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Outreach and Instruction Development: UMD’s Living and Learning Programs

Please use the following form to request the services detailed below, https://go.umd.edu/UxF

Purpose

The University of Maryland Libraries strive to reach every student on campus in a meaningful and robust way. Given the size of the student population and the diversity of experience, Teaching and Learning Services has developed a Library Instruction Request Form for outreach, instruction, and program development to aid in the creation of mutually beneficial programing for students. Additionally, because each Living and Learning program has a distinct set of needs, there is no “one-size fits all” model that is appropriate as a blanket offering for all programs. For more details, please see the policy below.

Roles and Librarian Assignments

Librarians within the Research and Learning division of the UMd Libraries are responsible for instruction connected to traditional academic departments (please see our listing of Subject Specialists,https://www.lib.umd.edu/directory/specialists). Due to the multidisciplinary nature of many of the Living and Learning Programs, librarians from across the libraries may be involved in the delivery of service to these programs.  

Goals

  • Develop and maintain a strong, scalable, and sensible teaching and outreach connection with the campus’ Living and Learning communities

  • Reach students who may otherwise miss crucial library instruction at important checkpoints in their college careers

  • Extend the libraries’ reach on campus and continue to develop an impactful and student-focused teaching program  

Desired Learning Outcomes

Teaching and Learning Services Unit Desired Outcomeshttps://www.lib.umd.edu/tl/about/about-ues

Each of the following outcomes should be seen as an overall goal of the instruction and outreach initiative. As such, not every outcome will fit with every program or outreach initiative. Individual learning outcomes will be developed for specific courses, workshops, and other learning opportunities in order to maintain flexibility and address the specific needs of the students within the Living and Learning program.  

Authority is Constructed and Contextual

Students will be able to differentiate between types of authority, such as subject expertise, societal position, or special experiences. Students will identify which type of authority is best suited to their individual information need. Students will recognize that while authority and format are related, both factors contribute to information source's credibility and relevance to the student's information need.

Information Creation as Process

Students will be able to differentiate a scholarly article from other information formats by describing characteristics of a scholarly article, such as the peer review process. Students will be able to identify an information format appropriate for their information need. Students will recognize that scholarly sources are not always the most appropriate format for their information need.

Information has Value

Students will be able to produce accurate in-text and bibliographic citations using the appropriate citation style for their course. Students will recognize the value of an attribution process beyond punitive repercussions for plagiarism and academic dishonesty.

Research as Inquiry

Students will be able to recognize when their research question is too broad or too narrow for the scope of their assignment. Students will utilize the research process as an opportunity to gain new knowledge about their topic and gradually refine their initial research question.

Scholarship as Conversation

Students will recognize the importance of seeking diverse perspectives in their research and including different points of view within their writing. Students will be able to articulate the main debates and questions surrounding their research topic. Students will be able to evaluate the merits of an author's argument.

Searching as Strategic Exploration

Students will be able to formulate effective search strategies (employing tools such as keywords, subject terms, and search filters) in library databases to locate relevant information sources for their topic. Students will be able to differentiate between databases that provide background information, provide primary, and/or secondary research. Students will recognize the academic library as a community resource and safe place to ask questions, conduct research, and work collaboratively.

Typical Delivery Methods

Living and Learning Service Suggestions

In an effort to offer appropriate and targeted library instruction to the variety of Living and Learning programs across campus, the UMD libraries offer the following menu of services tailored to fit the need of your program at the level needed for your students.

Please use the following form to request the services detailed below, https://go.umd.edu/UxF

Web Integration

  • Library Resource Portal

    • Targeted web portal to highlight specific resources tailored for the students in a specific Living and Learning program

  • Living and Learning program web presence

    • Easily accessible and recognizable space on your program’s website to list the librarian(s) working with the program, their contact information, and other important information for the students

Differentiated Instruction

  • Consultation model

    • Similar to traditional subject/department liaison models

    • Noted and publicized availability for student meetings/consultations

    • Active engagement with course requirements and learning objectives

    • Working closely with students and faculty and teaching outside of the classroom

  • Embedded in courses

    • Becoming a part of the class through assignment check-ins and other similar methods

    • Holding regular office hours

    • Multiple course check-ins

    • ELMS CMS presence

Traditional Instruction and Workshops

  • Traditional instruction courses

    • Especially important for the early courses in most programs to ensure exposure to library services, people, and materials

    • These programs often have courses that closely align to subject disciplines

    • These courses typically have a research-assignment component

    • Would be best performed by a subject-area librarian

  • Workshops     

    • Targeted to specific library-related skills applicable to the program

    • Possible workshop topics:

      • Data management

      • Research discovery cycle

      • Systematic reviews

      • Data visualization

      • Specific and advanced database instruction

      • Research topic development

      • Contact Jordan Sly, jsly@umd.edu for more options and to propose workshop ideas

Exceptions and Additions

While most of the Living and Learning programs fall within the above menu, some programs such as Gemstone require many additional librarian touchpoints at a larger scale. For more information on this partnership, please see our information and resource page,  https://lib.guides.umd.edu/Gemstone  

Current Partners

  • Design, Cultures, and Creativity

  • Honors Humanities

  • Global Communities

  • First Year Research Experience

  • Gemstone

  • Transfer2Terp

  • ACES

Assessment of Previous Initiatives

Please see the following slides for information about our previous efforts with these programs, https://go.umd.edu/Ufp