CLUE Meeting Minutes - June 9, 1999
In attendance:
Maggie Cunningham, Bob Garber, Paula Greenwell, Karen Fishman, Trudi Hahn (chair and minute-taker), Carleton Jackson, Bob Kackley.
Absent:
Pat Herron (exused)
Guest:
None.
1. Recap of focus group discussion/luncheon with Professional Writing instructors and CLUE.
Trudi convened a small group to eat lunch and discuss what they do or do not like about the current "When is Your Paper Due?" classes. Among the instructors' suggestions were 1) enthusiastic support of our idea to offer faculty the option of scheduling a private library sesion for their class; 2) keep the cdontent pretty much as is; class could be shortened; 3) be stern with latecomers and don't let them disrupt the class; 4) only the technical writing students really need library instrution; the other ENGL 390 classes do not have assignment that require library research. Overall, faculty were extremely appreciative of the library classes and felt they were very worthwhile.
2. Recap of May 13 TIP meeting.
Trudi distributed a handout of comments that had been written by attendees of the "When is your paper due?" classes, in response to the question, "What would you like to see included and/or changed with this class in the future?" (note that the vast majority of attendees said "Don't change anything it is perfect the way it is!" and made other expressions of gratitude. The handout listed the negative comments, with the hope of finding ways to improve what we are already doing quite well).
After reviewing the comments, the group raised and discussed these issues:
- many classes were a hassle to teach -- the students treated them as a "certificate factory"; suggest eliminating the certificates and creating a "Library Research Worksheet" for students to use during the hands-on, to help students understand why they are there (note: Maggie has created a draft of a worksheet for CLUE to review).
- offer faculty the option of scheduling their own private "When?" class, but keep the walk-in classes also. [note: this was piloted during the summer, and was successful; will be repeated in the fall, with more advance notice to faculty.
- shorten the class to 1 hour (change made during the summer).
- The general classes are too generic in subject matter. We should offer faculty the option of requesting a class customized to specific topical areas. However, this might be more time-consuming for librarians to prepare. Also, it might not be considered fair to customize some of the classes and not others. After much debate, it was decided to allow librarians the discretion of negotiating this issue directly with faculty, and customizing the class only if they wished to.
- consider adding more elements to the script: e.g., more and different types of databases, Web critical thinking skills, government documents, difference between professional/scholarly journals and magazines. Again, this should be left up the discretion of individual librarians, in consultation with the faculty.
- The Professional Writing program may be under review, and BSOS may take back some classes from the English Department. We need to stay aware of these developments and respond appropriately.
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Glenn asked, "What is our philosophy of instruction? Are we trying to reach all UM students or only a certain per cent?" Trudi answered that our mission is to reach all possible, within our limitations of people and lab resources. With our current staffing levels, we should be able to respond to the current level of demand. We put most of our energies into the windows of opportunity that have been opened to us -- the ENGL 101, Professional Writing, and EDCP108 programs, as well as the individual requests that come from faculty directly to librarian subject experts. However, Glenn's question is a good one, and we need to revisit it as conditions change.
- Can Web tutorials replace the classes? There are pros and cons.
Pros: reach more students with less librarian labor. The tutorials could focus on the basics, so librarians could go further with more advanced topics in the live classes. The content would be more standardized and packaged attractively.
Cons: Lose the personal contact with warm and friendly librarians. Lose the ability to respond to individual needs and learning styles. It is difficult to design an effective Web tutorial, that engages students in active learning, and keep it up-to-date. [Note: User Ed is experimenting this summer and fall with a Web tutorial for EDCP108-0, designed by CLUE and Steve Spohn. The Social Sciences Team will be using a variation of it for the CIVICUS students.
- The script for "When?" needs more built-in intereaction with students. Trudi solicited suggestions for ways to accomplish this.
- Students need to be taught how to formulate a good research questions.
- Librarians can substitute their own examples in the exercises if they wish. For ex., Phil Vandermeer substituted a music example in his class.
- Latecomers are disruptive and they don't get much from the class. UES should advertise that the door closes at 10 mins. after start of class and no one is admitted after that.
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The name "When is your paper due?" is dumb. Find a better one.
UES and CLUE need to keep all this feedback and good suggestions in mind as we plan for the future.
3. Maggie distributed copies of the revised "When is Paper?" script and a draft of a Library Research Worksheet. Based on the comments and experience this summer with the classes, she will continue to work on these.
4. EDCP108-0 handout.
The group studied the revisions. Steve Spohn will help us get the final version on the Web.
5. Other concerns: name change for "When is Your Paper Due?"
After MUCH head-wracking, brainstorming, and debate, the group settled on "The Basics and Beyond: Steps in Library Research." Reactions and rotten tomatoes from all staff are welcome at the UES office anytime between the hours of 11 p.m. and 7 a.m.
Next CLUE Meetings:
July 28, 10-11:30 a.m.
August 18, 10-11:30 a.m.
[Note that July 7 had to be canceled because of Trudi's grand jury duty and Maggie's vacation.]
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© 2000 University of Maryland Libraries
Last Revised: June 9, 1999
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