have a link to this Google form, and I would like everyone to please submit their responses. And I'm going to keep plugging this. I'll remind everyone at the end to.. there's the link in the chat window. Just because I'm trying to capture who's here and what are they doing. If we need to go over past 11 o'clock, we can. I scheduled this for an extra half an hour.. we're going to be here for an hour, but if you want to stick around, that's great. All right.. with that, Rachel, please take it away. RACHEL CORNELIUS: Well, hi everyone. I'm Rachel Cornelius. I'm a new employee with UW Colleges. I'm based in Marathon.. my appointment is about 50% Marathon and 25% online. And this is my second semester here. I have a master's degree in library and information science. I received that from UW-Milwaukee. And I took that entire program online,. I've been on the student side of an online classroom and know some of the detachment and struggles that students tend to feel when their classroom is a website. And then my undergraduate work with in English and that's from Carthage College in Kenosha.. yeah, I'm a Wisconsin girl through and through. And I'm happy to be with University of Wisconsin Colleges and working with online students. KEVIN FORGARD: Great. Thanks, Rachel.. I'm going to turn off my video now,. that way you don't have to look at my face anymore. Unless you really want to, but that's fine.. I just a couple scoping questions here. What I'd like to do is get an idea of how you might-- what are your needs?. for instance, how do you use the library in your online courses? How do you envision using the library in your online courses? And also, how do you use your campus library? And if you do, how do you see that-- your campus library translating into an online environment. I know this is a bunch of questions, but feel free to raise your hand, which is little icon that looks like a hand above the participant list, or chat.. for instance, I'm going to put my hand raised. you can see what it looks like.. does anyone have any inputs on how to use the library in online courses? OK, I see a couple folks. Tony, you raised your hand here. Do you have your microphone on? Would you like to talk? Thanks, Mark and Thomas, for library course pages and e-reserves. Yes, those are good ideas. Tony, is your microphones set up? That's not a problem.. I'll let you run through that as I can reiterate what a couple folks are saying right now. I'm going to ask Mark to see if he can expand on it.. library course pages-- what do you mean by those? Feel free to just chat in the window. We're going to answer Bob by text.. Mark, this is really good you're saying this. Each tool we have at the colleges where each course has its own dynamically built research portal, which helps bring in resources that are relevant to the student. And. Rachel, what are those things called that Mark is referring to? RACHEL CORNELIUS: Mark is referring to library course pages. That is separate from what we're going to talk about a little later, which is called LibGuide. [INAUDIBLE] sort of handily organizes itself in a way, like it auto-populates. And it's customizable, where a library LibGuide guide is designable. I would take the time to design them.. both of them are website-based tools that can be customized for classes.. that would be a instructor preference. In today's session, we're going to focus a little more on LibGuides and show you what those look like. KEVIN FORGARD: OK, great. Thanks for clarifying that, Rachel, because what Mark was describing there, my mind went to LibGuides. But they're actually something a little different. This is good to know.. with that, I want folks to just talk a little bit about, in terms of what a library is for, and in a way, the idea is we want to expand on this. We want to-- like, Rachel, what you're going at with going beyond to something like LibGuides, and how we might be able to create those. But within the whole context of this thing called, this concept, or the set of terms or standards, information literacy. And these come from the American Library Association. And Rachel, please feel free to step in if you have anything to add. I just basically took this from the ALA website. Defining informational literacy, skills that are needed to find, retreat, analyze, and use information.. the idea is that particularly if it's online or face to face class, students are developing this competency or need to develop this competency in order to just be critical thinkers. It's kind of another way to think about it. I encourage everyone to really unpack each of these have and have a look at some of them, because you might find that they're going to-- a lot of things that you're doing in class, it might match them or you might be a little bit sort of going there. And here's where the library can really help, because librarians, Rachel particularly, they're experts in these. And. what I want to do here next is just go through quickly a couple of these standards. I'm not going to read through all of these, but think of, it has to do with helping students understand how to use information, whether it's finding the appropriate content through database search and not always just going to Google or Wikipedia-- not that they're necessarily bad, but be able to look at that information, to use it effectively, to understand the copyright concerns, and that we can't just use any picture of ourselves and our students. This is the kind of behavior that we want to encourage.. another way to expand on this is, your task here is identify how your online course may or may not help students meet these standards. If anybody has any ideas, specifically with information literacy, please feel free to chime in here. Rachel, if you have something to add, please do. RACHEL CORNELIUS: Yes, I did.. website that was referred to on the last slide is really thorough and has really clear indicators and outcomes for these standards. And these are the things that students need to build now to be able to continue in their academic life and do things like the Standard 2 there is "accessing information effectively and efficiently.". to be able to do things quickly and correctly. That's why these standards are important and in our outline.. I do encourage everyone, like Kevin said, to take a look at them a little more deeply too. And then the library fits into the standards.. the information that can be accessed effectively and efficiently could be online information, or it could be database found, like articles and things.. if anyone would want to chat with me after looking at these about how to use them more, we could do a phone call too.. just a thought. And your librarians on campus are aware of these standards as well. KEVIN FORGARD: Great. Thanks, Rachel. As you're talking here, I'm trying to pull up a website,. that way we can get to it. I didn't have them completely ready. Give me a moment here. That way folks can have a look at them. I mean, really, this gets into the heart of what it is that we're talking about in terms of how the library really helps. Yes, the library does all these things that we were talking about earlier, in terms of you being able to have e-reserves and electronic databases. Part of that was within this context of helping students develop these information literacy competencies. And like we're saying, we encourage everyone to have a look at them. Because this might help you if you're thinking in terms of how is the library going to work in my course, a way that might inspire you is looking at some of these standards and think, OK, where do I need to go? I'd like to respond next here to Mark's question, talking about copyright. Should faculty follow copyright themselves? Mark, I'm really glad you bring this up. And we are going to talk about this in a moment.. if you just keep that in mind, because yes, copyright is a big thing. Yes, we need to model copyright, as well as-- oh, good. Thanks, Mark. We need to model copyright for students in order for students to be able to have these good habits. Thanks, Thomas, for your comments-- very important. To help drive this point home, I took an example, standards, and unpacked it, because each of these standards, they do unpack.. for instance, the information-literate student accesses needed information effectively and efficiently. The performance criteria is the students-- the information literate student refines search strategy as necessary. Think of what happens if you assign a student something to go research something and they just go to Google or Wikipedia and they don't go very far, even though we're telling them to do that. I mean, this is about learning how to be effective and efficient. And here's where the library can come in hand, can help you with this. In terms of what's the relevance of the search, is there alternate information? Is there gaps-- we're teaching them how to do little literature reviews, and do it in a way that is as thorough as possible. Think of sometimes, our students are being too efficient. They get a little lazy and they forget to repeat the fact that they need to keep looking.. does anybody have any idea on how the library can help you and your student meet this particular information literacy standard? Just like Mark, you were saying, particularly with copyright, I didn't pull that particular standard out, but modeling is one way to do it, but any ideas here? RACHEL CORNELIUS: Mark just wrote, "through video tutorials and web quizzes." Both of those are things that the online library has a goal to do. We have some video tutorials that are ready to go, and some that need to be revised. Web quizzes is new for us. That would be maybe an integration into your D2L classroom that could be done if you would like something like that in your class, we can work together to get that going. KEVIN FORGARD: [INAUDIBLE] affords students to use multiple steps to finish it. RACHEL CORNELIUS: Yes. That's a good point, [? Anne. ?] And one thing that-- find the background information, yes. One thing that students sometimes get stuck on is this last bullet point in the outcome, repeat the search. They might repeat the search over and over again, but they don't refine their keywords. They don't change them or play around with them. And that's something that needs to be taught to some students,. that that's one thing where like a quiz or the step by step suggestion that [? Anne ?] had put in would work. KEVIN FORGARD: These are some really good ideas here, Mark and [? Anne, ?] like keeping a research journal and submitting it as part of an assignment. And to throw a little course design vocabulary within this discussion, scaffolding assignments.. if research is-- if it's a big part of your course or even if it's just a minor part of it, if we scaffold this, and kind of like what [? Anne ?] was getting into, it's the multiple steps. Start small and work your way to it. And that way it's an ongoing process. [INAUDIBLE] maybe have them keep a research journal. All right,. these are really, really good ideas. I'm glad we're able to broaden this discussion, because it puts things into context when it comes to how we could strategize to use the library online courses. And think of students when they're in-- when they're on campus they have the luxury, let's say, to go to the library and browse through and talk to a librarian. Well, online, they have a different sort of experience. But think of the online library is-- they're going to still have access to all these materials, just like I have in these photos. It's also just a way to help inspire us the fact that we love libraries. I know I do. OK,. Rachel, I'm going to pass it onto you. RACHEL CORNELIUS:. this is a news item in D2L right now and also within the left hand panel of the online D2L.. the library services has a posting that you can refer students to if they do need assistance that takes the use of a librarian.. this phone number and this email address come directly to me.. that's one way that you can remind students that I'm here for them. And then if you want to go to the next slide, this is just a quick list of the library resources that students can access, and faculty as well.. we have databases. And this is-- it includes millions and millions of results that are credible things and relevant for your classes, as well as a database called Films on Demand, which we'll talk about a little bit later but has the potential to be embedded into the classroom and beyond the class. We also have a growing collection of full text e-books that can be accessed right away for students, if a book is more suitable to what they're researching, the possibility of LibGuides to be designed for a discipline or for a class to enhance library usage. And then me, as a librarian dedicated to the online student population.. I'd be available via phone or email, and if somebody were near Marathon, in person. And there would be then possibility for integration into D2L, like an embedded librarian style thing, with quizzes or assignments, video tutorials.. just a quick overview of what I do with online. There's the potential for more. KEVIN FORGARD: Thanks, Rachel. I think that really to emphasize here is the fact that we can-- we want to kind of respond to what our faculty needs are. And instead of just kind of constantly asserting the library into courses, help strategize for that.. for instance, like Rachel you were mentioning is, embedding library materials or yourself into a course. This is doable, and this is something we really want to encourage, whether it's in the form of a LibGuide or just putting content right into D2L. Maybe there's a weekly discussion that you want to do throughout the semester or one week over a semester, where you want Rachel to be a participant in then, be the moderator of the discussion. She has access to all the courses in D2L and can very easily jump in, because really that's her role.. if you want her to be a part of your classes, you can do that. You can request that to her. All it takes is just talking to her. What I'd like to do here is I want to show the LibGuide. I know you have a screenshot of it here. Let me go to that next slide. We can go to the LibGuide as well. But Rachel, why don't you talk about this? RACHEL CORNELIUS:. I featured LibGuides today, because I personally like the look of them a little better than library course pages-- sorry, Mark-- but they're customizable. And for example, this is one for an on-campus course that was designed this past fall. And on the right hand side there's a box about the library. That box could be transferred to every LibGuide that I create.. putting these together really can be very quick, because the content can be shared amongst many LibGuides. Then, the tabbed organization is really useful.. in this case, the instructor of this course really wanted to feature library materials, but also physical books.. we organized a way to get inter-library loan into the page, and also search at UW, which is kind of towards the bottom of the screenshot. And then he also had a list of web resources he wanted featured that were credible sources.. his students could go to this lib guide and simply click on that tab and know that the websites that were included there were ones that their instructor approved of and knew they were credible. And then we did a tab for citing sources.. this was a history course,. we featured different types of citations, like MLA but also Chicago style.. these are customizable. These tabs would be if we worked together to create a lib guide, whatever you need for the course at the time. And they also can be changed.. just an example of one that I really liked how this one turned out. And I think they're really functional. KEVIN FORGARD: Great, thanks. I'm going to see if I can get to the live one here.. bear with me a second. I want to make sure that everyone can see. All right.. you should all be able to see this live lib guide. I always hate transferring between the different elements, because I'm never sure what other people see.. just give me a hand raise or chat saying that, yes, you can see the lib guide. All right, thank you. Good. How I trust this stuff. Hey, this is good.. as you notice here, now we can click on it.. interlibrary loan, the Native American Web resources. I mean, all these tabs, Rachel, like you were saying, can she can create these for you. This is just one example of one lib guide. And. there's a lot of flexibility built into this, into this sort of technology. And this is then linked out through a course. Here's a course lib guide. And it's really letting students know. Here's something that I'm trying to explore through, like, course redesign process is, how do we make lib guides for any of our courses? My goal here is I want one of these for every single one of our online courses for UW Colleges online, or at the very least, a department LibGuide. And I'm kind of going on a soapbox here for a second. The idea here is that I want to be able to have-- it's resources for students. It's kind of helping them develop metacognitive skills [? for ?]. Here's how you can be a better student. It could be anything like that. Or it could be extra reading materials to help make the course a little bit more exciting for them. And sometimes one of the-- something that I hear is that, well, students aren't going to want to do any extra work unless it's graded.. in other words, LibGuide ends up being not very useful, because students don't go to it.. I mean, we work with what we can.. let me go back to our white board here. Any comments-- please. RACHEL CORNELIUS: I've got one more thing to add to about the LibGuides. They do allow for embedded video.. that too can be another way to change the dynamic of the page and include a video from either Films on Demand or a tutorial that I've created or has been created that has to do with citations or whatever the need may be.. that's another way to feature and change the page. KEVIN FORGARD: [? And Anne, ?] you bring up a really good point is that you can look at the page statistics, the analytics, to find out who's clicking where. This is really good. And this gets into couple of scenarios that I'm going to run through and ask for your input. I'm kind of giving you the answer, because the answer here to these case studies that we'll talk about is, well, use a LibGuide. Because I want everyone to leave here today thinking, at the very least, how can I make a LibGuide? Yvonne, answer your chat questions I'll try to find if there's good LibGuide to refer to. RACHEL CORNELIUS: Yvonne is talking about the chat feature that the librarians have, which you may have seen. If you want to go back [INAUDIBLE] it says, click to chat there. That connects to the library and throughout UW Colleges.. an online student can use this and get library help right away if I'm not available or if chatting is just where they're more comfortable.. Yvonne is saying that she found LibGuides that help answer those questions, which is great. KEVIN FORGARD: Good, good. Thank you. Here's one-- it's an argument for having a LibGuide just in any course, even if it's very minimal, putting this widget or this area, this tab, or this is column,. that way students can immediately chat with the librarian. Here it is. Granted, you do have office hours. Rachel, do you stay there until 7:30 at night? RACHEL CORNELIUS: No. these are the hours for Marathon's campus library.. the typical office hours for online is, like, nine to three. But I would be very happy to do appointment-based style work.. if they can't be with me at three, I can be here at seven, depending on the day.. this click to chat reaches all of our librarians who are logged into the chat.. it may not be on the other end. But there's experts there. And [? Lori ?] just posted that the chat is embedded in several places throughout, and that's true. If they're on a database page, the chat's embedded.. it's really present. When that question about, how do I use this library thing occurs for a student, there's a chat box. KEVIN FORGARD: That's good. Because really, it's kind of helping know that there's librarian presence in the online courses and it's very accessible for a lot of students.. a couple of other things to talk about here are these are tactical tips in terms of what we can do with embedding library resources into your courses. And experiment a little bit with this in order to set up this webinar. And the idea is that when you're on a database and you find the link to an e-book book or an article, you can embed that link into your D2L page, wherever it's appropriate. And then what happens is when students click on that, they're able to access that resource. Now there's a couple of things to keep in mind here. First of all, if you want to do this, work with us, because the system sometimes might not work as intended. And there are a couple bugs and we are working through them. However, don't let that discourage you to try to do these things. In other words, you can contact one of our team here. But for something like an e-book, for instance, this is the record page of the book, not the book itself. In other words, only. many students can access an e-book at a time. And again, this is something that you could talk with Rachel. If there's an e-book that you want your whole class to be able to have access to and simultaneous users, she's going to have to work with her provider in order to let students be able to access more than one.. for instance, this particular example, I have the Handbook of Design Education Technology. Only one person can view it at a time.. if I'm viewing it right now, anyone else can't until I log out or until I stop viewing it. It's also password-controlled.. what that means is that students are going to have to log in with their UW Colleges Online username and password in order to access this. Because it is something that's part of our library. It's the same thing when we were talking about linking an article. For instance, I went to EBSCO and I just found an article. I found the link, the permalink. And I put it into the course. In other words, then the students can go there and get a PDF. Again, login is required. Now, this is a practice that we really want to encourage, going to Mark's point about copyright. Instead of you getting a PDF and embedding the PDF into your course, the best practice here, the best thing to do is to just link to the article and let the student log in to the library website and download the PDF on their own. Because what it is is that we want them to be able to log in and get it themselves. We can't just keep providing them PDFs. Now I'm as guilty of that as anybody else. However, this is a practice that we really want to try to encourage in making sure that if there's any article that you find on, like, EBSCO or any of the library databases, we want that to be linked to from your course. And there's a couple of reasons why we want to do this. And one of them is that it gets to-- it's the EBSCO page. And there's also some other resources there that if a student wanted to investigate further, they give them keywords and other articles. And also when we're talking about with students with disabilities, when we're going through and when we're linking to information as opposed to just putting the PDF up, that means that students with disabilities, it's accessible. Because all these websites, they're following accessibility guidelines, section 5Y, which is very important. And Mark, thank you for bringing up the point. We need to know that they are using. we don't cancel the resources. Yeah, make sure and have copyright policies that can help you understand what is allowable about permission. And this is true, and we're modeling this sort of thing. And Mark, I'm really glad you're bringing up a lot of this kind of copyright concerns because my colleague John Hollenbeck, who's in our session here, Rachel and him will be presenting in the future sometime about specifically on copyright.. this is good. Another example is the Films on Demand. We were talking about this earlier.. the Films on Demand database is one of the databases that can be accessed through the library. And you can embed these into your course. Now, this is a better practice than using a YouTube video that you just found, you randomly found. Because that YouTube video again, gets into there might be a copyright concern. And it definitely is better than hosting the video on our servers. And what I encourage everybody to do is have a look at the Films on Demand database and see if there's something that you might be able to use in your class. There's quite a few. Rachel, you were mentioning how there's quite a few of these videos. And you might do find something. And if you can't, you can always talk to Rachel and she might be able to find you what you're looking for.. that way we are following the rules, the copyright, not breaking any laws there. But the idea here is that we can take this and we can embed it right into the course. And it's hosted on Films on Demand website. The students are able to get a closed captioning if they want. If they go to the link, they can get a transcript. In other words, there's a lot of benefits to posting videos this way. And sometimes an easy way to do it is not even embedding the video, but just putting the link up. And we're experimenting with this to try to think of an efficient way to do this. But again, let us know if you really want to do this because we want to make this work for your courses, despite whatever bugs we're helping overcome. Rachel, you have anything to add to this? RACHEL CORNELIUS: This is another thing that could go in a lib guide too, if that's preferable. But yeah, it is something to explore and if you aren't finding what you need on Films on Demand, that's another thing you could contact me about and we'll look together and try to achieve the goal. Diane just posted something. Many YouTube videos-- yes. Many YouTube videos are OK and licensed through Creative Commons.. that is a good point, Diane, thank you. Yes, there are YouTube videos that are well within copyright laws and can be used.. if you do have a question whether or not a YouTube video is an OK one, you can let me know and I will review it and see what I can learn about it. And then it could be put into a lib guide or it could probably be embedded into your D2L course if it is within the copyright law. KEVIN FORGARD: Oh, yes. This is a good point.. moving on here, for the rest of the session I'm going to ask you guys, our audience here, to contribute some ideas here. And I have three of these case studies. And this is