A Doggone Good Time: Therapy Dogs at the Library

Sorry, I couldn’t resist the title. I know….I know…

I’ve been seeing posts and pictures recently of other library therapy dogs events. Who doesn’t like to see some doggie pics? So I thought I’d throw in my own experience:

Today was the library’s 3rd annual visit of therapy dogs (technically they’re outreach dogs–dogs that have passed their canine good citizenship test). It’s something that the students eagerly look forward to (and now come expect!) as fall semester Final Exams begin. We had 16 dogs with us today and several hundred students.

It’s a great way to put a different face on the academic library: to show students we care about their mental well-being. We want them relaxed for Final Exams. We want to relieve those jitters for a little while. This gives them an opportunity to take a break from studying if for just a bit.

I blogged about the broader topic last spring – De-Stressing for Student Finals –  and a colleague and I gave a presentation on marketing and outreach activities such as this last year: Creating an Engaging Library: Marketing from the Group Up.

For the library it costs little money. The local kennel club participants volunteer their time for free. Our marketing is via the library website, Facebook, and Twitter. We spent some money printing posters. It’s also important to be in contact with your parent organization’s risk management person to make sure the appropriate paperwork and insurance forms are filled out. Otherwise, it’s a pretty easy event to handle.

Concerns about noise and allergies? Although that’s definitely a legitimate concern, we’ve heard very little comment. We’re lucky in that our library is 7 floors. For us, it boils down to this: The event takes up 1 floor for 2 hours on 1 day a year. You have to balance the reward with the consequences. For us, the reward is overwhelming: This is an event that students look forward to. Students are lined up on the floor waiting to see the dogs as they come into the building. Want to see more? Check out these pics:

“How Do You Get Students Excited About Searching?”

I was talking with a professor the other day and she asked me:

How do you get students excited about searching?

It reminded me of the old quote:

Librarians like to search. Everyone else likes to find.

I really had to think about this one. Maybe it’s that word: excite? I’m a librarian and I don’t think that searching is exciting. Sure it can occasionally be a fun detective hunt. Yes, it’s sometimes serendipitous…but often it’s just tedious–nothing I would generally categorize as exciting.

As an instruction librarian, am I failure in the classroom if I don’t think it’s my job to get students excited about searching? I don’t think so. You need to be cognizant that sometimes it just boils down to the professor’s assignment. Is the assignment exciting? Or is it just busy work? I’m more than happy to collaborate with faculty on assignment ideas, but at the end of the day, it’s the professor’s job to put the assignment together.

When it comes down to my teaching: I’m passionate about connecting people with information. The act (or art?) of searching is only one small part. My job is to get students pointed in the right direction, to de-mystify the research process a little, and to show them that it CAN be done! Let’s face it: the library is often the most itimidating building on campus. I’m here to make the library and the research process a little bit more relatable to students.

I show them the tools that will be most useful, make the connection in how these tools will help them succeed with their assignment, get them thinking about HOW and WHY they’re using this information, and get them using the tools right away. My mix of teaching is practical, personable, participatory, and slightly humorous.

I’m not here to do a song and dance razzle-dazzle routine on searching for information: “Try this ONE perfect search to find EVERYTHING on your topic. Look, it’s so EASY!” Students see right through that. I don’t do the “perfect” search because that’s not what students will encounter. I’m OK playing “stump the librarian” and having the students work with me on the problem. It makes you more authentic and approachable.

I’m a realist: Will they be excited? Chances are, no. But will they think the research process seems a little more doable and will they be willing to seek help? Yes.

What do you think? Is it our job to make searching exciting? I’d love to hear your thoughts or any tips and techniques that you’ve tried.

“I Didn’t Know I Could Use the Library!” Meeting the Needs of Students Online

I’m at WILU 2013 – Workshop for Instruction in Library Use – a Canadian information literacy conference in Fredericton, New Brunswick: a great opportunity to network with librarians north of the border – or “south of the border” to them! I presented a session about implementing library services to online students:

“I Didn’t Know I Could Use the Library!” Meeting the Needs of Students Online

Session Description:
What do you do with students you rarely see in the library? University of Wisconsin-Green Bay has a growing online student population. Reaching these students can be challenging. Many still view the library as just a brick-and-mortar building, and not an online 24/7 resource. Librarians conducted an assessment of online students to investigate their needs. This session will focus on the assessment results and the information literacy outreach plan put into place. It will highlight several initiatives, including the embedded librarian program, faculty-librarian collaboration, marketing efforts, and learning tools geared towards online students. Based on feedback from students and faculty, an increase in reference questions, as well as high usage statistics from librarian-created tutorials and discussion boards, the outreach plan is working. Come and learn about these best practices for online learners and share your ideas, as well.

