Sakai course management software is being implemented on campus with support linkages from the Library to provide seamless access within course outlines to library resources; to strengthen library partnerships with campus instruction; to develop stronger library presence within the curriculum.
To provide seamless access within course outlines to library resources.
To develop stronger library presence within the curriculum.
Student attendance door counts and logins on library computers; student survey conducted every semester; student focus groups.
T-Paper: PR project inserts monthly newsletter into restroom facilities to draw attention to library ad hoc efforts to raise user awareness.
RATS week CeLIBration Event: Semester-opening Saturday night festival for freshman, with games, improv, music, LAN tournaments, etc. to raise student awareness of the library and break down resistance to enter the building.
GT 1000 Freshman seminar: A "how-to-survive-campus" one-hour course to familiarize freshman with help and support available.
To promote library resource use.
To raise student awareness of and use of library resources.
To promote campus academic partnerships.
We are beginning to use video tutorials both for instruction on specific tools and for instruction at the course-integrated level. Examples of video tutorials, created using Camtasia or Captivate, include EndNote tutorials on creating a Georgia Tech Connection File, and one on using the USPTO patents database that is being utilized for walk-in patrons when our Patents librarian is unavailable. Several librarians have also created course-specific video tutorials for information literacy instruction for distance learning classes.
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(From Brian Mathew’s ubiquitouslibrarian blog): “The focus of dataDUMP is not “the library” or “using the resources” – it’s about a social outlet connecting CS majors (and perhaps a few faculty) around a topic of mutual interest. The library is a sponsor, but this is really a chance for these students to showoff their work, to ask each other questions, to share stories or code, and whatever else they are interested in. (jobs, the major, the campus, GT football, comics, movies, etc.)
DataDUMP positions the librarian as a participant, not as the all-knowing persona who is running the show or preaching about the horrible inaccuracies of Wikipedia. I figure I can learn a lot from them in terms of the curriculum, their approach to assignments, as well as about computer science.” 30 students participated in fall 2008.
http://theubiquitouslibrarian.typepad.com/the_ubiquitous_librarian/2008/08/datadump-a-social-driven-library-instruction-project.html
See above
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