more of a way to get us to brainstorm and get your creative juices flowing in terms of how you might be able to use the library.. for instance, in this first one, your course requires that students access a periodical every couple of weeks to complete a discussion assignment. The course prompts them to create an account through that service. However, you notice that students tend to reference the same articles, ones that are free. This is actually a real life situation that I've come across in my work here. And this is a prime example of how the library can help. But instead of me just giving my suggestions, I want to see what the group thinks.. how might the library help you enhance this type of activity? Yes, Mark, good-- embed links to the journal through LCP lib guide. Perfect. And the databases can get links to the entire journal, yes. Any ideas on how-- OK, Thomas, "libraries are good at helping define research objectives. What are you trying to achieve with this assignment?" Yeah, good. And show how to set up an alert that will email new stuff directly-- yeah. Thomas, this is one of the things that I was just about to ask is, let's think of this in terms of the design of the particular assignment. What are you asking? What's the objective here?. for instance, one course, they just want students to get used to reading a particular journal to just become better scholars. And so, it's like, well, if the discussions are, find an article and summarize it, is that a good design? Is there something else we can get students to do? Yes, path of least resistance. Compare and contrast with other articles-- yeah. And I think, [? Anne, ?] I think you brought this up earlier. And it gets into if we scaffold an assignment like this--. for instance, yes, to teach about the articles to the class, identify trends in the research-- yeah. Think of going back to what you want the outcomes are, what the objective is. Sometimes for an 100 or 200 level course, students just have to first find an article, and then slowly build up these skills and know how to, in a way, critique and develop those efficient ways of finding an article. And this could lead to a larger assignment towards the end of a course that's built up to it. So, share with students, do a compare and contrast. And maybe it leads to something like identifying trends and research. I'm always-- when I'm working with your course redesigns is if we start at the very beginning, identify trends and research for a 101 course, that might be a really big challenge for students. The idea here is that if they're always going to the path of least resistance, we in a way have to pave the way where they have no other choice. And that's through a very intentional design. This is good. Let's go to the next one here.. students in your course have been referencing materials for writing assignments using non-academic or biased sources. I'm sure all of you know this. Student output has resulted in lower grades even though the arguments and writing meet your expectations, or the instructor's expectations. How might the library help with this-- the referencing? Yeah, thanks, Thomas. Scholars, sources of teaching, difference in helping them understand the bias. Yes. [? Lori, ?] thank you. [? Lori, ?] are you [? Lori Slomo who ?] teaches math? Or am I confusing you with somebody else? OK, sorry. [CHUCKLES] Because the reason why I asked that is because if it's like a math course, [CHUCKLES] again, looking at the objectives, pointing students towards database for academic scholarly articles. Would a LibGuide be something useful for this? [CHUCKLES] Yeah. I'm kind of like giving you the answer in a way. [CHUCKLES] Participant-- sorry, I don't have your name here. "Have librarians beat the students--" [CHUCKLES] OK. [CHUCKLES] Thank you for the humor there. But think of, OK,. if we have a lib guide, what would go in the LibGuide? What do we want?. you're working with the librarian. What would you ask? I mean, this is a way to help you. What kind of questions do you even ask? Ah, yes. RACHEL CORNELIUS: [? Anne ?] just pointed out recommended databases.. our databases are-- some of them are subject-specific and some other are general.. depending on the class, we may be able to really tailor the pool of databases on the LibGuide and to really meet the need there. KEVIN FORGARD: Good. Thank you. Thank you again, Lori. Thank you, Rachel. All right,. here's another one. It's the last one, I promise. Hopefully this is getting your-- everyone's thinking a little bit about this.. you've been using an established LibGuide in your course.. now there's already a LibGuide, but based on student work, you notice that they are not accessing the materials. Your assignments do not explicitly state that students use the resource, but you suggest that it contains useful information to succeed in the course. One student commented that they did not see a reason to access the LibGuide, perceiving it as more of an optional resource. Now, here's where you already have a LibGuide for the course. But students aren't using them. How might you make better efforts to use the LibGuides. How might the library help in these efforts? This is moving it a little.. we built it, but they did not come. Thanks, Thomas. Scaffolding's fine. Get students to use the LibGuide before final projects. Yeah. Building it, making it a requirement, saying that this is a part of the course. Any other ideas here? A lot of this gets into what Thomas, you were mentioning earlier about students have the path of least resistance. And. it's like, how do we motivate them? How do we get them excited about something like information literacy when it comes to a particular course? I mean, this gets into the core of the matter of we want students to be engaged, self-guided learners, but they're not always that. Yeah, model the behavior. How would you model the behavior, [? Lori? ?] Like you said, show them. Can you be more specific? Sorry for the pause here. I just like to give everyone a chance to think. RACHEL CORNELIUS: While [? Lori ?] is typing, I want to point out that hopefully, the LibGuide would become the easiest solution for a student.. if the LibGuide exists and it's in your course and it houses everything that's going to be useful to them for research, hopefully they wouldn't need to go around it to Google or something. It would become what they think of first. KEVIN FORGARD: Yeah, and it's like helping you model the behavior by mentioning it and things like the news items. And there's constantly an advertisement in saying, this is the resource that you go to. And here's where I said my lofty goal here of making sure that every single one of our courses in UW Colleges Online has a LibGuide.. the lead instructors help build these LibGuide. And whoever might be teaching it might have some ideas on how to adapt it to their courses, but it's like constantly mentioning it in everything. And even if it's, I mentioned earlier, like a math course, students are going through Pearson's MyMathLab or math Excel to do all the work. But yet they think, well, what do I need the LibGuide for? Well, there might actually be some useful information that Rachel could put together that can help just how to be a better math student, that can help understand how to develop quantitative literacy skills. In other words, help create a broader context for a course like math. But I mean really, it's up.. Thomas, thank you-- assignment design, answers through the LibGuide. Yes. How to write a science paper. And see, it gets into these larger cognitive skills, because not only are we teaching helping students master the learning outcomes and develop these competencies in the courses, we're also just helping them just be better students and be critical thinkers. And here's these kind of broader types of outcomes are, here's where the library can really help in some way or the other. And the LibGuide is-- really, we couldn't have asked for a better thing, and a better tool. Thank everyone for your responses. This is good.. a couple of the things we want to talk about before we finish up-- one of them is with copyrights. Rachel, do you want to mention anything here? I know I've been doing a lot of talking. RACHEL CORNELIUS: Yeah. Like the slide says, when in doubt, contact the library. There's also a page, a library page that John-- thank you, John-- just sent through the chat.. you can discover some answers on your own, if you feel comfortable doing that. Using links to the databases is a really great way to share the material in your course. And [? Anne ?] mentioned before, it helps us know which databases are being used as well.. that's a really useful technique.. always ask if you have a question, and I'm here for that. And I don't know, I guess that's all I have for [INAUDIBLE]. KEVIN FORGARD: Thank you. Sorry to put you on the spot there. I forgot who it was who mentioned that some YouTube videos are Creative Commons licensed. And I just want to make sure that everyone is familiar with the logos and what all these different things mean. And I'm not going to walk through them. I'm going to let a future presentation talk about that. But if it's Creative Commons license, you're safe.. for instance, I use, when I'm designing courses and I like to put a lot of images in courses. And the course I teach, my TOL course, I just go to the Creative Commons search engine and I find pictures. I find images that I can use in my course. And as long as they're-- depending on what the license is, sometimes the person just wants to be acknowledged. It's just knowing that, hey, putting it out in Creative Commons. And I've put images, photographs up on Creative Commons, because I think it's kind of a way of giving back as well. I'm not trying to make money off of my pictures. I'm no brilliant photographer, but sometimes it's nice to have give and take, or take and give at the same time. Thanks, John, for sharing that link too. But we will have more on this coming up.. it's to be continued.. just to finish up here, just a couple of practice tips. And I know we're repeating a lot of these things. But really to leave with today, again, we're saying this over and over because we really want to drive this point home. You don't actually develop a course or a department LibGuide. This is my big thing and I want to see everyone get jazzed up about this and give Rachel more work than she can handle. And then add Rachel's contact information to your course syllabus. you can just embed-- I know, Michael, you're putting a lot of things-- you're making sure that that library widget is included in D2L.. that's good. Remind students of the library contact information, like we've been talking about, like the chat button. And please, all of you, just realize, take advantage of the fact that Rachel is available for faculty consultations as well as all of our instructional design team here. And this is only the beginning. And Thomas, thank you for bringing up. it's good to start with caution. Anyone's who's willing to [? a four-factor ?] [? analysis to ?] get more daring. Thank you. But this is the beginning of this. And I'd love to continue this conversation in future Couches and Coffee sessions in terms of how do we step it up beyond where we are right now? Because right now, there's not a lot of not use with LibGuide, particularly with courses that we've been redesigning. And we're encouraging our lead instructors, and any of you who are working with a course redesign or someone's who's doing a course redesign, or just your department, let's really step this up, because we can do a lot with this. With that, thank you all very much. As a lover of the library, it's been a pleasure working with you, Rachel. RACHEL CORNELIUS: Thank you. KEVIN FORGARD: You're very welcome. And thank everyone. Does anyone have any final comments or things to say? Before you go, let me put the link back up to that survey. I can kind of capture some information here. It's not really an evaluation per se, but I appreciate your comments, because I want to be able to offer these or we want to be able to offer these webinars at a time that's convenient for everyone and try to get as many people as we can to attend. And. your input really helps us do this, because we're all over the state. And this is how we work through professional development. We use these distance technologies, as clunky or fun as they might be.. any comments? Anything to say? Other than that, thank you all very much.
Couches and Coffee: Your Online Library
KEVIN FORGARD: OK,. anyway, we're really excited everybody here. And we hope that this webinar series will take off even more so. Just to give a couple plugs on my colleague [? Marci ?] [? Daniel-Dixon-- ?] everyone calls her [? Marci-- ?] she's been doing accessibility session, which you could see the emails for that. I think she's going to be doing that next week. I didn't get the exact dates, but look for the emails. You should see that. And also we're going to most likely have a copyright, a specific copyright webinar session coming up. But this is Couches and Coffee.. with that, I started the recording. anyone who is not able to attend today, that's unfortunate but this recording will be available and it will be distributed. And hopefully-- just remember, everyone who's here, you are being recorded. No big deal. No pressure.. a couple of things we want to do here is a first I would like to introduce Rachel. Thanks for hanging on there, Rachel. I'll get to you in a second. And we want to talk about identifying your library needs, and get some ideas in terms of what you're after here. And also we're going to present a little bit-- step back a little bit and talk about the rationale of why the library. important when we're talking about information literacy. And then we're going to discuss what online library can do for instructors and students in the online environment, and discuss some ways to integrate the library into online courses. I also have a couple of interactive case studies we can look at,. as we have time for it. One thing I want everyone to do who's here is to please go to-- I'm typing it in the chat window. I have a link to this Google form, and I would like everyone to please submit their responses. And I'm going to keep plugging this. I'll remind everyone at the end to.. there's the link in the chat window. Just because I'm trying to capture who's here and what are they doing. If we need to go over past 11 o'clock, we can. I scheduled this for an extra half an hour.. we're going to be here for an hour, but if you want to stick around, that's great. All right.. with that, Rachel, please take it away. RACHEL CORNELIUS: Well, hi everyone. I'm Rachel Cornelius. I'm a new employee with UW Colleges. I'm based in Marathon.. my appointment is about 50% Marathon and 25% online. And this is my second semester here. I have a master's degree in library and information science. I received that from UW-Milwaukee. And I took that entire program online,. I've been on the student side of an online classroom and know some of the detachment and struggles that students tend to feel when their classroom is a website. And then my undergraduate work with in English and that's from Carthage College in Kenosha.. yeah, I'm a Wisconsin girl through and through. And I'm happy to be with University of Wisconsin Colleges and working with online students. KEVIN FORGARD: Great. Thanks, Rachel.. I'm going to turn off my video now,. that way you don't have to look at my face anymore. Unless you really want to, but that's fine.. I just a couple scoping questions here. What I'd like to do is get an idea of how you might-- what are your needs?. for instance, how do you use the library in your online courses? How do you envision using the library in your online courses? And also, how do you use your campus library? And if you do, how do you see that-- your campus library translating into an online environment. I know this is a bunch of questions, but feel free to raise your hand, which is little icon that looks like a hand above the participant list, or chat.. for instance, I'm going to put my hand raised. you can see what it looks like.. does anyone have any inputs on how to use the library in online courses? OK, I see a couple folks. Tony, you raised your hand here. Do you have your microphone on? Would you like to talk? Thanks, Mark and Thomas, for library course pages and e-reserves. Yes, those are good ideas. Tony, is your microphones set up? That's not a problem.. I'll let you run through that as I can reiterate what a couple folks are saying right now. I'm going to ask Mark to see if he can expand on it.. library course pages-- what do you mean by those? Feel free to just chat in the window. We're going to answer Bob by text.. Mark, this is really good you're saying this. Each tool we have at the colleges where each course has its own dynamically built research portal, which helps bring in resources that are relevant to the student. And. Rachel, what are those things called that Mark is referring to? RACHEL CORNELIUS: Mark is referring to library course pages. That is separate from what we're going to talk about a little later, which is called LibGuide. [INAUDIBLE] sort of handily organizes itself in a way, like it auto-populates. And it's customizable, where a library LibGuide guide is designable. I would take the time to design them.. both of them are website-based tools that can be customized for classes.. that would be a instructor preference. In today's session, we're going to focus a little more on LibGuides and show you what those look like. KEVIN FORGARD: OK, great. Thanks for clarifying that, Rachel, because what Mark was describing there, my mind went to LibGuides. But they're actually something a little different. This is good to know.. with that, I want folks to just talk a little bit about, in terms of what a library is for, and in a way, the idea is we want to expand on this. We want to-- like, Rachel, what you're going at with going beyond to something like LibGuides, and how we might be able to create those. But within the whole context of this thing called, this concept, or the set of terms or standards, information literacy. And these come from the American Library Association. And Rachel, please feel free to step in if you have anything to add. I just basically took this from the ALA website. Defining informational literacy, skills that are needed to find, retreat, analyze, and use information.. the idea is that particularly if it's online or face to face class, students are developing this competency or need to develop this competency in order to just be critical thinkers. It's kind of another way to think about it. I encourage everyone to really unpack each of these have and have a look at some of them, because you might find that they're going to-- a lot of things that you're doing in class, it might match them or you might be a little bit sort of going there. And here's where the library can really help, because librarians, Rachel particularly, they're experts in these. And. what I want to do here next is just go through quickly a couple of these standards. I'm not going to read through all of these, but think of, it has to do with helping students understand how to use information, whether it's finding the appropriate content through database search and not always just going to Google or Wikipedia-- not that they're necessarily bad, but be able to look at that information, to use it effectively, to understand the copyright concerns, and that we can't just use any picture of ourselves and our students. This is the kind of behavior that we want to encourage.. another way to expand on this is, your task here is identify how your online course may or may not help students meet these standards. If anybody has any ideas, specifically with information literacy, please feel free to chime in here. Rachel, if you have something to add, please do. RACHEL CORNELIUS: Yes, I did.. website that was referred to on the last slide is really thorough and has really clear indicators and outcomes for these standards. And these are the things that students need to build now to be able to continue in their academic life and do things like the Standard 2 there is "accessing information effectively and efficiently.". to be able to do things quickly and correctly. That's why these standards are important and in our outline.. I do encourage everyone, like Kevin said, to take a look at them a little more deeply too. And then the library fits into the standards.. the information that can be accessed effectively and efficiently could be online information, or it could be database found, like articles and things.. if anyone would want to chat with me after looking at these about how to use them more, we could do a phone call too.. just a thought. And your librarians on campus are aware of these standards as well. KEVIN FORGARD: Great. Thanks, Rachel. As you're talking here, I'm trying to pull up a website,. that way we can get to it. I didn't have them completely ready. Give me a moment here. That way folks can have a look at them. I mean, really, this gets into the heart of what it is that we're talking about in terms of how the library really helps. Yes, the library does all these things that we were talking about earlier, in terms of you being able to have e-reserves and electronic databases. Part of that was within this context of helping students develop these information literacy competencies. And like we're saying, we encourage everyone to have a look at them. Because this might help you if you're thinking in terms of how is the library going to work in my course, a way that might inspire you is looking at some of these standards and think, OK, where do I need to go? I'd like to respond next here to Mark's question, talking about copyright. Should faculty follow copyright themselves? Mark, I'm really glad you bring this up. And we are going to talk about this in a moment.. if you just keep that in mind, because yes, copyright is a big thing. Yes, we need to model copyright, as well as-- oh, good. Thanks, Mark. We need to model copyright for students in order for students to be able to have these good habits. Thanks, Thomas, for your comments-- very important. To help drive this point home, I took an example, standards, and unpacked it, because each of these standards, they do unpack.. for instance, the information-literate student accesses needed information effectively and efficiently. The performance criteria is the students-- the information literate student refines search strategy as necessary. Think of what happens if you assign a student something to go research something and they just go to Google or Wikipedia and they don't go very far, even though we're telling them to do that. I mean, this is about learning how to be effective and efficient. And here's where the library can come in hand, can help you with this. In terms of what's the relevance of the search, is there alternate information? Is there gaps-- we're teaching them how to do little literature reviews, and do it in a way that is as thorough as possible. Think of sometimes, our students are being too efficient. They get a little lazy and they forget to repeat the fact that they need to keep looking.. does anybody have any idea on how the library can help you and your student meet this particular information literacy standard? Just like Mark, you were saying, particularly with copyright, I didn't pull that particular standard out, but modeling is one way to do it, but any ideas here? RACHEL CORNELIUS: Mark just wrote, "through video tutorials and web quizzes." Both of those are things that the online library has a goal to do. We have some video tutorials that are ready to go, and some that need to be revised. Web quizzes is new for us. That would be maybe an integration into your D2L classroom that could be done if you would like something like that in your class, we can work together to get that going. KEVIN FORGARD: [INAUDIBLE] affords students to use multiple steps to finish it. RACHEL CORNELIUS: Yes. That's a good point, [? Anne. ?] And one thing that-- find the background information, yes. One thing that students sometimes get stuck on is this last bullet point in the outcome, repeat the search. They might repeat the search over and over again, but they don't refine their keywords. They don't change them or play around with them. And that's something that needs to be taught to some students,. that that's one thing where like a quiz or the step by step suggestion that [? Anne ?] had put in would work. KEVIN FORGARD: These are some really good ideas here, Mark and [? Anne, ?] like keeping a research journal and submitting it as part of an assignment. And to throw a little course design vocabulary within this discussion, scaffolding assignments.. if research is-- if it's a big part of your course or even if it's just a minor part of it, if we scaffold this, and kind of like what [? Anne ?] was getting into, it's the multiple steps. Start small and work your way to it. And that way it's an ongoing process. [INAUDIBLE] maybe have them keep a research journal. All right,. these are really, really good ideas. I'm glad we're able to broaden this discussion, because it puts things into context when it comes to how we could strategize to use the library online courses. And think of students when they're in-- when they're on campus they have the luxury, let's say, to go to the library and browse through and talk to a librarian. Well, online, they have a different sort of experience. But think of the online library is-- they're going to still have access to all these materials, just like I have in these photos. It's also just a way to help inspire us the fact that we love libraries. I know I do. OK,. Rachel, I'm going to pass it onto you. RACHEL CORNELIUS:. this is a news item in D2L right now and also within the left hand panel of the online D2L.. the library services has a posting that you can refer students to if they do need assistance that takes the use of a librarian.. this phone number and this email address come directly to me.. that's one way that you can remind students that I'm here for them. And then if you want to go to the next slide, this is just a quick list of the library resources that students can access, and faculty as well.. we have databases. And this is-- it includes millions and millions of results that are credible things and relevant for your classes, as well as a database called Films on Demand, which we'll talk about a little bit later but has the potential to be embedded into the classroom and beyond the class. We