Here are some of the assessment tools, resources, guides, and tips mentioned in my presentation:

Postcards & Therapy Dogs: De-Stressing for Student Finals

It’s that time of year: Final Exams. To help de-stress students at my academic library, we usually plan some activities to help students relax and have a little fun too.

Yesterday I tweeted a postcard that my library is giving students to send back home to assure mom and dad that they’re studying for final exams. It proved popular! At last count, it was re-tweeted 37 times and favorited 31 times.

Final Exams postcard for students to send back home.

Final Exams postcard for students to send back home.

Library Postcards

So, how did the postcard idea come about? It’s all about partnerships. Our library director, Paula Ganyard (@ganyardp), who had read an article about a similar idea, approached our university’s marketing people–they thought it was a great idea. A graphics intern in their department designed two postcards for us to give to students.

For printing and postage, the partnership continues: the library, along with the university’s advancement office (the money people!) split the cost. Now before you think we’re spending money on postcards as opposed to books and databases, we’re not. We have a small amount of funds that can be used for outreach projects such as this. As academic libraries do more outreach, having money to do things outside of the normal “library” realm becomes more important.

So, what do we see as the “worth” in doing something like this? Our library director thinks it’s something fun and different for today’s college students. Used to communicating electronically, the postcard idea is a fun, retro way to connect with mom and dad. Building on this, it’s also great way for the library to connect with parents, promote the university’s new brand, and promote the library as Wisconsin Library of the Year. But it all ties back to the students: we hope that the small things we do add to students’ overall college experience, helps to retain them, and creates a fun memory for their library and their campus.

Therapy Dogs

In addition to the postcard idea, we try to do one “big” event for Final Exams each semester. For Fall Final Exams in December, we bring in therapy dogs–which has become one of our most talked about events.

One of our librarians belongs to a local kennel club. Their dogs have all passed the “canine good citizenship” test and do outreach at schools, nursing homes, and now our academic library. On the day of the event, we block off a two hour time span on one of library floors and invite anywhere from 12-15 therapy dogs.  Response from students has been through the roof, as evidenced in social media posts (here, here, here, and here). We even made the local TV news:

UWGB students use dogs to escape exams

The therapy dog visit demonstrates the library’s commitment to not only the academic needs of students, but to their general mental and behavioral well-being. It gives students a moment to relax, recalibrate, and re-energize before the next big exam.

Complaints about allergies and noise have been minor. I think of it this way: it’s one day of the year, for two hours, limited to one floor of the library, and highly publicized. We also try to hold it right BEFORE final exams begin, to avoid any major disruptions. Also: if you want to do therapy dogs, don’t forget to check on liability/insurance issues. We had do some paperwork!

For more photos of our “furry” library friends, check out the UW-Green Bay’s Cofrin Library Flickr set.

The therapy dogs and other outreach activities we do are covered in a presentation I did with my colleague Renee Ettinger at the Wisconsin Library Association Conference in October 2012.

Include “Passive” Activities, Too

Besides postcards and therapy dogs, we also try to have a variety of “passive” activities: coloring, board games, easy crafts, etc. Anything to take students’ minds of Finals…if just for a bit.

I’m interested in hearing about what other academic libraries do for Final Exams. Let me know and leave a comment!

Get ‘Embed’ with Your Librarian: Meeting the Needs of Students Online

The online market is a growing field for higher education. How does the academic library fit into all of this? My colleague–Anne Kasuboski–and I gave a presentation at the 2013 Wisconsin Association of Academic Librarians conference, held at Elkhart Lake.

We discuss how our library at the University of Wisconsin-Green Bay surveyed our online students and faculty and developed an outreach plan to meet their needs.

It covers our Embedded Librarian program, which started out as a pilot program and expanded successfully across online courses, in addition to some face-to-face courses. It also includes information on the learning tools that we gear towards online learners, such as LibGuides, tutorials, and resources like NoodleTools.

If you have questions about being an “embedded librarian”–let me know! I would like to hear what other librarians are doing with programs such as these.

Bringing the Annotated Bibliography into the 21st Century: Using a LibGuide as an Assignment

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I’m a LibGuides aficionado. Students love them. Professors love them. It’s a great way to package only the most relevant library and research-related content and tie it directly to an assignment or course. Professors can then link to it from their course management system (e.g., Blackboard, Moodle, D2L) in an environment where students spend most of their online “academic” time anyway.

This semester I taught a course for my institution’s Information and Computing Sciences department: Information Science 410: Advanced Information Problems. This course takes a problem/solution oriented approach to a complicated issue – in our case, gun control – and examines the maze of information related to it.

As a librarian, I thought the best thing to do was to put together a LibGuide to direct students to good information. But then I thought, “Hey, these are information science students…let’s put them to work!” Because the course spends time on evaluating information, a course LibGuide project was a perfect opportunity for students to demonstrate their skills.