also have a growing collection of full text e-books that can be accessed right away for students, if a book is more suitable to what they're researching, the possibility of LibGuides to be designed for a discipline or for a class to enhance library usage. And then me, as a librarian dedicated to the online student population.. I'd be available via phone or email, and if somebody were near Marathon, in person. And there would be then possibility for integration into D2L, like an embedded librarian style thing, with quizzes or assignments, video tutorials.. just a quick overview of what I do with online. There's the potential for more. KEVIN FORGARD: Thanks, Rachel. I think that really to emphasize here is the fact that we can-- we want to kind of respond to what our faculty needs are. And instead of just kind of constantly asserting the library into courses, help strategize for that.. for instance, like Rachel you were mentioning is, embedding library materials or yourself into a course. This is doable, and this is something we really want to encourage, whether it's in the form of a LibGuide or just putting content right into D2L. Maybe there's a weekly discussion that you want to do throughout the semester or one week over a semester, where you want Rachel to be a participant in then, be the moderator of the discussion. She has access to all the courses in D2L and can very easily jump in, because really that's her role.. if you want her to be a part of your classes, you can do that. You can request that to her. All it takes is just talking to her. What I'd like to do here is I want to show the LibGuide. I know you have a screenshot of it here. Let me go to that next slide. We can go to the LibGuide as well. But Rachel, why don't you talk about this? RACHEL CORNELIUS:. I featured LibGuides today, because I personally like the look of them a little better than library course pages-- sorry, Mark-- but they're customizable. And for example, this is one for an on-campus course that was designed this past fall. And on the right hand side there's a box about the library. That box could be transferred to every LibGuide that I create.. putting these together really can be very quick, because the content can be shared amongst many LibGuides. Then, the tabbed organization is really useful.. in this case, the instructor of this course really wanted to feature library materials, but also physical books.. we organized a way to get inter-library loan into the page, and also search at UW, which is kind of towards the bottom of the screenshot. And then he also had a list of web resources he wanted featured that were credible sources.. his students could go to this lib guide and simply click on that tab and know that the websites that were included there were ones that their instructor approved of and knew they were credible. And then we did a tab for citing sources.. this was a history course,. we featured different types of citations, like MLA but also Chicago style.. these are customizable. These tabs would be if we worked together to create a lib guide, whatever you need for the course at the time. And they also can be changed.. just an example of one that I really liked how this one turned out. And I think they're really functional. KEVIN FORGARD: Great, thanks. I'm going to see if I can get to the live one here.. bear with me a second. I want to make sure that everyone can see. All right.. you should all be able to see this live lib guide. I always hate transferring between the different elements, because I'm never sure what other people see.. just give me a hand raise or chat saying that, yes, you can see the lib guide. All right, thank you. Good. How I trust this stuff. Hey, this is good.. as you notice here, now we can click on it.. interlibrary loan, the Native American Web resources. I mean, all these tabs, Rachel, like you were saying, can she can create these for you. This is just one example of one lib guide. And. there's a lot of flexibility built into this, into this sort of technology. And this is then linked out through a course. Here's a course lib guide. And it's really letting students know. Here's something that I'm trying to explore through, like, course redesign process is, how do we make lib guides for any of our courses? My goal here is I want one of these for every single one of our online courses for UW Colleges online, or at the very least, a department LibGuide. And I'm kind of going on a soapbox here for a second. The idea here is that I want to be able to have-- it's resources for students. It's kind of helping them develop metacognitive skills [? for ?]. Here's how you can be a better student. It could be anything like that. Or it could be extra reading materials to help make the course a little bit more exciting for them. And sometimes one of the-- something that I hear is that, well, students aren't going to want to do any extra work unless it's graded.. in other words, LibGuide ends up being not very useful, because students don't go to it.. I mean, we work with what we can.. let me go back to our white board here. Any comments-- please. RACHEL CORNELIUS: I've got one more thing to add to about the LibGuides. They do allow for embedded video.. that too can be another way to change the dynamic of the page and include a video from either Films on Demand or a tutorial that I've created or has been created that has to do with citations or whatever the need may be.. that's another way to feature and change the page. KEVIN FORGARD: [? And Anne, ?] you bring up a really good point is that you can look at the page statistics, the analytics, to find out who's clicking where. This is really good. And this gets into couple of scenarios that I'm going to run through and ask for your input. I'm kind of giving you the answer, because the answer here to these case studies that we'll talk about is, well, use a LibGuide. Because I want everyone to leave here today thinking, at the very least, how can I make a LibGuide? Yvonne, answer your chat questions I'll try to find if there's good LibGuide to refer to. RACHEL CORNELIUS: Yvonne is talking about the chat feature that the librarians have, which you may have seen. If you want to go back [INAUDIBLE] it says, click to chat there. That connects to the library and throughout UW Colleges.. an online student can use this and get library help right away if I'm not available or if chatting is just where they're more comfortable.. Yvonne is saying that she found LibGuides that help answer those questions, which is great. KEVIN FORGARD: Good, good. Thank you. Here's one-- it's an argument for having a LibGuide just in any course, even if it's very minimal, putting this widget or this area, this tab, or this is column,. that way students can immediately chat with the librarian. Here it is. Granted, you do have office hours. Rachel, do you stay there until 7:30 at night? RACHEL CORNELIUS: No. these are the hours for Marathon's campus library.. the typical office hours for online is, like, nine to three. But I would be very happy to do appointment-based style work.. if they can't be with me at three, I can be here at seven, depending on the day.. this click to chat reaches all of our librarians who are logged into the chat.. it may not be on the other end. But there's experts there. And [? Lori ?] just posted that the chat is embedded in several places throughout, and that's true. If they're on a database page, the chat's embedded.. it's really present. When that question about, how do I use this library thing occurs for a student, there's a chat box. KEVIN FORGARD: That's good. Because really, it's kind of helping know that there's librarian presence in the online courses and it's very accessible for a lot of students.. a couple of other things to talk about here are these are tactical tips in terms of what we can do with embedding library resources into your courses. And experiment a little bit with this in order to set up this webinar. And the idea is that when you're on a database and you find the link to an e-book book or an article, you can embed that link into your D2L page, wherever it's appropriate. And then what happens is when students click on that, they're able to access that resource. Now there's a couple of things to keep in mind here. First of all, if you want to do this, work with us, because the system sometimes might not work as intended. And there are a couple bugs and we are working through them. However, don't let that discourage you to try to do these things. In other words, you can contact one of our team here. But for something like an e-book, for instance, this is the record page of the book, not the book itself. In other words, only. many students can access an e-book at a time. And again, this is something that you could talk with Rachel. If there's an e-book that you want your whole class to be able to have access to and simultaneous users, she's going to have to work with her provider in order to let students be able to access more than one.. for instance, this particular example, I have the Handbook of Design Education Technology. Only one person can view it at a time.. if I'm viewing it right now, anyone else can't until I log out or until I stop viewing it. It's also password-controlled.. what that means is that students are going to have to log in with their UW Colleges Online username and password in order to access this. Because it is something that's part of our library. It's the same thing when we were talking about linking an article. For instance, I went to EBSCO and I just found an article. I found the link, the permalink. And I put it into the course. In other words, then the students can go there and get a PDF. Again, login is required. Now, this is a practice that we really want to encourage, going to Mark's point about copyright. Instead of you getting a PDF and embedding the PDF into your course, the best practice here, the best thing to do is to just link to the article and let the student log in to the library website and download the PDF on their own. Because what it is is that we want them to be able to log in and get it themselves. We can't just keep providing them PDFs. Now I'm as guilty of that as anybody else. However, this is a practice that we really want to try to encourage in making sure that if there's any article that you find on, like, EBSCO or any of the library databases, we want that to be linked to from your course. And there's a couple of reasons why we want to do this. And one of them is that it gets to-- it's the EBSCO page. And there's also some other resources there that if a student wanted to investigate further, they give them keywords and other articles. And also when we're talking about with students with disabilities, when we're going through and when we're linking to information as opposed to just putting the PDF up, that means that students with disabilities, it's accessible. Because all these websites, they're following accessibility guidelines, section 5Y, which is very important. And Mark, thank you for bringing up the point. We need to know that they are using. we don't cancel the resources. Yeah, make sure and have copyright policies that can help you understand what is allowable about permission. And this is true, and we're modeling this sort of thing. And Mark, I'm really glad you're bringing up a lot of this kind of copyright concerns because my colleague John Hollenbeck, who's in our session here, Rachel and him will be presenting in the future sometime about specifically on copyright.. this is good. Another example is the Films on Demand. We were talking about this earlier.. the Films on Demand database is one of the databases that can be accessed through the library. And you can embed these into your course. Now, this is a better practice than using a YouTube video that you just found, you randomly found. Because that YouTube video again, gets into there might be a copyright concern. And it definitely is better than hosting the video on our servers. And what I encourage everybody to do is have a look at the Films on Demand database and see if there's something that you might be able to use in your class. There's quite a few. Rachel, you were mentioning how there's quite a few of these videos. And you might do find something. And if you can't, you can always talk to Rachel and she might be able to find you what you're looking for.. that way we are following the rules, the copyright, not breaking any laws there. But the idea here is that we can take this and we can embed it right into the course. And it's hosted on Films on Demand website. The students are able to get a closed captioning if they want. If they go to the link, they can get a transcript. In other words, there's a lot of benefits to posting videos this way. And sometimes an easy way to do it is not even embedding the video, but just putting the link up. And we're experimenting with this to try to think of an efficient way to do this. But again, let us know if you really want to do this because we want to make this work for your courses, despite whatever bugs we're helping overcome. Rachel, you have anything to add to this? RACHEL CORNELIUS: This is another thing that could go in a lib guide too, if that's preferable. But yeah, it is something to explore and if you aren't finding what you need on Films on Demand, that's another thing you could contact me about and we'll look together and try to achieve the goal. Diane just posted something. Many YouTube videos-- yes. Many YouTube videos are OK and licensed through Creative Commons.. that is a good point, Diane, thank you. Yes, there are YouTube videos that are well within copyright laws and can be used.. if you do have a question whether or not a YouTube video is an OK one, you can let me know and I will review it and see what I can learn about it. And then it could be put into a lib guide or it could probably be embedded into your D2L course if it is within the copyright law. KEVIN FORGARD: Oh, yes. This is a good point.. moving on here, for the rest of the session I'm going to ask you guys, our audience here, to contribute some ideas here. And I have three of these case studies. And this is more of a way to get us to brainstorm and get your creative juices flowing in terms of how you might be able to use the library.. for instance, in this first one, your course requires that students access a periodical every couple of weeks to complete a discussion assignment. The course prompts them to create an account through that service. However, you notice that students tend to reference the same articles, ones that are free. This is actually a real life situation that I've come across in my work here. And this is a prime example of how the library can help. But instead of me just giving my suggestions, I want to see what the group thinks.. how might the library help you enhance this type of activity? Yes, Mark, good-- embed links to the journal through LCP lib guide. Perfect. And the databases can get links to the entire journal, yes. Any ideas on how-- OK, Thomas, "libraries are good at helping define research objectives. What are you trying to achieve with this assignment?" Yeah, good. And show how to set up an alert that will email new stuff directly-- yeah. Thomas, this is one of the things that I was just about to ask is, let's think of this in terms of the design of the particular assignment. What are you asking? What's the objective here?. for instance, one course, they just want students to get used to reading a particular journal to just become better scholars. And so, it's like, well, if the discussions are, find an article and summarize it, is that a good design? Is there something else we can get students to do? Yes, path of least resistance. Compare and contrast with other articles-- yeah. And I think, [? Anne, ?] I think you brought this up earlier. And it gets into if we scaffold an assignment like this--. for instance, yes, to teach about the articles to the class, identify trends in the research-- yeah. Think of going back to what you want the outcomes are, what the objective is. Sometimes for an 100 or 200 level course, students just have to first find an article, and then slowly build up these skills and know how to, in a way, critique and develop those efficient ways of finding an article. And this could lead to a larger assignment towards the end of a course that's built up to it. So, share with students, do a compare and contrast. And maybe it leads to something like identifying trends and research. I'm always-- when I'm working with your course redesigns is if we start at the very beginning, identify trends and research for a 101 course, that might be a really big challenge for students. The idea here is that if they're always going to the path of least resistance, we in a way have to pave the way where they have no other choice. And that's through a very intentional design. This is good. Let's go to the next one here.. students in your course have been referencing materials for writing assignments using non-academic or biased sources. I'm sure all of you know this. Student output has resulted in lower grades even though the arguments and writing meet your expectations, or the instructor's expectations. How might the library help with this-- the referencing? Yeah, thanks, Thomas. Scholars, sources of teaching, difference in helping them understand the bias. Yes. [? Lori, ?] thank you. [? Lori, ?] are you [? Lori Slomo who ?] teaches math? Or am I confusing you with somebody else? OK, sorry. [CHUCKLES] Because the reason why I asked that is because if it's like a math course, [CHUCKLES] again, looking at the objectives, pointing students towards database for academic scholarly articles. Would a LibGuide be something useful for this? [CHUCKLES] Yeah. I'm kind of like giving you the answer in a way. [CHUCKLES] Participant-- sorry, I don't have your name here. "Have librarians beat the students--" [CHUCKLES] OK. [CHUCKLES] Thank you for the humor there. But think of, OK,. if we have a lib guide, what would go in the LibGuide? What do we want?. you're working with the librarian. What would you ask? I mean, this is a way to help you. What kind of questions do you even ask? Ah, yes. RACHEL CORNELIUS: [? Anne ?] just pointed out recommended databases.. our databases are-- some of them are subject-specific and some other are general.. depending on the class, we may be able to really tailor the pool of databases on the LibGuide and to really meet the need there. KEVIN FORGARD: Good. Thank you. Thank you again, Lori. Thank you, Rachel. All right,. here's another one. It's the last one, I promise. Hopefully this is getting your-- everyone's thinking a little bit about this.. you've been using an established LibGuide in your course.. now there's already a LibGuide, but based on student work, you notice that they are not accessing the materials. Your assignments do not explicitly state that students use the resource, but you suggest that it contains useful information to succeed in the course. One student commented that they did not see a reason to access the LibGuide, perceiving it as more of an optional resource. Now, here's where you already have a LibGuide for the course. But students aren't using them. How might you make better efforts to use the LibGuides. How might the library help in these efforts? This is moving it a little.. we built it, but they did not come. Thanks, Thomas. Scaffolding's fine. Get students to use the LibGuide before final projects. Yeah. Building it, making it a requirement, saying that this is a part of the course. Any other ideas here? A lot of this gets into what Thomas, you were mentioning earlier about students have the path of least resistance. And. it's like, how do we motivate them? How do we get them excited about something like information literacy when it comes to a particular course? I mean, this gets into the core of the matter of we want students to be engaged, self-guided learners, but they're not always that. Yeah, model the behavior. How would you model the behavior, [? Lori? ?] Like you said, show them. Can you be more specific? Sorry for the pause here. I just like to give everyone a chance to think. RACHEL CORNELIUS: While [? Lori ?] is typing, I want to point out that hopefully, the LibGuide would become the easiest solution for a student.. if the LibGuide exists and it's in your course and it houses everything that's going to be useful to them for research, hopefully they wouldn't need to go around it to Google or something. It would become what they think of first. KEVIN FORGARD: Yeah, and it's like helping you model the behavior by mentioning it and things like the news items. And there's constantly an advertisement in saying, this is the resource that you go to. And here's where I said my lofty goal here of making sure that every single one of our courses in UW Colleges Online has a LibGuide.. the lead instructors help build these LibGuide. And whoever might be teaching it might have some ideas on how to adapt it to their courses, but it's like constantly mentioning it in everything. And even if it's, I mentioned earlier, like a math course, students are going through Pearson's MyMathLab or math Excel to do all the work. But yet they think, well, what do I need the LibGuide for? Well, there might actually be some useful information that Rachel could put together that can help just how to be a better math student, that can help understand how to develop quantitative literacy skills. In other words, help create a broader context for a course like math. But I mean really, it's up.. Thomas, thank you-- assignment design, answers through the LibGuide. Yes. How to write a science paper. And see, it gets into these larger cognitive skills, because not only are we teaching helping students master the learning outcomes and develop these competencies in the courses, we're also just helping them just be better students and be critical thinkers. And here's these kind of broader types of outcomes are, here's where the library can really help in some way or the other. And the LibGuide is-- really, we couldn't have asked for a better thing, and a better tool. Thank everyone for your responses. This is good.. a couple of the things we want to talk about before we finish up-- one of them is with copyrights. Rachel, do you want to mention anything here? I know I've been doing a lot of talking. RACHEL CORNELIUS: Yeah. Like the slide says, when in doubt, contact the library. There's also a page, a library page that John-- thank you, John-- just sent through the chat.. you can discover some answers on your own, if you feel comfortable doing that. Using links to the databases is a really great way to share the material in your course. And [? Anne ?] mentioned before, it helps us know which databases are being used as well.. that's a really useful technique.. always ask if you have a question, and I'm here for that. And I don't know, I guess that's all I have for [INAUDIBLE]. KEVIN FORGARD: Thank you. Sorry to put you on the spot there. I forgot who it was who mentioned that some YouTube videos are Creative Commons licensed. And I just want to make sure that everyone is familiar with the logos and what all these different things mean. And I'm not going to walk through them. I'm going to let a future presentation talk about that. But if it's Creative Commons license, you're safe.. for instance, I use, when I'm designing courses and I like to put a lot of images in courses. And the course I teach, my TOL course, I just go to the Creative Commons search engine and I find pictures. I find images that I can use in my course. And as long as they're-- depending on what the license is, sometimes the person just wants to be acknowledged. It's just knowing that, hey, putting it out in Creative Commons. And I've put images, photographs up on Creative Commons, because I think it's kind of a way of giving back as well. I'm not trying to make money off of my pictures. I'm no brilliant photographer, but sometimes it's nice to have give and take, or take and give at the same time. Thanks, John, for sharing that link too. But we will have more on this coming up.. it's to be continued.. just to finish up here, just a couple of practice tips. And I know we're repeating a lot of these things. But really to leave with today, again, we're saying this over and over because we really want to drive this point home. You don't actually develop a course or a department LibGuide. This is my big thing and I want to see everyone get jazzed up about this and give Rachel more work than she can handle. And then add Rachel's contact information to your course syllabus. you can just embed-- I know, Michael, you're putting a lot of things-- you're making sure that that library widget is included in D2L.. that's good. Remind students of the library contact information, like we've been talking about, like the chat button. And please, all of you, just realize, take advantage of the fact that Rachel is available for faculty consultations as well as all of our instructional design team here. And this is only the beginning. And Thomas, thank you for bringing up. it's good to start with caution. Anyone's who's willing to [? a four-factor ?] [? analysis to ?] get more daring. Thank you. But this is the beginning of this. And I'd love to continue this conversation in future Couches and Coffee sessions in terms of how do we step it up beyond where we are right now? Because right now, there's not a lot of not use with LibGuide, particularly with courses that we've been redesigning. And we're encouraging our lead instructors, and any of you who are working with a course redesign or someone's who's doing a course redesign, or just your department, let's really step this up, because we can do a lot with this. With that, thank you all very much. As a lover of the library, it's been a pleasure working with you, Rachel. RACHEL CORNELIUS: Thank you. KEVIN FORGARD: You're very welcome. And thank everyone. Does anyone have any final comments or things to say? Before you go, let me put the link back up to that survey. I can kind of capture some information here. It's not really an evaluation per se, but I appreciate your comments, because I want to be able to offer these or we want to be able to offer these webinars at a time that's convenient for everyone and try to get as many people as we can to attend. And. your input really helps us do this, because we're all over the state. And this is how we work through professional development. We use these distance technologies, as clunky or fun as they might be.. any comments? Anything to say? Other than that, thank you all very much.
Couches and Coffee: Your Online Library
KEVIN FORGARD: OK,. anyway, we're really excited everybody here. And we hope that this webinar series will take off even more so. Just to give a couple plugs on my colleague [? Marci ?] [? Daniel-Dixon-- ?] everyone calls her [? Marci-- ?] she's been doing accessibility session, which you could see the emails for that. I think she's going to be doing that next week. I didn't get the exact dates, but look for the emails. You should see that. And also we're going to most likely have a copyright, a specific copyright webinar session coming up. But this is Couches and Coffee.. with that, I started the recording. anyone who is not able to attend today, that's unfortunate but this recording will be available and it will be distributed. And hopefully-- just remember, everyone who's here, you are being recorded. No big deal. No pressure.. a couple of things we want to do here is a first I would like to introduce Rachel. Thanks for hanging on there, Rachel. I'll get to you in a second. And we want to talk about identifying your library needs, and get some ideas in terms of what you're after here. And also we're going to present a little bit-- step back a little bit and talk about the rationale of why the library. important when we're talking about information literacy. And then we're going to discuss what online library can do for instructors and students in the online environment, and discuss some ways to integrate the library into online courses. I also have a couple of interactive case studies we can look at,. as we have time for it. One thing I want everyone to do who's here is to please go to-- I'm typing it in the chat window. I have a link to this Google form, and I would like everyone to please submit their responses. And I'm going to keep plugging this. I'll remind everyone at the end to.. there's the link in the chat window. Just because I'm trying to capture who's here and what are they doing. If we need to go over past 11 o'clock, we can. I scheduled this for an extra half an hour.. we're going to be here for an hour, but if you want to stick around, that's great. All right.. with that, Rachel, please take it away. RACHEL CORNELIUS: Well, hi everyone. I'm Rachel Cornelius. I'm a new employee with UW Colleges. I'm based in Marathon.. my appointment is about 50% Marathon and 25% online. And this is my second semester here. I have a master's degree in library and information science. I received that from UW-Milwaukee. And I took that entire program online,. I've been on the student side of an online classroom and know some of the detachment and struggles that students tend to feel when their classroom is a website. And then my undergraduate work with in English and that's from Carthage College in Kenosha.. yeah, I'm a Wisconsin girl through and through. And I'm happy to be with University of Wisconsin Colleges and working with online students. KEVIN FORGARD: Great. Thanks, Rachel.. I'm going to turn off my video now,. that way you don't have to look at my face anymore. Unless you really want to, but that's fine.. I just a couple scoping questions here. What I'd like to do is get an idea of how you might-- what are your needs?. for instance, how do you use the library in your online courses? How do you envision using the library in your online courses? And also, how do you use your campus library? And if you do, how do you see that-- your campus library translating into an online environment. I know this is a bunch of questions, but feel free to raise your hand, which is little icon that looks like a hand above the participant list, or chat.. for instance, I'm going to put my hand raised. you can see what it looks like.. does anyone have any inputs on how to use the library in online courses? OK, I see a couple folks. Tony, you raised your hand here. Do you have your microphone on? Would you like to talk? Thanks, Mark and Thomas, for library course pages and e-reserves. Yes, those are good ideas. Tony, is your microphones set up? That's not a problem.. I'll let you run through that as I can reiterate what a couple folks are saying right now. I'm going to ask Mark to see if he can expand on it.. library course pages-- what do you mean by those? Feel free to just chat in the window. We're going to answer Bob by text.. Mark, this is really good you're saying this. Each tool we have at the colleges where each course has its own dynamically built research portal, which helps bring in resources that are relevant to the student. And. Rachel, what are those things called that Mark is referring to? RACHEL CORNELIUS: Mark is referring to library course pages. That is separate from what we're going to talk about a little later, which is called LibGuide. [INAUDIBLE] sort of handily organizes itself in a way, like it auto-populates. And it's customizable, where a library LibGuide guide is designable. I would take the time to design them.. both of them are website-based tools that can be customized for classes.. that would be a instructor preference. In today's session, we're going to focus a little more on LibGuides and show you what those look like. KEVIN FORGARD: OK, great. Thanks for clarifying that, Rachel, because what Mark was describing there, my mind went to LibGuides. But they're actually something a little different. This is good to know.. with that, I want folks to just talk a little bit about, in terms of what a library is for, and in a way, the idea is we want to expand on this. We want to-- like, Rachel, what you're going at with going beyond to something like LibGuides, and how we might be able to create those. But within the whole context of this thing called, this concept, or the set of terms or standards, information literacy. And these come from the American Library Association. And Rachel, please feel free to step in if you have anything to add. I just basically took this from the ALA website. Defining informational literacy, skills that are needed to find, retreat, analyze, and use information.. the idea is that particularly if it's online or face to face class, students are developing this competency or need to develop this competency in order to just be critical thinkers. It's kind of another way to think about it. I encourage everyone to really unpack each of these have and have a look at some of them, because you might find that they're going to-- a lot of things that you're doing in class, it might match them or you might be a little bit sort of going there. And here's where the library can really help, because librarians, Rachel particularly, they're experts in these. And. what I want to do here next is just go through quickly a couple of these standards. I'm not going to read through all of these, but think of, it has to do with helping students understand how to use information, whether it's finding the appropriate content through database search and not always just going to Google or Wikipedia-- not that they're necessarily bad, but be able to look at that information, to use it effectively, to understand the copyright concerns, and that we can't just use any picture of ourselves and our students. This is the kind of behavior that we want to encourage.. another way to expand on this is, your task here is identify how your online course may or may not help students meet these standards. If anybody has any ideas, specifically with information literacy, please feel free to chime in here. Rachel, if you have something to add, please do. RACHEL CORNELIUS: Yes, I did.. website that was referred to on the last slide is really thorough and has really clear indicators and outcomes for these standards. And these are the things that students need to build now to be able to continue in their academic life and do things like the Standard 2 there is "accessing information effectively and efficiently.". to be able to do things quickly and correctly. That's why these standards are important and in our outline.. I do encourage everyone, like Kevin said, to take a look at them a little more deeply too. And then the library fits into the standards.. the information that can be accessed effectively and efficiently could be online information, or it could be database found, like articles and things.. if anyone would want to chat with me after looking at these about how to use them more, we could do a phone call too.. just a thought. And your librarians on campus are aware of these standards as well. KEVIN FORGARD: Great. Thanks, Rachel. As you're talking here, I'm trying to pull up a website,. that way we can get to it. I didn't have them completely ready. Give me a moment here. That way folks can have a look at them. I mean, really, this gets into the heart of what it is that we're talking about in terms of how the library really helps. Yes, the library does all these things that we were talking about earlier, in terms of you being able to have e-reserves and electronic databases. Part of that was within this context of helping students develop these information literacy competencies. And like we're saying, we encourage everyone to have a look at them. Because this might help you if you're thinking in terms of how is the library going to work in my course, a way that might inspire you is looking at some of these standards and think, OK, where do I need to go? I'd like to respond next here to Mark's question, talking about copyright. Should faculty follow copyright themselves? Mark, I'm really glad you bring this up. And we are going to talk about this in a moment.. if you just keep that in mind, because yes, copyright is a big thing. Yes, we need to model copyright, as well as-- oh, good. Thanks, Mark. We need to model copyright for students in order for students to be able to have these good habits. Thanks, Thomas, for your comments-- very important. To help drive this point home, I took an example, standards, and unpacked it, because each of these standards, they do unpack.. for instance, the information-literate student accesses needed information effectively and efficiently. The performance criteria is the students-- the information literate student refines search strategy as necessary. Think of what happens if you assign a student something to go research something and they just go to Google or Wikipedia and they don't go very far, even though we're telling them to do that. I mean, this is about learning how to be effective and efficient. And here's where the library can come in hand, can help you with this. In terms of what's the relevance of the search, is there alternate information? Is there gaps-- we're teaching them how to do little literature reviews, and do it in a way that is as thorough as possible. Think of sometimes, our students are being too efficient. They get a little lazy and they forget to repeat the fact that they need to keep looking.. does anybody have any idea on how the library can help you and your student meet this particular information literacy standard? Just like Mark, you were saying, particularly with copyright, I didn't pull that particular standard out, but modeling is one way to do it, but any ideas here? RACHEL CORNELIUS: Mark just wrote, "through video tutorials and web quizzes." Both of those are things that the online library has a goal to do. We have some video tutorials that are ready to go, and some that need to be revised. Web quizzes is new for us. That would be maybe an integration into your D2L classroom that could be done if you would like something like that in your class, we can work together to get that going. KEVIN FORGARD: [INAUDIBLE] affords students to use multiple steps to finish it. RACHEL CORNELIUS: Yes. That's a good point, [? Anne. ?] And one thing that-- find the background information, yes. One thing that students sometimes get stuck on is this last bullet point in the outcome, repeat the search. They might repeat the search over and over again, but they don't refine their keywords. They don't change them or play around with them. And that's something that needs to be taught to some students,. that that's one thing where like a quiz or the step by step suggestion that [? Anne ?] had put in would work. KEVIN FORGARD: These are some really good ideas here, Mark and [? Anne, ?] like keeping a research journal and submitting it as part of an assignment. And to throw a little course design vocabulary within this discussion, scaffolding assignments.. if research is-- if it's a big part of your course or even if it's just a minor part of it, if we scaffold this, and kind of like what [? Anne ?] was getting into, it's the multiple steps. Start small and work your way to it. And that way it's an ongoing process. [INAUDIBLE] maybe have them keep a research journal. All right,. these are really, really good ideas. I'm glad we're able to broaden this discussion, because it puts things into context when it comes to how we could strategize to use the library online courses. And think of students when they're in-- when they're on campus they have the luxury, let's say, to go to the library and browse through and talk to a librarian. Well, online, they have a different sort of experience. But think of the online library is-- they're going to still have access to all these materials, just like I have in these photos. It's also just a way to help inspire us the fact that we love libraries. I know I do. OK,. Rachel, I'm going to pass it onto you. RACHEL CORNELIUS:. this is a news item in D2L right now and also within the left hand panel of the online D2L.. the library services has a posting that you can refer students to if they do need assistance that takes the use of a librarian.. this phone number and this email address come directly to me.. that's one way that you can remind students that I'm here for them. And then if you want to go to the next slide, this is just a quick list of the library resources that students can access, and faculty as well.. we have databases. And this is-- it includes millions and millions of results that are credible things and relevant for your classes, as well as a database called Films on Demand, which we'll talk about a little bit later but has the potential to be embedded into the classroom and beyond the class. We also have a growing collection of full text e-books that can be accessed right away for students, if a book is more suitable to what they're researching, the possibility of LibGuides to be designed for a discipline or for a class to enhance library usage. And then me, as a librarian dedicated to the online student population.. I'd be available via phone or email, and if somebody were near Marathon, in person. And there would be then possibility for integration into D2L, like an embedded librarian style thing, with quizzes or assignments, video tutorials.. just a quick overview of what I do with online. There's the potential for more. KEVIN FORGARD: Thanks, Rachel. I think that really to emphasize here is the fact that we can-- we want to kind of respond to what our faculty needs are. And instead of just kind of constantly asserting the library into courses, help strategize for that.. for instance, like Rachel you were mentioning is, embedding library materials or yourself into a course. This is doable, and this is something we really want to encourage, whether it's in the form of a LibGuide or just putting content right into D2L. Maybe there's a weekly discussion that you want to do throughout the semester or one week over a semester, where you want Rachel to be a participant in then, be the moderator of the discussion. She has access to all the courses in D2L and can very easily jump in, because really that's her role.. if you want her to be a part of your classes, you can do that. You can request that to her. All it takes is just talking to her. What I'd like to do here is I want to show the LibGuide. I know you have a screenshot of it here. Let me go to that next slide. We can go to the LibGuide as well. But Rachel, why don't you talk about this? RACHEL CORNELIUS:. I featured LibGuides today, because I personally like the look of them a little better than library course pages-- sorry, Mark-- but they're customizable. And for example, this is one for an on-campus course that was designed this past fall. And on the right hand side there's a box about the library. That box could be transferred to every LibGuide that I create.. putting these together really can be very quick, because the content can be shared amongst many LibGuides. Then, the tabbed organization is really useful.. in this case, the instructor of this course really wanted to feature library materials, but also physical books.. we organized a way to get inter-library loan into the page, and also search at UW, which is kind of towards the bottom of the screenshot. And then he also had a list of web resources he wanted featured that were credible sources.. his students could go to this lib guide and simply click on that tab and know that the websites that were included there were ones that their instructor approved of and knew they were credible. And then we did a tab for citing sources.. this was a history course,. we featured different types of citations, like MLA but also Chicago style.. these are customizable. These tabs would be if we worked together to create a lib guide, whatever you need for the course at the time. And they also can be changed.. just an example of one that I really liked how this one turned out. And I think they're really functional. KEVIN FORGARD: Great, thanks. I'm going to see if I can get to the live one here.. bear with me a second. I want to make sure that everyone can see. All right.. you should all be able to see this live lib guide. I always hate transferring between the different elements, because I'm never sure what other people see.. just give me a hand raise or chat saying that, yes, you can see the lib guide. All right, thank you. Good. How I trust this stuff. Hey, this is good.. as you notice here, now we can click on it.. interlibrary loan, the Native American Web resources. I mean, all these tabs, Rachel, like you were saying, can she can create these for you. This is just one example of one lib guide. And. there's a lot of flexibility built into this, into this sort of technology. And this is then linked out through a course. Here's a course lib guide. And it's really letting students know. Here's something that I'm trying to explore through, like, course redesign process is, how do we make lib guides for any of our courses? My goal here is I want one of these for every single one of our online courses for UW Colleges online, or at the very least, a department LibGuide. And I'm kind of going on a soapbox here for a second. The idea here is that I want to be able to have-- it's resources for students. It's kind of helping them develop metacognitive skills [? for ?]