Using our gun control issue, students worked in teams to evaluate the best library databases for the topic, and gathered relevant books, websites, government information, and video. I taught them how to use the LibGuides system and gave an overview of “model” LibGuides. Each group was provided with a LibGuide shell. Students had “collaborator” access to the LibGuide allowing them to add content and edit the design.

After each group submitted their LibGuide, I had a panel of library staff evaluate them. We selected the “winning” LibGuide to be published on our site. The end result?: a non-biased and informational guide on a popular and controversial issue that can be used by all students on our campus to gather academic information.

The project gives students practice at evaluating and curating information. The LibGuide, combined with a written assignment where students explain their information selection brings the time honored annotated bibliography into the 21st century. It’s something that academic librarians should market to professors as an assignment that demonstrates critical thinking and evaluative skills.

LibGuide link: http://libguides.uwgb.edu/guns

How Ranking Library Schools is Like Ranking the Socks in Your Drawer

U.S. News & World Report just released new rankings of graduate schools in library science. Isn’t ranking library schools sort of like ranking the socks in your drawer? It does not matter.

I hope that prospective MLS students don’t read the rankings and think, “Gee, I need to go to THAT library school!”

These rankings have repeatedly been called into question. The prime reason is the methodology:

The rankings are based solely on the results of a fall 2012 survey sent to the dean of each program, the program director, and a senior faculty member in each program.

And this:

The library and information studies specialty ratings are based solely on the nominations of program deans, program directors, and a senior faculty member at each program. They were asked to choose up to 10 programs noted for excellence in each specialty area. Those with the most votes are listed.

Not a good research methodology, is it?–something that I suspect any MLS student could tell you. The issue of college rankings (both undergraduate and graduate programs) and the data that is gathered has been scrutinized by higher ed periodicals and websites. Just take a look at:

So what should a prospective MLS student do? I’ve written about this before, but when it comes to library school, just pick the cheapest (in state vs. out of state) or most convenient (online vs. on-campus) option that’s available to you. The coursework provides the base and the theory, but it’s experience that will get you a job. If you’re just taking the classes, you’re doing it wrong.

I remember students in my program complaining that the MLS coursework wasn’t “academic” enough, but I think it’s important to remember that you are in a professional program. You are training for a career, not writing a dissertation. It’s up to you to turn the coursework into something worthwhile. Work as a paraprofessional or library assistant during library school. Do an internship, practicum, or volunteer. These experiences will help you land a job better than any course you take.

I’ve never looked at anyone’s résumé and thought, “Wow, they graduated from a top ranked library school! Let’s hire him/her.” So ignore the rankings. Focus on gaining some relevant experience instead.

LibGuides – What to Call Them?

Like a lot of libraries, we use the popular LibGuides program from Springshare. First purchased in 2009, our stats have increased greatly each year: from 3,506 hits in 2009-2010, to over 44,000 hits in 2011-2012. LibGuides are popular with both students and faculty–even getting to the point of students asking us, “Why isn’t there a guide for my other class?” — “Tell your professor to talk to us!”  we say…

One issue the library staff has dealt with is terminology. Among the librarians, we use the term “LibGuides”–but we avoid using the term when branding the resource to students and faculty. On our website, we simply label them as “Guides.” However, after completing a user survey of our library services, resources, and website, several respondents reported being unsure of terminology–and what exactly a “Guide” entailed–was it for a specific class, or a broad subject area?

Curious to see how other library websites have termed their LibGuides, I posted a survey to ILI-L (the instruction/information literacy discussion list) to find out. I had 130 respondents. Here are the results:

What Do You Call the LibGuides Link on Your Library's Website?

The term “Research Guides” was, by far, the number one choice. It also matched the preferred term of students in a survey done by Mark Aaron Polger, “Student Preferences in Library Website Vocabulary” published in Library Practice and Philosophy, 2011:

Excerpt: A survey of 300 college students asked, “What term on the library website do your prefer if you need help with research?”

  • 36% chose “Research Guides”
  • 20% chose “Resources by Subject”
  • 18% chose “Research Help”
  • 16% chose “Library Guides”
  • 10% chose “Subject Guides”

After getting feedback from our own students, we decided to change the link name to “Research Guides” – after all, the resource is there for the students. We want them to know what it is–and to use it.

10 Library Terms for High School Students

Library Terms for High School Students

I created a library guide for our College Credit in High School students–these are students in high school who take university classes at their local Wisconsin high school. The program provides a head start for college-bound students. Classes run the gamut from English composition, to psychology, communication, chemistry, and Spanish.