. Here's how you can be a better student. It could be anything like that. Or it could be extra reading materials to help make the course a little bit more exciting for them. And sometimes one of the-- something that I hear is that, well, students aren't going to want to do any extra work unless it's graded.. in other words, LibGuide ends up being not very useful, because students don't go to it.. I mean, we work with what we can.. let me go back to our white board here. Any comments-- please. RACHEL CORNELIUS: I've got one more thing to add to about the LibGuides. They do allow for embedded video.. that too can be another way to change the dynamic of the page and include a video from either Films on Demand or a tutorial that I've created or has been created that has to do with citations or whatever the need may be.. that's another way to feature and change the page. KEVIN FORGARD: [? And Anne, ?] you bring up a really good point is that you can look at the page statistics, the analytics, to find out who's clicking where. This is really good. And this gets into couple of scenarios that I'm going to run through and ask for your input. I'm kind of giving you the answer, because the answer here to these case studies that we'll talk about is, well, use a LibGuide. Because I want everyone to leave here today thinking, at the very least, how can I make a LibGuide? Yvonne, answer your chat questions I'll try to find if there's good LibGuide to refer to. RACHEL CORNELIUS: Yvonne is talking about the chat feature that the librarians have, which you may have seen. If you want to go back [INAUDIBLE] it says, click to chat there. That connects to the library and throughout UW Colleges.. an online student can use this and get library help right away if I'm not available or if chatting is just where they're more comfortable.. Yvonne is saying that she found LibGuides that help answer those questions, which is great. KEVIN FORGARD: Good, good. Thank you. Here's one-- it's an argument for having a LibGuide just in any course, even if it's very minimal, putting this widget or this area, this tab, or this is column,. that way students can immediately chat with the librarian. Here it is. Granted, you do have office hours. Rachel, do you stay there until 7:30 at night? RACHEL CORNELIUS: No. these are the hours for Marathon's campus library.. the typical office hours for online is, like, nine to three. But I would be very happy to do appointment-based style work.. if they can't be with me at three, I can be here at seven, depending on the day.. this click to chat reaches all of our librarians who are logged into the chat.. it may not be on the other end. But there's experts there. And [? Lori ?] just posted that the chat is embedded in several places throughout, and that's true. If they're on a database page, the chat's embedded.. it's really present. When that question about, how do I use this library thing occurs for a student, there's a chat box. KEVIN FORGARD: That's good. Because really, it's kind of helping know that there's librarian presence in the online courses and it's very accessible for a lot of students.. a couple of other things to talk about here are these are tactical tips in terms of what we can do with embedding library resources into your courses. And experiment a little bit with this in order to set up this webinar. And the idea is that when you're on a database and you find the link to an e-book book or an article, you can embed that link into your D2L page, wherever it's appropriate. And then what happens is when students click on that, they're able to access that resource. Now there's a couple of things to keep in mind here. First of all, if you want to do this, work with us, because the system sometimes might not work as intended. And there are a couple bugs and we are working through them. However, don't let that discourage you to try to do these things. In other words, you can contact one of our team here. But for something like an e-book, for instance, this is the record page of the book, not the book itself. In other words, only. many students can access an e-book at a time. And again, this is something that you could talk with Rachel. If there's an e-book that you want your whole class to be able to have access to and simultaneous users, she's going to have to work with her provider in order to let students be able to access more than one.. for instance, this particular example, I have the Handbook of Design Education Technology. Only one person can view it at a time.. if I'm viewing it right now, anyone else can't until I log out or until I stop viewing it. It's also password-controlled.. what that means is that students are going to have to log in with their UW Colleges Online username and password in order to access this. Because it is something that's part of our library. It's the same thing when we were talking about linking an article. For instance, I went to EBSCO and I just found an article. I found the link, the permalink. And I put it into the course. In other words, then the students can go there and get a PDF. Again, login is required. Now, this is a practice that we really want to encourage, going to Mark's point about copyright. Instead of you getting a PDF and embedding the PDF into your course, the best practice here, the best thing to do is to just link to the article and let the student log in to the library website and download the PDF on their own. Because what it is is that we want them to be able to log in and get it themselves. We can't just keep providing them PDFs. Now I'm as guilty of that as anybody else. However, this is a practice that we really want to try to encourage in making sure that if there's any article that you find on, like, EBSCO or any of the library databases, we want that to be linked to from your course. And there's a couple of reasons why we want to do this. And one of them is that it gets to-- it's the EBSCO page. And there's also some other resources there that if a student wanted to investigate further, they give them keywords and other articles. And also when we're talking about with students with disabilities, when we're going through and when we're linking to information as opposed to just putting the PDF up, that means that students with disabilities, it's accessible. Because all these websites, they're following accessibility guidelines, section 5Y, which is very important. And Mark, thank you for bringing up the point. We need to know that they are using. we don't cancel the resources. Yeah, make sure and have copyright policies that can help you understand what is allowable about permission. And this is true, and we're modeling this sort of thing. And Mark, I'm really glad you're bringing up a lot of this kind of copyright concerns because my colleague John Hollenbeck, who's in our session here, Rachel and him will be presenting in the future sometime about specifically on copyright.. this is good. Another example is the Films on Demand. We were talking about this earlier.. the Films on Demand database is one of the databases that can be accessed through the library. And you can embed these into your course. Now, this is a better practice than using a YouTube video that you just found, you randomly found. Because that YouTube video again, gets into there might be a copyright concern. And it definitely is better than hosting the video on our servers. And what I encourage everybody to do is have a look at the Films on Demand database and see if there's something that you might be able to use in your class. There's quite a few. Rachel, you were mentioning how there's quite a few of these videos. And you might do find something. And if you can't, you can always talk to Rachel and she might be able to find you what you're looking for.. that way we are following the rules, the copyright, not breaking any laws there. But the idea here is that we can take this and we can embed it right into the course. And it's hosted on Films on Demand website. The students are able to get a closed captioning if they want. If they go to the link, they can get a transcript. In other words, there's a lot of benefits to posting videos this way. And sometimes an easy way to do it is not even embedding the video, but just putting the link up. And we're experimenting with this to try to think of an efficient way to do this. But again, let us know if you really want to do this because we want to make this work for your courses, despite whatever bugs we're helping overcome. Rachel, you have anything to add to this? RACHEL CORNELIUS: This is another thing that could go in a lib guide too, if that's preferable. But yeah, it is something to explore and if you aren't finding what you need on Films on Demand, that's another thing you could contact me about and we'll look together and try to achieve the goal. Diane just posted something. Many YouTube videos-- yes. Many YouTube videos are OK and licensed through Creative Commons.. that is a good point, Diane, thank you. Yes, there are YouTube videos that are well within copyright laws and can be used.. if you do have a question whether or not a YouTube video is an OK one, you can let me know and I will review it and see what I can learn about it. And then it could be put into a lib guide or it could probably be embedded into your D2L course if it is within the copyright law. KEVIN FORGARD: Oh, yes. This is a good point.. moving on here, for the rest of the session I'm going to ask you guys, our audience here, to contribute some ideas here. And I have three of these case studies. And this is more of a way to get us to brainstorm and get your creative juices flowing in terms of how you might be able to use the library.. for instance, in this first one, your course requires that students access a periodical every couple of weeks to complete a discussion assignment. The course prompts them to create an account through that service. However, you notice that students tend to reference the same articles, ones that are free. This is actually a real life situation that I've come across in my work here. And this is a prime example of how the library can help. But instead of me just giving my suggestions, I want to see what the group thinks.. how might the library help you enhance this type of activity? Yes, Mark, good-- embed links to the journal through LCP lib guide. Perfect. And the databases can get links to the entire journal, yes. Any ideas on how-- OK, Thomas, "libraries are good at helping define research objectives. What are you trying to achieve with this assignment?" Yeah, good. And show how to set up an alert that will email new stuff directly-- yeah. Thomas, this is one of the things that I was just about to ask is, let's think of this in terms of the design of the particular assignment. What are you asking? What's the objective here?. for instance, one course, they just want students to get used to reading a particular journal to just become better scholars. And so, it's like, well, if the discussions are, find an article and summarize it, is that a good design? Is there something else we can get students to do? Yes, path of least resistance. Compare and contrast with other articles-- yeah. And I think, [? Anne, ?] I think you brought this up earlier. And it gets into if we scaffold an assignment like this--. for instance, yes, to teach about the articles to the class, identify trends in the research-- yeah. Think of going back to what you want the outcomes are, what the objective is. Sometimes for an 100 or 200 level course, students just have to first find an article, and then slowly build up these skills and know how to, in a way, critique and develop those efficient ways of finding an article. And this could lead to a larger assignment towards the end of a course that's built up to it. So, share with students, do a compare and contrast. And maybe it leads to something like identifying trends and research. I'm always-- when I'm working with your course redesigns is if we start at the very beginning, identify trends and research for a 101 course, that might be a really big challenge for students. The idea here is that if they're always going to the path of least resistance, we in a way have to pave the way where they have no other choice. And that's through a very intentional design. This is good. Let's go to the next one here.. students in your course have been referencing materials for writing assignments using non-academic or biased sources. I'm sure all of you know this. Student output has resulted in lower grades even though the arguments and writing meet your expectations, or the instructor's expectations. How might the library help with this-- the referencing? Yeah, thanks, Thomas. Scholars, sources of teaching, difference in helping them understand the bias. Yes. [? Lori, ?] thank you. [? Lori, ?] are you [? Lori Slomo who ?] teaches math? Or am I confusing you with somebody else? OK, sorry. [CHUCKLES] Because the reason why I asked that is because if it's like a math course, [CHUCKLES] again, looking at the objectives, pointing students towards database for academic scholarly articles. Would a LibGuide be something useful for this? [CHUCKLES] Yeah. I'm kind of like giving you the answer in a way. [CHUCKLES] Participant-- sorry, I don't have your name here. "Have librarians beat the students--" [CHUCKLES] OK. [CHUCKLES] Thank you for the humor there. But think of, OK,. if we have a lib guide, what would go in the LibGuide? What do we want?. you're working with the librarian. What would you ask? I mean, this is a way to help you. What kind of questions do you even ask? Ah, yes. RACHEL CORNELIUS: [? Anne ?] just pointed out recommended databases.. our databases are-- some of them are subject-specific and some other are general.. depending on the class, we may be able to really tailor the pool of databases on the LibGuide and to really meet the need there. KEVIN FORGARD: Good. Thank you. Thank you again, Lori. Thank you, Rachel. All right,. here's another one. It's the last one, I promise. Hopefully this is getting your-- everyone's thinking a little bit about this.. you've been using an established LibGuide in your course.. now there's already a LibGuide, but based on student work, you notice that they are not accessing the materials. Your assignments do not explicitly state that students use the resource, but you suggest that it contains useful information to succeed in the course. One student commented that they did not see a reason to access the LibGuide, perceiving it as more of an optional resource. Now, here's where you already have a LibGuide for the course. But students aren't using them. How might you make better efforts to use the LibGuides. How might the library help in these efforts? This is moving it a little.. we built it, but they did not come. Thanks, Thomas. Scaffolding's fine. Get students to use the LibGuide before final projects. Yeah. Building it, making it a requirement, saying that this is a part of the course. Any other ideas here? A lot of this gets into what Thomas, you were mentioning earlier about students have the path of least resistance. And. it's like, how do we motivate them? How do we get them excited about something like information literacy when it comes to a particular course? I mean, this gets into the core of the matter of we want students to be engaged, self-guided learners, but they're not always that. Yeah, model the behavior. How would you model the behavior, [? Lori? ?] Like you said, show them. Can you be more specific? Sorry for the pause here. I just like to give everyone a chance to think. RACHEL CORNELIUS: While [? Lori ?] is typing, I want to point out that hopefully, the LibGuide would become the easiest solution for a student.. if the LibGuide exists and it's in your course and it houses everything that's going to be useful to them for research, hopefully they wouldn't need to go around it to Google or something. It would become what they think of first. KEVIN FORGARD: Yeah, and it's like helping you model the behavior by mentioning it and things like the news items. And there's constantly an advertisement in saying, this is the resource that you go to. And here's where I said my lofty goal here of making sure that every single one of our courses in UW Colleges Online has a LibGuide.. the lead instructors help build these LibGuide. And whoever might be teaching it might have some ideas on how to adapt it to their courses, but it's like constantly mentioning it in everything. And even if it's, I mentioned earlier, like a math course, students are going through Pearson's MyMathLab or math Excel to do all the work. But yet they think, well, what do I need the LibGuide for? Well, there might actually be some useful information that Rachel could put together that can help just how to be a better math student, that can help understand how to develop quantitative literacy skills. In other words, help create a broader context for a course like math. But I mean really, it's up.. Thomas, thank you-- assignment design, answers through the LibGuide. Yes. How to write a science paper. And see, it gets into these larger cognitive skills, because not only are we teaching helping students master the learning outcomes and develop these competencies in the courses, we're also just helping them just be better students and be critical thinkers. And here's these kind of broader types of outcomes are, here's where the library can really help in some way or the other. And the LibGuide is-- really, we couldn't have asked for a better thing, and a better tool. Thank everyone for your responses. This is good.. a couple of the things we want to talk about before we finish up-- one of them is with copyrights. Rachel, do you want to mention anything here? I know I've been doing a lot of talking. RACHEL CORNELIUS: Yeah. Like the slide says, when in doubt, contact the library. There's also a page, a library page that John-- thank you, John-- just sent through the chat.. you can discover some answers on your own, if you feel comfortable doing that. Using links to the databases is a really great way to share the material in your course. And [? Anne ?] mentioned before, it helps us know which databases are being used as well.. that's a really useful technique.. always ask if you have a question, and I'm here for that. And I don't know, I guess that's all I have for [INAUDIBLE]. KEVIN FORGARD: Thank you. Sorry to put you on the spot there. I forgot who it was who mentioned that some YouTube videos are Creative Commons licensed. And I just want to make sure that everyone is familiar with the logos and what all these different things mean. And I'm not going to walk through them. I'm going to let a future presentation talk about that. But if it's Creative Commons license, you're safe.. for instance, I use, when I'm designing courses and I like to put a lot of images in courses. And the course I teach, my TOL course, I just go to the Creative Commons search engine and I find pictures. I find images that I can use in my course. And as long as they're-- depending on what the license is, sometimes the person just wants to be acknowledged. It's just knowing that, hey, putting it out in Creative Commons. And I've put images, photographs up on Creative Commons, because I think it's kind of a way of giving back as well. I'm not trying to make money off of my pictures. I'm no brilliant photographer, but sometimes it's nice to have give and take, or take and give at the same time. Thanks, John, for sharing that link too. But we will have more on this coming up.. it's to be continued.. just to finish up here, just a couple of practice tips. And I know we're repeating a lot of these things. But really to leave with today, again, we're saying this over and over because we really want to drive this point home. You don't actually develop a course or a department LibGuide. This is my big thing and I want to see everyone get jazzed up about this and give Rachel more work than she can handle. And then add Rachel's contact information to your course syllabus. you can just embed-- I know, Michael, you're putting a lot of things-- you're making sure that that library widget is included in D2L.. that's good. Remind students of the library contact information, like we've been talking about, like the chat button. And please, all of you, just realize, take advantage of the fact that Rachel is available for faculty consultations as well as all of our instructional design team here. And this is only the beginning. And Thomas, thank you for bringing up. it's good to start with caution. Anyone's who's willing to [? a four-factor ?] [? analysis to ?] get more daring. Thank you. But this is the beginning of this. And I'd love to continue this conversation in future Couches and Coffee sessions in terms of how do we step it up beyond where we are right now? Because right now, there's not a lot of not use with LibGuide, particularly with courses that we've been redesigning. And we're encouraging our lead instructors, and any of you who are working with a course redesign or someone's who's doing a course redesign, or just your department, let's really step this up, because we can do a lot with this. With that, thank you all very much. As a lover of the library, it's been a pleasure working with you, Rachel. RACHEL CORNELIUS: Thank you. KEVIN FORGARD: You're very welcome. And thank everyone. Does anyone have any final comments or things to say? Before you go, let me put the link back up to that survey. I can kind of capture some information here. It's not really an evaluation per se, but I appreciate your comments, because I want to be able to offer these or we want to be able to offer these webinars at a time that's convenient for everyone and try to get as many people as we can to attend. And. your input really helps us do this, because we're all over the state. And this is how we work through professional development. We use these distance technologies, as clunky or fun as they might be.. any comments? Anything to say? Other than that, thank you all very much.
Couches and Coffee: Your Online Library
KEVIN FORGARD: OK,. anyway, we're really excited everybody here. And we hope that this webinar series will take off even more so. Just to give a couple plugs on my colleague [? Marci ?] [? Daniel-Dixon-- ?] everyone calls her [? Marci-- ?] she's been doing accessibility session, which you could see the emails for that. I think she's going to be doing that next week. I didn't get the exact dates, but look for the emails. You should see that. And also we're going to most likely have a copyright, a specific copyright webinar session coming up. But this is Couches and Coffee.. with that, I started the recording. anyone who is not able to attend today, that's unfortunate but this recording will be available and it will be distributed. And hopefully-- just remember, everyone who's here, you are being recorded. No big deal. No pressure.. a couple of things we want to do here is a first I would like to introduce Rachel. Thanks for hanging on there, Rachel. I'll get to you in a second. And we want to talk about identifying your library needs, and get some ideas in terms of what you're after here. And also we're going to present a little bit-- step back a little bit and talk about the rationale of why the library. important when we're talking about information literacy. And then we're going to discuss what online library can do for instructors and students in the online environment, and discuss some ways to integrate the library into online courses. I also have a couple of interactive case studies we can look at,. as we have time for it. One thing I want everyone to do who's here is to please go to-- I'm typing it in the chat window. I have a link to this Google form, and I would like everyone to please submit their responses. And I'm going to keep plugging this. I'll remind everyone at the end to.. there's the link in the chat window. Just because I'm trying to capture who's here and what are they doing. If we need to go over past 11 o'clock, we can. I scheduled this for an extra half an hour.. we're going to be here for an hour, but if you want to stick around, that's great. All right.. with that, Rachel, please take it away. RACHEL CORNELIUS: Well, hi everyone. I'm Rachel Cornelius. I'm a new employee with UW Colleges. I'm based in Marathon.. my appointment is about 50% Marathon and 25% online. And this is my second semester here. I have a master's degree in library and information science. I received that from UW-Milwaukee. And I took that entire program online,. I've been on the student side of an online classroom and know some of the detachment and struggles that students tend to feel when their classroom is a website. And then my undergraduate work with in English and that's from Carthage College in Kenosha.. yeah, I'm a Wisconsin girl through and through. And I'm happy to be with University of Wisconsin Colleges and working with online students. KEVIN FORGARD: Great. Thanks, Rachel.. I'm going to turn off my video now,. that way you don't have to look at my face anymore. Unless you really want to, but that's fine.. I just a couple scoping questions here. What I'd like to do is get an idea of how you might-- what are your needs?. for instance, how do you use the library in your online courses? How do you envision using the library in your online courses? And also, how do you use your campus library? And if you do, how do you see that-- your campus library translating into an online environment. I know this is a bunch of questions, but feel free to raise your hand, which is little icon that looks like a hand above the participant list, or chat.. for instance, I'm going to put my hand raised. you can see what it looks like.. does anyone have any inputs on how to use the library in online courses? OK, I see a couple folks. Tony, you raised your hand here. Do you have your microphone on? Would you like to talk? Thanks, Mark and Thomas, for library course pages and e-reserves. Yes, those are good ideas. Tony, is your microphones set up? That's not a problem.. I'll let you run through that as I can reiterate what a couple folks are saying right now. I'm going to ask Mark to see if he can expand on it.. library course pages-- what do you mean by those? Feel free to just chat in the window. We're going to answer Bob by text.. Mark, this is really good you're saying this. Each tool we have at the colleges where each course has its own dynamically built research portal, which helps bring in resources that are relevant to the student. And. Rachel, what are those things called that Mark is referring to? RACHEL CORNELIUS: Mark is referring to library course pages. That is separate from what we're going to talk about a little later, which is called LibGuide. [INAUDIBLE] sort of handily organizes itself in a way, like it auto-populates. And it's customizable, where a library LibGuide guide is designable. I would take the time to design them.. both of them are website-based tools that can be customized for classes.. that would be a instructor preference. In today's session, we're going to focus a little more on LibGuides and show you what those look like. KEVIN FORGARD: OK, great. Thanks for clarifying that, Rachel, because what Mark was describing there, my mind went to LibGuides. But they're actually something a little different. This is good to know.. with that, I want folks to just talk a little bit about, in terms of what a library is for, and in a way, the idea is we want to expand on this. We want to-- like, Rachel, what you're going at with going beyond to something like LibGuides, and how we might be able to create those. But within the whole context of this thing called, this concept, or the set of terms or standards, information literacy. And these come from the American Library Association. And Rachel, please feel free to step in if you have anything to add. I just basically took this from the ALA website. Defining informational literacy, skills that are needed to find, retreat, analyze, and use information.. the idea is that particularly if it's online or face to face class, students are developing this competency or need to develop this competency in order to just be critical thinkers. It's kind of another way to think about it. I encourage everyone to really unpack each of these have and have a look at some of them, because you might find that they're going to-- a lot of things that you're doing in class, it might match them or you might be a little bit sort of going there. And here's where the library can really help, because librarians, Rachel particularly, they're experts in these. And. what I want to do here next is just go through quickly a couple of these standards. I'm not going to read through all of these, but think of, it has to do with helping students understand how to use information, whether it's finding the appropriate content through database search and not always just going to Google or Wikipedia-- not that they're necessarily bad, but be able to look at that information, to use it effectively, to understand the copyright concerns, and that we can't just use any picture of ourselves and our students. This is the kind of behavior that we want to encourage.. another way to expand on this is, your task here is identify how your online course may or may not help students meet these standards. If anybody has any ideas, specifically with information literacy, please feel free to chime in here. Rachel, if you have something to add, please do. RACHEL CORNELIUS: Yes, I did.. website that was referred to on the last slide is really thorough and has really clear indicators and outcomes for these standards. And these are the things that students need to build now to be able to continue in their academic life and do things like the Standard 2 there is "accessing information effectively and efficiently.". to be able to do things quickly and correctly. That's why these standards are important and in our outline.. I do encourage everyone, like Kevin said, to take a look at them a little more deeply too. And then the library fits into the standards.. the information that can be accessed effectively and efficiently could be online information, or it could be database found, like articles and things.. if anyone would want to chat with me after looking at these about how to use them more, we could do a phone call too.. just a thought. And your librarians on campus are aware of these standards as well. KEVIN FORGARD: Great. Thanks, Rachel. As you're talking here, I'm trying to pull up a website,. that way we can get to it. I didn't have them completely ready. Give me a moment here. That way folks can have a look at them. I mean, really, this gets into the heart of what it is that we're talking about in terms of how the library really helps. Yes, the library does all these things that we were talking about earlier, in terms of you being able to have e-reserves and electronic databases. Part of that was within this context of helping students develop these information literacy competencies. And like we're saying, we encourage everyone to have a look at them. Because this might help you if you're thinking in terms of how is the library going to work in my course, a way that might inspire you is looking at some of these standards and think, OK, where do I need to go? I'd like to respond next here to Mark's question, talking about copyright. Should faculty follow copyright themselves? Mark, I'm really glad you bring this up. And we are going to talk about this in a moment.. if you just keep that in mind, because yes, copyright is a big thing. Yes, we need to model copyright, as well as-- oh, good. Thanks, Mark. We need to model copyright for students in order for students to be able to have these good habits. Thanks, Thomas, for your comments-- very important. To help drive this point home, I took an example, standards, and unpacked it, because each of these standards, they do unpack.. for instance, the information-literate student accesses needed information effectively and efficiently. The performance criteria is the students-- the information literate student refines search strategy as necessary. Think of what happens if you assign a student something to go research something and they just go to Google or Wikipedia and they don't go very far, even though we're telling them to do that. I mean, this is about learning how to be effective and efficient. And here's where the library can come in hand, can help you with this. In terms of what's the relevance of the search, is there alternate information? Is there gaps-- we're teaching them how to do little literature reviews, and do it in a way that is as thorough as possible. Think of sometimes, our students are being too efficient. They get a little lazy and they forget to repeat the fact that they need to keep looking.. does anybody have any idea on how the library can help you and your student meet this particular information literacy standard? Just like Mark, you were saying, particularly with copyright, I didn't pull that particular standard out, but modeling is one way to do it, but any ideas here? RACHEL CORNELIUS: Mark just wrote, "through video tutorials and web quizzes." Both of those are things that the online library has a goal to do. We have some video tutorials that are ready to go, and some that need to be revised. Web quizzes is new for us. That would be maybe an integration into your D2L classroom that could be done if you would like something like that in your class, we can work together to get that going. KEVIN FORGARD: [INAUDIBLE] affords students to use multiple steps to finish it. RACHEL CORNELIUS: Yes. That's a good point, [? Anne. ?] And one thing that-- find the background information, yes. One thing that students sometimes get stuck on is this last bullet point in the outcome, repeat the search. They might repeat the search over and over again, but they don't refine their keywords. They don't change them or play around with them. And that's something that needs to be taught to some students,. that that's one thing where like a quiz or the step by step suggestion that [? Anne ?] had put in would work. KEVIN FORGARD: These are some really good ideas here, Mark and [? Anne, ?] like keeping a research journal and submitting it as part of an assignment. And to throw a little course design vocabulary within this discussion, scaffolding assignments.. if research is-- if it's a big part of your course or even if it's just a minor part of it, if we scaffold this, and kind of like what [? Anne ?] was getting into, it's the multiple steps. Start small and work your way to it. And that way it's an ongoing process. [INAUDIBLE] maybe have them keep a research journal. All right,. these are really, really good ideas. I'm glad we're able to broaden this discussion, because it puts things into context when it comes to how we could strategize to use the library online courses. And think of students when they're in-- when they're on campus they have the luxury, let's say, to go to the library and browse through and talk to a librarian. Well, online, they have a different sort of experience. But think of the online library is-- they're going to still have access to all these materials, just like I have in these photos. It's also just a way to help inspire us the fact that we love libraries. I know I do. OK,. Rachel, I'm going to pass it onto you. RACHEL CORNELIUS:. this is a news item in D2L right now and also within the left hand panel of the online D2L.. the library services has a posting that you can refer students to if they do need assistance that takes the use of a librarian.. this phone number and this email address come directly to me.. that's one way that you can remind students that I'm here for them. And then if you want to go to the next slide, this is just a quick list of the library resources that students can access, and faculty as well.. we have databases. And this is-- it includes millions and millions of results that are credible things and relevant for your classes, as well as a database called Films on Demand, which we'll talk about a little bit later but has the potential to be embedded into the classroom and beyond the class. We also have a growing collection of full text e-books that can be accessed right away for students, if a book is more suitable to what they're researching, the possibility of LibGuides to be designed for a discipline or for a class to enhance library usage. And then me, as a librarian dedicated to the online student population.. I'd be available via phone or email, and if somebody were near Marathon, in person. And there would be then possibility for integration into D2L, like an embedded librarian style thing, with quizzes or assignments, video tutorials.. just a quick overview of what I do with online. There's the potential for more. KEVIN FORGARD: Thanks, Rachel. I think that really to emphasize here is the fact that we can-- we want to kind of respond to what our faculty needs are. And instead of just kind of constantly asserting the library into courses, help strategize for that.. for instance, like Rachel you were mentioning is, embedding library materials or yourself into a course. This is doable, and this is something we really want to encourage, whether it's in the form of a LibGuide or just putting content right into D2L. Maybe there's a weekly discussion that you want to do throughout the semester or one week over a semester, where you want Rachel to be a participant in then, be the moderator of the discussion. She has access to all the courses in D2L and can very easily jump in, because really that's her role.. if you want her to be a part of your classes, you can do that. You can request that to her. All it takes is just talking to her. What I'd like to do here is I want to show the LibGuide. I know you have a screenshot of it here. Let me go to that next slide. We can go to the LibGuide as well. But Rachel, why don't you talk about this? RACHEL CORNELIUS:. I featured LibGuides today, because I personally like the look of them a little better than library course pages-- sorry, Mark-- but they're customizable. And for example, this is one for an on-campus course that was designed this past fall. And on the right hand side there's a box about the library. That box could be transferred to every LibGuide that I create.. putting these together really can be very quick, because the content can be shared amongst many LibGuides. Then, the tabbed organization is really useful.. in this case, the instructor of this course really wanted to feature library materials, but also physical books.. we organized a way to get inter-library loan into the page, and also search at UW, which is kind of towards the bottom of the screenshot. And then he also had a list of web resources he wanted featured that were credible sources.. his students could go to this lib guide and simply click on that tab and know that the websites that were included there were ones that their instructor approved of and knew they were credible. And then we did a tab for citing sources.. this was a history course,. we featured different types of citations, like MLA but also Chicago style.. these are customizable. These tabs would be if we worked together to create a lib guide, whatever you need for the course at the time. And they also can be changed.. just an example of one that I really liked how this one turned out. And I think they're really functional. KEVIN FORGARD: Great, thanks. I'm going to see if I can get to the live one here.. bear with me a second. I want to make sure that everyone can see. All right.. you should all be able to see this live lib guide. I always hate transferring between the different elements, because I'm never sure what other people see.. just give me a hand raise or chat saying that, yes, you can see the lib guide. All right, thank you. Good. How I trust this stuff. Hey, this is good.. as you notice here, now we can click on it.. interlibrary loan, the Native American Web resources. I mean, all these tabs, Rachel, like you were saying, can she can create these for you. This is just one example of one lib guide. And. there's a lot of flexibility built into this, into this sort of technology. And this is then linked out through a course. Here's a course lib guide. And it's really letting students know. Here's something that I'm trying to explore through, like, course redesign process is, how do we make lib guides for any of our courses? My goal here is I want one of these for every single one of our online courses for UW Colleges online, or at the very least, a department LibGuide. And I'm kind of going on a soapbox here for a second. The idea here is that I want to be able to have-- it's resources for students. It's kind of helping them develop metacognitive skills [? for ?]. Here's how you can be a better student. It could be anything like that. Or it could be extra reading materials to help make the course a little bit more exciting for them. And sometimes one of the-- something that I hear is that, well, students aren't going to want to do any extra work unless it's graded.. in other words, LibGuide ends up being not very useful, because students don't go to it.. I mean, we work with what we can.. let me go back to our white board here. Any comments-- please. RACHEL CORNELIUS: I've got one more thing to add to about the LibGuides. They do allow for embedded video.. that too can be another way to change the dynamic of the page and include a video from either Films on Demand or a tutorial that I've created or has been created that has to do with citations or whatever the need may be.. that's another way to feature and change the page. KEVIN FORGARD: [? And Anne, ?] you bring up a really good point is that you can look at the page statistics, the analytics, to find out who's clicking where. This is really good. And this gets into couple of scenarios that I'm going to run through and ask for your input. I'm kind of giving you the answer, because the answer here to these case studies that we'll talk about is, well, use a LibGuide. Because I want everyone to leave here today thinking, at the very least, how can I make a LibGuide? Yvonne, answer your chat questions I'll try to find if there's good LibGuide to refer to. RACHEL CORNELIUS: Yvonne is talking about the chat feature that the librarians have, which you may have seen. If you want to go back [INAUDIBLE] it says, click to chat there. That connects to the library and throughout UW Colleges.. an online student can use this and get library help right away if I'm not available or if chatting is just where they're more comfortable.. Yvonne is saying that she found LibGuides that help answer those questions, which is great. KEVIN FORGARD: Good, good. Thank you. Here's one-- it's an argument for having a LibGuide just in any course, even if it's very minimal, putting this widget or this area, this tab, or this is column,. that way students can immediately chat with the librarian. Here it is. Granted, you do have office hours. Rachel, do you stay there until 7:30 at night? RACHEL CORNELIUS: No. these are the hours for Marathon's campus library.. the typical office hours for online is, like, nine to three. But I would be very happy to do appointment-based style work.. if they can't be with me at three, I can be here at seven, depending on the day.. this click to chat reaches all of our librarians who are logged into the chat.. it may not be on the other end. But there's experts there. And [? Lori ?] just posted that the chat is embedded in several places throughout, and that's true. If they're on a database page, the chat's embedded.. it's really present. When that question about, how do I use this library thing occurs for a student, there's a chat box. KEVIN FORGARD: That's good. Because really, it's kind of helping know that there's librarian presence in the online courses and it's very accessible for a lot of students.. a couple of other things to talk about here are these are tactical tips in terms of what we can do with embedding library resources into your courses. And experiment a little bit with this in order to set up this webinar. And the idea is that when you're on a database and you find the link to an e-book book or an article, you can embed that link into your D2L page, wherever it's appropriate. And then what happens is when students click on that, they're able to access that resource. Now there's a couple of things to keep in mind here. First of all, if you want to do this, work with us, because the system sometimes might not work as intended. And there are a couple bugs and we are working through them. However, don't let that discourage you to try to do these things. In other words, you can contact one of our team here. But for something like an e-book, for instance, this is the record page of the book, not the book itself. In other words, only. many students can access an e-book at a time. And again, this is something that you could talk with Rachel. If there's an e-book that you want your whole class to be able to have access to and simultaneous users, she's going to have to work with her provider in order to let students be able to access more than one.. for instance, this particular example, I have the Handbook of Design Education Technology. Only one person can view it at a time.. if I'm viewing it right now, anyone else can't until I log out or until I stop viewing it. It's also password-controlled.. what that means is that students are going to have to log in with their UW Colleges Online username and password in order to access this. Because it is something that's part of our library. It's the same thing when we were talking about linking an article. For instance, I went to EBSCO and I just found an article. I found the link, the permalink. And I put it into the course. In other words, then the students can go there and get a PDF. Again, login is required. Now, this is a practice that we really want to encourage, going to Mark's point about copyright. Instead of you getting a PDF and embedding the PDF into your course, the best practice here, the best thing to do is to just link to the article and let the student log in to the library website and download the PDF on their own. Because what it is is that we want them to be able to log in and get it themselves. We can't just keep providing them PDFs. Now I'm as guilty of that as anybody else. However, this is a practice that we really want to try to encourage in making sure that if there's any article that you find on, like, EBSCO or any of the library databases, we want that to be linked to from your course. And there's a couple of reasons why we want to do this. And one of them is that it gets to-- it's the EBSCO page. And there's also some other resources there that if a student wanted to investigate further, they give them keywords and other articles. And also when we're talking about with students with disabilities, when we're going through and when we're linking to information as opposed to just putting the PDF up, that means that students with disabilities, it's accessible. Because all these websites, they're following accessibility guidelines, section 5Y, which is very important. And Mark, thank you for bringing up the point. We need to know that they are using. we don't cancel the resources. Yeah, make sure and have copyright policies that can help you understand what is allowable about permission. And this is true, and we're modeling this sort of thing. And Mark, I'm really glad you're bringing up a lot of this kind of copyright concerns because my colleague John Hollenbeck, who's in our session here, Rachel and him will be presenting in the future sometime about specifically on copyright.. this is good. Another example is the Films on Demand. We were talking about this earlier.. the Films on Demand database is one of the databases that can be accessed through the library. And you can embed these into your course. Now, this is a better practice than using a YouTube video that you just found, you randomly found. Because that YouTube video again, gets into there might be a copyright concern. And it definitely is better than hosting the video on our servers. And what I encourage everybody to do is have a look at the Films on Demand database and see if there's something that you might be able to use in your class. There's quite a few. Rachel, you were mentioning how there's quite a few of these videos. And you might do find something. And if you can't, you can always talk to Rachel and she might be able to find you what you're looking for.. that way we are following the rules, the copyright, not breaking any laws there. But the idea here is that we can take this and we can embed it right into the course. And it's hosted on Films on Demand website. The students are able to get a closed captioning if they want. If they go to the link, they can get a transcript. In other words, there's a lot of benefits to posting videos this way. And sometimes an easy way to do it is not even embedding the video, but just putting the link up. And we're experimenting with this to try to think of an efficient way to do this. But again, let us know if you really want to do this because we want to make this work for your courses, despite whatever