Several of the classes involve a research component, where students begin that very first “real” college-level research assignment. These classes often make a field trip to the library where we work with the students and teachers in introducing them to some of our library’s resources. We often get questions about terminology: “What’s that?” “What does this mean?” So, I began to brainstorm some different library terms I thought our students should know–especially as they prepare for their first academic library visit. These are terms they might encounter in our library, or see on the website, catalog, and databases. The terms are also ones that I frequently use in information literacy sessions.

Here are the 10 library terms for high school students:

  1. Abstract – a brief summary of a book or article. Quickly reading an abstract will help you decide if you would like to get the full article or book.
  2. Bibliography – a list of books, articles, and other materials that are cited by the source you are looking at. Also known as a works cited list, or a references list.
  3. Call Number – Each book in our library has a call number–a series of numbers and letters that help you locate the book. When searching for a book in the library’s catalog, remember to write down or print out the call number. Call numbers are organized by subject, so books on the same topic will be shelved next to one another.
  4. Catalog – the online system that lists all of the books, media, and other materials in our library’s collection. To search the catalog, click on the the Books & Media tab on the Cofrin Library homepage.
  5. Citation – brief information about a source, such as a book or article. It usually lists the author, title of the book (or name of the magazine, journal or newspaper), title of the article (if applicable), publication date or year, pages numbers (if applicable), and publisher (if applicable).
  6. Database – a collection of articles from newspapers, magazines, and journals. To search for articles in Cofrin Library’s databases, use the Articles tab on the Cofrin Library homepage or click on the Databases by Subject link.
  7. Find-It button – When searching in the library’s databases for articles, you will often see the “Find It” button. If the article is not available in full-text in the database, you can click on the “Find It” button to see if the article is available online in a different database, or order a copy of it for free through our interlibrary loan service.
  8. Full-Text – When searching in the library’s database for articles, you will often see a link that says “full text” (sometimes marked as PDF Full Text or HTML Full Text). This means that the article is available online in the database. Clicking on the “full text” link will take you to the article where you can read it on your computer, print it out, download it, or email it to yourself. If the article is not available in “full text,” you can click on the Find-It button.
  9. Peer Reviewed – A scholarly material based on original research. It is often a scholarly journal article. Not a magazine or newspaper article. It is a material that is written by an expert in a field (e.g., doctor, scientist, professor). Generally, peer reviewed materials are fairly lengthy and text-heavy. Peer Reviewed materials always cite their sources, so you will usually see a bibliography with it. Sometimes, peer reviewed materials are referred to as: scholarlyacademic, or refereed.
  10. Stacks – This is the area where the books are shelved. In Cofrin Library, the book stacks are on the 5th and 6th floors of the library. Books with call numbers A-P are shelved on the 6th floor. Books with call numbers Q-Z are shelved on the 5th floor.

The terms I picked were specifically designed to be ones that students would encounter using my library’s resources–so they may not necessarily be the 10 terms you would pick. I looked at the assignments and then looked at our library’s physical layout, along with our online resources to pick these terms.

I avoided some terms that others might argue for inclusion: subject headings, ISBN, Boolean operators, reference, reserves come to mind. These just don’t fit the scope of the students’ assignments.

So what do you think: Am I missing any big ones here? What would you have included? Feel free to share.

ALA Poster Session – Assessment into Action: Meeting the Needs of Adult Learners

Here is the online version of my poster session for the ALA Annual Conference in Anaheim. My topic is academic libraries and adult learners:

Assessment into Action: Meeting the Needs of Adult Learners
What do you do with students you rarely see in the library? University of Wisconsin-Green Bay has a growing adult learner population, most of which take classes solely online. Reaching these students can be challenging. Librarians conducted an assessment of adult students to investigate their needs. This poster session will focus on the assessment results and the outreach plan put into place. It will highlight several initiatives, including librarian-faculty collaboration with introductory courses, the embedded librarian program, and the targeting of library services to adult students. It will also address using data to argue for increased budgetary support and collaboration with offices outside the library. Based on preliminary feedback from students and faculty, an increase in reference questions, as well as high usage statistics from librarian-created tutorials and discussion boards, the outreach plan is working. The poster session will include charts of the assessment data, handouts of the assessment tool, teaching and marketing materials (LibGuide, tutorials, newsletters), and photographs of embedded librarian best practices.

Materials:
Embedded Librarian Tips (PDF)
Library Survey for Adult Degree Students (PDF)
Library Survey for Adult Degree Faculty (PDF)
Adult Degree Library Guide for Students (Libguide)
Adult Degree Library Guide for Faculty & Staff (Libguide)
Adult Degree Library Welcome Video (YouTube)

Poster:

Introduction

Introduction

Assessment, Outreach Plan

Assessment, Outreach Plan

Embedded Librarian Program

Embedded Librarian Program

Promoting Services, Advocating for Support

Promoting Services, Advocating for Support