bugs we're helping overcome. Rachel, you have anything to add to this? RACHEL CORNELIUS: This is another thing that could go in a lib guide too, if that's preferable. But yeah, it is something to explore and if you aren't finding what you need on Films on Demand, that's another thing you could contact me about and we'll look together and try to achieve the goal. Diane just posted something. Many YouTube videos-- yes. Many YouTube videos are OK and licensed through Creative Commons.. that is a good point, Diane, thank you. Yes, there are YouTube videos that are well within copyright laws and can be used.. if you do have a question whether or not a YouTube video is an OK one, you can let me know and I will review it and see what I can learn about it. And then it could be put into a lib guide or it could probably be embedded into your D2L course if it is within the copyright law. KEVIN FORGARD: Oh, yes. This is a good point.. moving on here, for the rest of the session I'm going to ask you guys, our audience here, to contribute some ideas here. And I have three of these case studies. And this is more of a way to get us to brainstorm and get your creative juices flowing in terms of how you might be able to use the library.. for instance, in this first one, your course requires that students access a periodical every couple of weeks to complete a discussion assignment. The course prompts them to create an account through that service. However, you notice that students tend to reference the same articles, ones that are free. This is actually a real life situation that I've come across in my work here. And this is a prime example of how the library can help. But instead of me just giving my suggestions, I want to see what the group thinks.. how might the library help you enhance this type of activity? Yes, Mark, good-- embed links to the journal through LCP lib guide. Perfect. And the databases can get links to the entire journal, yes. Any ideas on how-- OK, Thomas, "libraries are good at helping define research objectives. What are you trying to achieve with this assignment?" Yeah, good. And show how to set up an alert that will email new stuff directly-- yeah. Thomas, this is one of the things that I was just about to ask is, let's think of this in terms of the design of the particular assignment. What are you asking? What's the objective here?. for instance, one course, they just want students to get used to reading a particular journal to just become better scholars. And so, it's like, well, if the discussions are, find an article and summarize it, is that a good design? Is there something else we can get students to do? Yes, path of least resistance. Compare and contrast with other articles-- yeah. And I think, [? Anne, ?] I think you brought this up earlier. And it gets into if we scaffold an assignment like this--. for instance, yes, to teach about the articles to the class, identify trends in the research-- yeah. Think of going back to what you want the outcomes are, what the objective is. Sometimes for an 100 or 200 level course, students just have to first find an article, and then slowly build up these skills and know how to, in a way, critique and develop those efficient ways of finding an article. And this could lead to a larger assignment towards the end of a course that's built up to it. So, share with students, do a compare and contrast. And maybe it leads to something like identifying trends and research. I'm always-- when I'm working with your course redesigns is if we start at the very beginning, identify trends and research for a 101 course, that might be a really big challenge for students. The idea here is that if they're always going to the path of least resistance, we in a way have to pave the way where they have no other choice. And that's through a very intentional design. This is good. Let's go to the next one here.. students in your course have been referencing materials for writing assignments using non-academic or biased sources. I'm sure all of you know this. Student output has resulted in lower grades even though the arguments and writing meet your expectations, or the instructor's expectations. How might the library help with this-- the referencing? Yeah, thanks, Thomas. Scholars, sources of teaching, difference in helping them understand the bias. Yes. [? Lori, ?] thank you. [? Lori, ?] are you [? Lori Slomo who ?] teaches math? Or am I confusing you with somebody else? OK, sorry. [CHUCKLES] Because the reason why I asked that is because if it's like a math course, [CHUCKLES] again, looking at the objectives, pointing students towards database for academic scholarly articles. Would a LibGuide be something useful for this? [CHUCKLES] Yeah. I'm kind of like giving you the answer in a way. [CHUCKLES] Participant-- sorry, I don't have your name here. "Have librarians beat the students--" [CHUCKLES] OK. [CHUCKLES] Thank you for the humor there. But think of, OK,. if we have a lib guide, what would go in the LibGuide? What do we want?. you're working with the librarian. What would you ask? I mean, this is a way to help you. What kind of questions do you even ask? Ah, yes. RACHEL CORNELIUS: [? Anne ?] just pointed out recommended databases.. our databases are-- some of them are subject-specific and some other are general.. depending on the class, we may be able to really tailor the pool of databases on the LibGuide and to really meet the need there. KEVIN FORGARD: Good. Thank you. Thank you again, Lori. Thank you, Rachel. All right,. here's another one. It's the last one, I promise. Hopefully this is getting your-- everyone's thinking a little bit about this.. you've been using an established LibGuide in your course.. now there's already a LibGuide, but based on student work, you notice that they are not accessing the materials. Your assignments do not explicitly state that students use the resource, but you suggest that it contains useful information to succeed in the course. One student commented that they did not see a reason to access the LibGuide, perceiving it as more of an optional resource. Now, here's where you already have a LibGuide for the course. But students aren't using them. How might you make better efforts to use the LibGuides. How might the library help in these efforts? This is moving it a little.. we built it, but they did not come. Thanks, Thomas. Scaffolding's fine. Get students to use the LibGuide before final projects. Yeah. Building it, making it a requirement, saying that this is a part of the course. Any other ideas here? A lot of this gets into what Thomas, you were mentioning earlier about students have the path of least resistance. And. it's like, how do we motivate them? How do we get them excited about something like information literacy when it comes to a particular course? I mean, this gets into the core of the matter of we want students to be engaged, self-guided learners, but they're not always that. Yeah, model the behavior. How would you model the behavior, [? Lori? ?] Like you said, show them. Can you be more specific? Sorry for the pause here. I just like to give everyone a chance to think. RACHEL CORNELIUS: While [? Lori ?] is typing, I want to point out that hopefully, the LibGuide would become the easiest solution for a student.. if the LibGuide exists and it's in your course and it houses everything that's going to be useful to them for research, hopefully they wouldn't need to go around it to Google or something. It would become what they think of first. KEVIN FORGARD: Yeah, and it's like helping you model the behavior by mentioning it and things like the news items. And there's constantly an advertisement in saying, this is the resource that you go to. And here's where I said my lofty goal here of making sure that every single one of our courses in UW Colleges Online has a LibGuide.. the lead instructors help build these LibGuide. And whoever might be teaching it might have some ideas on how to adapt it to their courses, but it's like constantly mentioning it in everything. And even if it's, I mentioned earlier, like a math course, students are going through Pearson's MyMathLab or math Excel to do all the work. But yet they think, well, what do I need the LibGuide for? Well, there might actually be some useful information that Rachel could put together that can help just how to be a better math student, that can help understand how to develop quantitative literacy skills. In other words, help create a broader context for a course like math. But I mean really, it's up.. Thomas, thank you-- assignment design, answers through the LibGuide. Yes. How to write a science paper. And see, it gets into these larger cognitive skills, because not only are we teaching helping students master the learning outcomes and develop these competencies in the courses, we're also just helping them just be better students and be critical thinkers. And here's these kind of broader types of outcomes are, here's where the library can really help in some way or the other. And the LibGuide is-- really, we couldn't have asked for a better thing, and a better tool. Thank everyone for your responses. This is good.. a couple of the things we want to talk about before we finish up-- one of them is with copyrights. Rachel, do you want to mention anything here? I know I've been doing a lot of talking. RACHEL CORNELIUS: Yeah. Like the slide says, when in doubt, contact the library. There's also a page, a library page that John-- thank you, John-- just sent through the chat.. you can discover some answers on your own, if you feel comfortable doing that. Using links to the databases is a really great way to share the material in your course. And [? Anne ?] mentioned before, it helps us know which databases are being used as well.. that's a really useful technique.. always ask if you have a question, and I'm here for that. And I don't know, I guess that's all I have for [INAUDIBLE]. KEVIN FORGARD: Thank you. Sorry to put you on the spot there. I forgot who it was who mentioned that some YouTube videos are Creative Commons licensed. And I just want to make sure that everyone is familiar with the logos and what all these different things mean. And I'm not going to walk through them. I'm going to let a future presentation talk about that. But if it's Creative Commons license, you're safe.. for instance, I use, when I'm designing courses and I like to put a lot of images in courses. And the course I teach, my TOL course, I just go to the Creative Commons search engine and I find pictures. I find images that I can use in my course. And as long as they're-- depending on what the license is, sometimes the person just wants to be acknowledged. It's just knowing that, hey, putting it out in Creative Commons. And I've put images, photographs up on Creative Commons, because I think it's kind of a way of giving back as well. I'm not trying to make money off of my pictures. I'm no brilliant photographer, but sometimes it's nice to have give and take, or take and give at the same time. Thanks, John, for sharing that link too. But we will have more on this coming up.. it's to be continued.. just to finish up here, just a couple of practice tips. And I know we're repeating a lot of these things. But really to leave with today, again, we're saying this over and over because we really want to drive this point home. You don't actually develop a course or a department LibGuide. This is my big thing and I want to see everyone get jazzed up about this and give Rachel more work than she can handle. And then add Rachel's contact information to your course syllabus. you can just embed-- I know, Michael, you're putting a lot of things-- you're making sure that that library widget is included in D2L.. that's good. Remind students of the library contact information, like we've been talking about, like the chat button. And please, all of you, just realize, take advantage of the fact that Rachel is available for faculty consultations as well as all of our instructional design team here. And this is only the beginning. And Thomas, thank you for bringing up. it's good to start with caution. Anyone's who's willing to [? a four-factor ?] [? analysis to ?] get more daring. Thank you. But this is the beginning of this. And I'd love to continue this conversation in future Couches and Coffee sessions in terms of how do we step it up beyond where we are right now? Because right now, there's not a lot of not use with LibGuide, particularly with courses that we've been redesigning. And we're encouraging our lead instructors, and any of you who are working with a course redesign or someone's who's doing a course redesign, or just your department, let's really step this up, because we can do a lot with this. With that, thank you all very much. As a lover of the library, it's been a pleasure working with you, Rachel. RACHEL CORNELIUS: Thank you. KEVIN FORGARD: You're very welcome. And thank everyone. Does anyone have any final comments or things to say? Before you go, let me put the link back up to that survey. I can kind of capture some information here. It's not really an evaluation per se, but I appreciate your comments, because I want to be able to offer these or we want to be able to offer these webinars at a time that's convenient for everyone and try to get as many people as we can to attend. And. your input really helps us do this, because we're all over the state. And this is how we work through professional development. We use these distance technologies, as clunky or fun as they might be.. any comments? Anything to say? Other than that, thank you all very much.
Couches and Coffee: Your Online Library
KEVIN FORGARD: OK,. anyway, we're really excited everybody here. And we hope that this webinar series will take off even more so. Just to give a couple plugs on my colleague [? Marci ?] [? Daniel-Dixon-- ?] everyone calls her [? Marci-- ?] she's been doing accessibility session, which you could see the emails for that. I think she's going to be doing that next week. I didn't get the exact dates, but look for the emails. You should see that. And also we're going to most likely have a copyright, a specific copyright webinar session coming up. But this is Couches and Coffee.. with that, I started the recording. anyone who is not able to attend today, that's unfortunate but this recording will be available and it will be distributed. And hopefully-- just remember, everyone who's here, you are being recorded. No big deal. No pressure.. a couple of things we want to do here is a first I would like to introduce Rachel. Thanks for hanging on there, Rachel. I'll get to you in a second. And we want to talk about identifying your library needs, and get some ideas in terms of what you're after here. And also we're going to present a little bit-- step back a little bit and talk about the rationale of why the library. important when we're talking about information literacy. And then we're going to discuss what online library can do for instructors and students in the online environment, and discuss some ways to integrate the library into online courses. I also have a couple of interactive case studies we can look at,. as we have time for it. One thing I want everyone to do who's here is to please go to-- I'm typing it in the chat window. I have a link to this Google form, and I would like everyone to please submit their responses. And I'm going to keep plugging this. I'll remind everyone at the end to.. there's the link in the chat window. Just because I'm trying to capture who's here and what are they doing. If we need to go over past 11 o'clock, we can. I scheduled this for an extra half an hour.. we're going to be here for an hour, but if you want to stick around, that's great. All right.. with that, Rachel, please take it away. RACHEL CORNELIUS: Well, hi everyone. I'm Rachel Cornelius. I'm a new employee with UW Colleges. I'm based in Marathon.. my appointment is about 50% Marathon and 25% online. And this is my second semester here. I have a master's degree in library and information science. I received that from UW-Milwaukee. And I took that entire program online,. I've been on the student side of an online classroom and know some of the detachment and struggles that students tend to feel when their classroom is a website. And then my undergraduate work with in English and that's from Carthage College in Kenosha.. yeah, I'm a Wisconsin girl through and through. And I'm happy to be with University of Wisconsin Colleges and working with online students. KEVIN FORGARD: Great. Thanks, Rachel.. I'm going to turn off my video now,. that way you don't have to look at my face anymore. Unless you really want to, but that's fine.. I just a couple scoping questions here. What I'd like to do is get an idea of how you might-- what are your needs?. for instance, how do you use the library in your online courses? How do you envision using the library in your online courses? And also, how do you use your campus library? And if you do, how do you see that-- your campus library translating into an online environment. I know this is a bunch of questions, but feel free to raise your hand, which is little icon that looks like a hand above the participant list, or chat.. for instance, I'm going to put my hand raised. you can see what it looks like.. does anyone have any inputs on how to use the library in online courses? OK, I see a couple folks. Tony, you raised your hand here. Do you have your microphone on? Would you like to talk? Thanks, Mark and Thomas, for library course pages and e-reserves. Yes, those are good ideas. Tony, is your microphones set up? That's not a problem.. I'll let you run through that as I can reiterate what a couple folks are saying right now. I'm going to ask Mark to see if he can expand on it.. library course pages-- what do you mean by those? Feel free to just chat in the window. We're going to answer Bob by text.. Mark, this is really good you're saying this. Each tool we have at the colleges where each course has its own dynamically built research portal, which helps bring in resources that are relevant to the student. And. Rachel, what are those things called that Mark is referring to? RACHEL CORNELIUS: Mark is referring to library course pages. That is separate from what we're going to talk about a little later, which is called LibGuide. [INAUDIBLE] sort of handily organizes itself in a way, like it auto-populates. And it's customizable, where a library LibGuide guide is designable. I would take the time to design them.. both of them are website-based tools that can be customized for classes.. that would be a instructor preference. In today's session, we're going to focus a little more on LibGuides and show you what those look like. KEVIN FORGARD: OK, great. Thanks for clarifying that, Rachel, because what Mark was describing there, my mind went to LibGuides. But they're actually something a little different. This is good to know.. with that, I want folks to just talk a little bit about, in terms of what a library is for, and in a way, the idea is we want to expand on this. We want to-- like, Rachel, what you're going at with going beyond to something like LibGuides, and how we might be able to create those. But within the whole context of this thing called, this concept, or the set of terms or standards, information literacy. And these come from the American Library Association. And Rachel, please feel free to step in if you have anything to add. I just basically took this from the ALA website. Defining informational literacy, skills that are needed to find, retreat, analyze, and use information.. the idea is that particularly if it's online or face to face class, students are developing this competency or need to develop this competency in order to just be critical thinkers. It's kind of another way to think about it. I encourage everyone to really unpack each of these have and have a look at some of them, because you might find that they're going to-- a lot of things that you're doing in class, it might match them or you might be a little bit sort of going there. And here's where the library can really help, because librarians, Rachel particularly, they're experts in these. And. what I want to do here next is just go through quickly a couple of these standards. I'm not going to read through all of these, but think of, it has to do with helping students understand how to use information, whether it's finding the appropriate content through database search and not always just going to Google or Wikipedia-- not that they're necessarily bad, but be able to look at that information, to use it effectively, to understand the copyright concerns, and that we can't just use any picture of ourselves and our students. This is the kind of behavior that we want to encourage.. another way to expand on this is, your task here is identify how your online course may or may not help students meet these standards. If anybody has any ideas, specifically with information literacy, please feel free to chime in here. Rachel, if you have something to add, please do. RACHEL CORNELIUS: Yes, I did.. website that was referred to on the last slide is really thorough and has really clear indicators and outcomes for these standards. And these are the things that students need to build now to be able to continue in their academic life and do things like the Standard 2 there is "accessing information effectively and efficiently.". to be able to do things quickly and correctly. That's why these standards are important and in our outline.. I do encourage everyone, like Kevin said, to take a look at them a little more deeply too. And then the library fits into the standards.. the information that can be accessed effectively and efficiently could be online information, or it could be database found, like articles and things.. if anyone would want to chat with me after looking at these about how to use them more, we could do a phone call too.. just a thought. And your librarians on campus are aware of these standards as well. KEVIN FORGARD: Great. Thanks, Rachel. As you're talking here, I'm trying to pull up a website,. that way we can get to it. I didn't have them completely ready. Give me a moment here. That way folks can have a look at them. I mean, really, this gets into the heart of what it is that we're talking about in terms of how the library really helps. Yes, the library does all these things that we were talking about earlier, in terms of you being able to have e-reserves and electronic databases. Part of that was within this context of helping students develop these information literacy competencies. And like we're saying, we encourage everyone to have a look at them. Because this might help you if you're thinking in terms of how is the library going to work in my course, a way that might inspire you is looking at some of these standards and think, OK, where do I need to go? I'd like to respond next here to Mark's question, talking about copyright. Should faculty follow copyright themselves? Mark, I'm really glad you bring this up. And we are going to talk about this in a moment.. if you just keep that in mind, because yes, copyright is a big thing. Yes, we need to model copyright, as well as-- oh, good. Thanks, Mark. We need to model copyright for students in order for students to be able to have these good habits. Thanks, Thomas, for your comments-- very important. To help drive this point home, I took an example, standards, and unpacked it, because each of these standards, they do unpack.. for instance, the information-literate student accesses needed information effectively and efficiently. The performance criteria is the students-- the information literate student refines search strategy as necessary. Think of what happens if you assign a student something to go research something and they just go to Google or Wikipedia and they don't go very far, even though we're telling them to do that. I mean, this is about learning how to be effective and efficient. And here's where the library can come in hand, can help you with this. In terms of what's the relevance of the search, is there alternate information? Is there gaps-- we're teaching them how to do little literature reviews, and do it in a way that is as thorough as possible. Think of sometimes, our students are being too efficient. They get a little lazy and they forget to repeat the fact that they need to keep looking.. does anybody have any idea on how the library can help you and your student meet this particular information literacy standard? Just like Mark, you were saying, particularly with copyright, I didn't pull that particular standard out, but modeling is one way to do it, but any ideas here? RACHEL CORNELIUS: Mark just wrote, "through video tutorials and web quizzes." Both of those are things that the online library has a goal to do. We have some video tutorials that are ready to go, and some that need to be revised. Web quizzes is new for us. That would be maybe an integration into your D2L classroom that could be done if you would like something like that in your class, we can work together to get that going. KEVIN FORGARD: [INAUDIBLE] affords students to use multiple steps to finish it. RACHEL CORNELIUS: Yes. That's a good point, [? Anne. ?] And one thing that-- find the background information, yes. One thing that students sometimes get stuck on is this last bullet point in the outcome, repeat the search. They might repeat the search over and over again, but they don't refine their keywords. They don't change them or play around with them. And that's something that needs to be taught to some students,. that that's one thing where like a quiz or the step by step suggestion that [? Anne ?] had put in would work. KEVIN FORGARD: These are some really good ideas here, Mark and [? Anne, ?] like keeping a research journal and submitting it as part of an assignment. And to throw a little course design vocabulary within this discussion, scaffolding assignments.. if research is-- if it's a big part of your course or even if it's just a minor part of it, if we scaffold this, and kind of like what [? Anne ?] was getting into, it's the multiple steps. Start small and work your way to it. And that way it's an ongoing process. [INAUDIBLE] maybe have them keep a research journal. All right,. these are really, really good ideas. I'm glad we're able to broaden this discussion, because it puts things into context when it comes to how we could strategize to use the library online courses. And think of students when they're in-- when they're on campus they have the luxury, let's say, to go to the library and browse through and talk to a librarian. Well, online, they have a different sort of experience. But think of the online library is-- they're going to still have access to all these materials, just like I have in these photos. It's also just a way to help inspire us the fact that we love libraries. I know I do. OK,. Rachel, I'm going to pass it onto you. RACHEL CORNELIUS:. this is a news item in D2L right now and also within the left hand panel of the online D2L.. the library services has a posting that you can refer students to if they do need assistance that takes the use of a librarian.. this phone number and this email address come directly to me.. that's one way that you can remind students that I'm here for them. And then if you want to go to the next slide, this is just a quick list of the library resources that students can access, and faculty as well.. we have databases. And this is-- it includes millions and millions of results that are credible things and relevant for your classes, as well as a database called Films on Demand, which we'll talk about a little bit later but has the potential to be embedded into the classroom and beyond the class. We also have a growing collection of full text e-books that can be accessed right away for students, if a book is more suitable to what they're researching, the possibility of LibGuides to be designed for a discipline or for a class to enhance library usage. And then me, as a librarian dedicated to the online student population.. I'd be available via phone or email, and if somebody were near Marathon, in person. And there would be then possibility for integration into D2L, like an embedded librarian style thing, with quizzes or assignments, video tutorials.. just a quick overview of what I do with online. There's the potential for more. KEVIN FORGARD: Thanks, Rachel. I think that really to emphasize here is the fact that we can-- we want to kind of respond to what our faculty needs are. And instead of just kind of constantly asserting the library into courses, help strategize for that.. for instance, like Rachel you were mentioning is, embedding library materials or yourself into a course. This is doable, and this is something we really want to encourage, whether it's in the form of a LibGuide or just putting content right into D2L. Maybe there's a weekly discussion that you want to do throughout the semester or one week over a semester, where you want Rachel to be a participant in then, be the moderator of the discussion. She has access to all the courses in D2L and can very easily jump in, because really that's her role.. if you want her to be a part of your classes, you can do that. You can request that to her. All it takes is just talking to her. What I'd like to do here is I want to show the LibGuide. I know you have a screenshot of it here. Let me go to that next slide. We can go to the LibGuide as well. But Rachel, why don't you talk about this? RACHEL CORNELIUS:. I featured LibGuides today, because I personally like the look of them a little better than library course pages-- sorry, Mark-- but they're customizable. And for example, this is one for an on-campus course that was designed this past fall. And on the right hand side there's a box about the library. That box could be transferred to every LibGuide that I create.. putting these together really can be very quick, because the content can be shared amongst many LibGuides. Then, the tabbed organization is really useful.. in this case, the instructor of this course really wanted to feature library materials, but also physical books.. we organized a way to get inter-library loan into the page, and also search at UW, which is kind of towards the bottom of the screenshot. And then he also had a list of web resources he wanted featured that were credible sources.. his students could go to this lib guide and simply click on that tab and know that the websites that were included there were ones that their instructor approved of and knew they were credible. And then we did a tab for citing sources.. this was a history course,. we featured different types of citations, like MLA but also Chicago style.. these are customizable. These tabs would be if we worked together to create a lib guide, whatever you need for the course at the time. And they also can be changed.. just an example of one that I really liked how this one turned out. And I think they're really functional. KEVIN FORGARD: Great, thanks. I'm going to see if I can get to the live one here.. bear with me a second. I want to make sure that everyone can see. All right.. you should all be able to see this live lib guide. I always hate transferring between the different elements, because I'm never sure what other people see.. just give me a hand raise or chat saying that, yes, you can see the lib guide. All right, thank you. Good. How I trust this stuff. Hey, this is good.. as you notice here, now we can click on it.. interlibrary loan, the Native American Web resources. I mean, all these tabs, Rachel, like you were saying, can she can create these for you. This is just one example of one lib guide. And. there's a lot of flexibility built into this, into this sort of technology. And this is then linked out through a course. Here's a course lib guide. And it's really letting students know. Here's something that I'm trying to explore through, like, course redesign process is, how do we make lib guides for any of our courses? My goal here is I want one of these for every single one of our online courses for UW Colleges online, or at the very least, a department LibGuide. And I'm kind of going on a soapbox here for a second. The idea here is that I want to be able to have-- it's resources for students. It's kind of helping them develop metacognitive skills [? for ?]. Here's how you can be a better student. It could be anything like that. Or it could be extra reading materials to help make the course a little bit more exciting for them. And sometimes one of the-- something that I hear is that, well, students aren't going to want to do any extra work unless it's graded.. in other words, LibGuide ends up being not very useful, because students don't go to it.. I mean, we work with what we can.. let me go back to our white board here. Any comments-- please. RACHEL CORNELIUS: I've got one more thing to add to about the LibGuides. They do allow for embedded video.. that too can be another way to change the dynamic of the page and include a video from either Films on Demand or a tutorial that I've created or has been created that has to do with citations or whatever the need may be.. that's another way to feature and change the page. KEVIN FORGARD: [? And Anne, ?] you bring up a really good point is that you can look at the page statistics, the analytics, to find out who's clicking where. This is really good. And this gets into couple of scenarios that I'm going to run through and ask for your input. I'm kind of giving you the answer, because the answer here to these case studies that we'll talk about is, well, use a LibGuide. Because I want everyone to leave here today thinking, at the very least, how can I make a LibGuide? Yvonne, answer your chat questions I'll try to find if there's good LibGuide to refer to. RACHEL CORNELIUS: Yvonne is talking about the chat feature that the librarians have, which you may have seen. If you want to go back [INAUDIBLE] it says, click to chat there. That connects to the library and throughout UW Colleges.. an online student can use this and get library help right away if I'm not available or if chatting is just where they're more comfortable.. Yvonne is saying that she found LibGuides that help answer those questions, which is great. KEVIN FORGARD: Good, good. Thank you. Here's one-- it's an argument for having a LibGuide just in any course, even if it's very minimal, putting this widget or this area, this tab, or this is column,. that way students can immediately chat with the librarian. Here it is. Granted, you do have office hours. Rachel, do you stay there until 7:30 at night? RACHEL CORNELIUS: No. these are the hours for Marathon's campus library.. the typical office hours for online is, like, nine to three. But I would be very happy to do appointment-based style work.. if they can't be with me at three, I can be here at seven, depending on the day.. this click to chat reaches all of our librarians who are logged into the chat.. it may not be on the other end. But there's experts there. And [? Lori ?] just posted that the chat is embedded in several places throughout, and that's true. If they're on a database page, the chat's embedded.. it's really present. When that question about, how do I use this library thing occurs for a student, there's a chat box. KEVIN FORGARD: That's good. Because really, it's kind of helping know that there's librarian presence in the online courses and it's very accessible for a lot of students.. a couple of other things to talk about here are these are tactical tips in terms of what we can do with embedding library resources into your courses. And experiment a little bit with this in order to set up this webinar. And the idea is that when you're on a database and you find the link to an e-book book or an article, you can embed that link into your D2L page, wherever it's appropriate. And then what happens is when students click on that, they're able to access that resource. Now there's a couple of things to keep in mind here. First of all, if you want to do this, work with us, because the system sometimes might not work as intended. And there are a couple bugs and we are working through them. However, don't let that discourage you to try to do these things. In other words, you can contact one of our team here. But for something like an e-book, for instance, this is the record page of the book, not the book itself. In other words, only. many students can access an e-book at a time. And again, this is something that you could talk with Rachel. If there's an e-book that you want your whole class to be able to have access to and simultaneous users, she's going to have to work with her provider in order to let students be able to access more than one.. for instance, this particular example, I have the Handbook of Design Education Technology. Only one person can view it at a time.. if I'm viewing it right now, anyone else can't until I log out or until I stop viewing it. It's also password-controlled.. what that means is that students are going to have to log in with their UW Colleges Online username and password in order to access this. Because it is something that's part of our library. It's the same thing when we were talking about linking an article. For instance, I went to EBSCO and I just found an article. I found the link, the permalink. And I put it into the course. In other words, then the students can go there and get a PDF. Again, login is required. Now, this is a practice that we really want to encourage, going to Mark's point about copyright. Instead of you getting a PDF and embedding the PDF into your course, the best practice here, the best thing to do is to just link to the article and let the student log in to the library website and download the PDF on their own. Because what it is is that we want them to be able to log in and get it themselves. We can't just keep providing them PDFs. Now I'm as guilty of that as anybody else. However, this is a practice that we really want to try to encourage in making sure that if there's any article that you find on, like, EBSCO or any of the library databases, we want that to be linked to from your course. And there's a couple of reasons why we want to do this. And one of them is that it gets to-- it's the EBSCO page. And there's also some other resources there that if a student wanted to investigate further, they give them keywords and other articles. And also when we're talking about with students with disabilities, when we're going through and when we're linking to information as opposed to just putting the PDF up, that means that students with disabilities, it's accessible. Because all these websites, they're following accessibility guidelines, section 5Y, which is very important. And Mark, thank you for bringing up the point. We need to know that they are using. we don't cancel the resources. Yeah, make sure and have copyright policies that can help you understand what is allowable about permission. And this is true, and we're modeling this sort of thing. And Mark, I'm really glad you're bringing up a lot of this kind of copyright concerns because my colleague John Hollenbeck, who's in our session here, Rachel and him will be presenting in the future sometime about specifically on copyright.. this is good. Another example is the Films on Demand. We were talking about this earlier.. the Films on Demand database is one of the databases that can be accessed through the library. And you can embed these into your course. Now, this is a better practice than using a YouTube video that you just found, you randomly found. Because that YouTube video again, gets into there might be a copyright concern. And it definitely is better than hosting the video on our servers. And what I encourage everybody to do is have a look at the Films on Demand database and see if there's something that you might be able to use in your class. There's quite a few. Rachel, you were mentioning how there's quite a few of these videos. And you might do find something. And if you can't, you can always talk to Rachel and she might be able to find you what you're looking for.. that way we are following the rules, the copyright, not breaking any laws there. But the idea here is that we can take this and we can embed it right into the course. And it's hosted on Films on Demand website. The students are able to get a closed captioning if they want. If they go to the link, they can get a transcript. In other words, there's a lot of benefits to posting videos this way. And sometimes an easy way to do it is not even embedding the video, but just putting the link up. And we're experimenting with this to try to think of an efficient way to do this. But again, let us know if you really want to do this because we want to make this work for your courses, despite whatever bugs we're helping overcome. Rachel, you have anything to add to this? RACHEL CORNELIUS: This is another thing that could go in a lib guide too, if that's preferable. But yeah, it is something to explore and if you aren't finding what you need on Films on Demand, that's another thing you could contact me about and we'll look together and try to achieve the goal. Diane just posted something. Many YouTube videos-- yes. Many YouTube videos are OK and licensed through Creative Commons.. that is a good point, Diane, thank you. Yes, there are YouTube videos that are well within copyright laws and can be used.. if you do have a question whether or not a YouTube video is an OK one, you can let me know and I will review it and see what I can learn about it. And then it could be put into a lib guide or it could probably be embedded into your D2L course if it is within the copyright law. KEVIN FORGARD: Oh, yes. This is a good point.. moving on here, for the rest of the session I'm going to ask you guys, our audience here, to contribute some ideas here. And I have three of these case studies. And this is more of a way to get us to brainstorm and get your creative juices flowing in terms of how you might be able to use the library.. for instance, in this first one, your course requires that students access a periodical every couple of weeks to complete a discussion assignment. The course prompts them to create an account through that service. However, you notice that students tend to reference the same articles, ones that are free. This is actually a real life situation that I've come across in my work here. And this is a prime example of how the library can help. But instead of me just giving my suggestions, I want to see what the group thinks.. how might the library help you enhance this type of activity? Yes, Mark, good-- embed links to the journal through LCP lib guide. Perfect. And the databases can get links to the entire journal, yes. Any ideas on how-- OK, Thomas, "libraries are good at helping define research objectives. What are you trying to achieve with this assignment?" Yeah, good. And show how to set up an alert that will email new stuff directly-- yeah. Thomas, this is one of the things that I was just about to ask is, let's think of this in terms of the design of the particular assignment. What are you asking? What's the objective here?. for instance, one course, they just want students to get used to reading a particular journal to just become better scholars. And so, it's like, well, if the discussions are, find an article and summarize it, is that a good design? Is there something else we can get students to do? Yes, path of least resistance. Compare and contrast with other articles-- yeah. And I think, [? Anne, ?] I think you brought this up earlier. And it gets into if we scaffold an assignment like this--. for instance, yes, to teach about the articles to the class, identify trends in the research-- yeah. Think of going back to what you want the outcomes are, what the objective is. Sometimes for an 100 or 200 level course, students just have to first find an article, and then slowly build up these skills and know how to, in a way, critique and develop those efficient ways of finding an article. And this could lead to a larger assignment towards the end of a course that's built up to it. So, share with students, do a compare and contrast. And maybe it leads to something like identifying trends and research. I'm always-- when I'm working with your course redesigns is if we start at the very beginning, identify trends and research for a 101 course, that might be a really big challenge for students. The idea here is that if they're always going to the path of least resistance, we in a way have to pave the way where they have no other choice. And that's through a very intentional design. This is good. Let's go to the next one here.. students in your course have been referencing materials for writing assignments using non-academic or biased sources. I'm sure all of you know this. Student output has resulted in lower grades even though the arguments and writing meet your expectations, or the instructor's expectations. How might the library help with this-- the referencing? Yeah, thanks, Thomas. Scholars, sources of teaching, difference in helping them understand the bias. Yes. [? Lori, ?] thank you. [? Lori, ?] are you [? Lori Slomo who ?] teaches math? Or am I confusing you with somebody else? OK, sorry. [CHUCKLES] Because the reason why I asked that is because if it's like a math course, [CHUCKLES] again, looking at the objectives, pointing students towards database for academic scholarly articles. Would a LibGuide be something useful for this? [CHUCKLES] Yeah. I'm kind of like giving you the answer in a way. [CHUCKLES] Participant-- sorry, I don't have your name here. "Have librarians beat the students--" [CHUCKLES] OK. [CHUCKLES] Thank you for the humor there. But think of, OK,. if we have a lib guide, what would go in the LibGuide? What do we want?. you're working with the librarian. What would you ask? I mean, this is a way to help you. What kind of questions do you even ask? Ah, yes. RACHEL CORNELIUS: [? Anne ?] just pointed out recommended databases.. our databases are-- some of them are subject-specific and some other are general.. depending on the class, we may be able to really tailor the pool of databases on the LibGuide and to really meet the need there. KEVIN FORGARD: Good. Thank you. Thank you again, Lori. Thank you, Rachel. All right,. here's another one. It's the last one, I promise. Hopefully this is getting your-- everyone's thinking a little bit about this.. you've been using an established LibGuide in your course.. now there's already a LibGuide, but based on student work, you notice that they are not accessing the materials. Your assignments do not explicitly state that students use the resource, but you suggest that it contains useful information to succeed in the course. One student commented that they did not see a reason to access the LibGuide, perceiving it as more of an optional resource. Now, here's where you already have a LibGuide for the course. But students aren't using them. How might you make better efforts to use the LibGuides. How might the library help in these efforts? This is moving it a little.. we built it, but they did not come. Thanks, Thomas. Scaffolding's fine. Get students to use the LibGuide before final projects. Yeah. Building it, making it a requirement, saying that this is a part of the course. Any other ideas here? A lot of this gets into what Thomas, you were mentioning earlier about students have the path of least resistance. And. it's like, how do we motivate them? How do we get them excited about something like information literacy when it comes to a particular course? I mean, this gets into the core of the matter of we want students to be engaged, self-guided learners, but they're not always that. Yeah, model the behavior. How would you model the behavior, [? Lori? ?] Like you said, show them. Can you be more specific? Sorry for the pause here. I just like to give everyone a chance to think. RACHEL CORNELIUS: While [? Lori ?] is typing, I want to point out that hopefully, the LibGuide would become the easiest solution for a student.. if the LibGuide exists and it's in your course and it houses everything that's going to be useful to them for research, hopefully they wouldn't need to go around it to Google or something. It would become what they think of first. KEVIN FORGARD: Yeah, and it's like helping you model the behavior by mentioning it and things like the news items. And there's constantly an advertisement in saying, this is the resource that you go to. And here's where I said my lofty goal here of making sure that every single one of our courses in UW Colleges Online has a LibGuide.. the lead instructors help build these LibGuide. And whoever might be teaching it might have some ideas on how to adapt it to their courses, but it's like constantly mentioning it in everything. And even if it's, I mentioned earlier, like a math course, students are going through Pearson's MyMathLab or math Excel to do all the work. But yet they think, well, what do I need the LibGuide for? Well, there might actually be some useful information that Rachel could put together that can help just how to be a better math student, that can help understand how to develop quantitative literacy skills. In other words, help create a broader context for a course like math. But I mean really, it's up.. Thomas, thank you-- assignment design, answers through the LibGuide. Yes. How to write a science paper. And see, it gets into these larger cognitive skills, because not only are we teaching helping students master the learning outcomes and develop these competencies in the courses, we're also just helping them just be better students and be critical thinkers. And here's these kind of broader types of outcomes are, here's where the library can really help in some way or the other. And the LibGuide is-- really, we couldn't have asked for a better thing, and a better tool. Thank everyone for your responses. This is good.. a couple of the things we want to talk about before we finish up-- one of them is with copyrights. Rachel, do you want to mention anything here? I know I've been doing a lot of talking. RACHEL CORNELIUS: Yeah. Like the slide says, when in doubt, contact the library. There's also a page, a library page that John-- thank you, John-- just sent through the chat.. you can discover some answers on your own, if you feel comfortable doing that. Using links to the databases is a really great way to share the material in your course. And [? Anne ?] mentioned before, it helps us know which databases are being used as well.. that's a really useful technique.. always ask if you have a question, and I'm here for that. And I don't know, I guess that's all I have for [INAUDIBLE]. KEVIN FORGARD: Thank you. Sorry to put you on the spot there. I forgot who it was who mentioned that some YouTube videos are Creative Commons licensed. And I just want to make sure that everyone is familiar with the logos and what all these different things mean. And I'm not going to walk through them. I'm going to let a future presentation talk about that. But if it's Creative Commons license, you're safe.. for instance, I use, when I'm designing courses and I like to put a lot of images in courses. And the course I teach, my TOL course, I just go to the Creative Commons search engine and I find pictures. I find images that I can use in my course. And as long as they're-- depending on what the license is, sometimes the person just wants to be acknowledged. It's just knowing that, hey, putting it out in Creative Commons. And I've put images, photographs up on Creative Commons, because I think it's kind of a way of giving back as well. I'm not trying to make money off of my pictures. I'm no brilliant photographer, but sometimes it's nice to have give and take, or take and give at the same time. Thanks, John, for sharing that link too. But we will have more on this coming up.. it's to be continued.. just to finish up here, just a couple of practice tips. And I know we're repeating a lot of these things. But really to leave with today, again, we're saying this over and over because we really want to drive this point home. You don't actually develop a course or a department LibGuide. This is my big thing and I want to see everyone get jazzed up about this and give Rachel more work than she can handle. And then add Rachel's contact information to your course syllabus. you can just embed-- I know, Michael, you're putting a lot of things-- you're making sure that that library widget is included in D2L.. that's good. Remind students of the library contact information, like we've been talking about, like the chat button. And please, all of you, just realize, take advantage of the fact that Rachel is available for faculty consultations as well as all of our instructional design team here. And this is only the beginning. And Thomas, thank you for bringing up. it's good to start with caution. Anyone's who's willing to [? a four-factor ?] [? analysis to ?] get more daring. Thank you. But this is the beginning of this. And I'd love to continue this conversation in future Couches and Coffee sessions in terms of how do we step it up beyond where we are right now? Because right now, there's not a lot of not use with LibGuide, particularly with courses that we've been redesigning. And we're encouraging our lead instructors, and any of you who are working with a course redesign or someone's who's doing a course redesign, or just your department, let's really step this up, because we can do a lot with this. With that, thank you all very much. As a lover of the library, it's been a pleasure working with you, Rachel. RACHEL CORNELIUS: Thank you. KEVIN FORGARD: You're very welcome. And thank everyone. Does anyone have any final comments or things to say? Before you go, let me put the link back up to that survey. I can kind of capture some information here. It's not really an evaluation per se, but I appreciate your comments, because I want to be able to offer these or we want to be able to offer these webinars at a time that's convenient for everyone and try to get as many people as we can to attend. And. your input really helps us do this, because we're all over the state. And this is how we work through professional development. We use these distance technologies, as clunky or fun as they might be.. any comments? Anything to say? Other than that, thank you all very much.
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