LIRT Conference Program -- 2015
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Help Yourself!
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As a place, the library has evolved from a static repository of information to a multi-dimensional place for patrons to access technology, information, meeting and creation spaces. As library buildings have transformed, so has the nature of librarianship – including library instruction. Traditional, face-to-face and stand-alone, instruction sessions have expanded to include, or at times have been replaced by, self-paced modules and online instruction. Instruction can now occur digitally via research guides, podcasts, and in pre-recorded or live video feeds. Even the delivery of text-based instruction in libraries has evolved into the 21st century, with basic standardized placards giving way to colorful, customizable displays, librarian-created content, visual infographics, or digital touch pads.
This program will focus on some of the ways in which librarians are delivering non-traditional library instruction. A panel of three speakers – representing academic, public, and school libraries – will share their experiences in providing non-traditional library instruction.
Featured Presentations:
“Can’t Make It to the Library? Let the Librarian Come to You! ”
Corinne Dedini, Director of Academics, The Online School for Girls
mcorinne.dedini@onlineschoolforgirls.org
(m) 209.626.9503
(o) 301.842.4674 ext. 5
Learning is no longer place dependent, but relationships are still at the heart of excellence in education. Nowhere is this more true than “in” the library—the cornerstone of our school campuses that is increasingly virtual. Today’s librarians need to not only partner with classroom teachers to deliver blended instruction modules but they are also asked to facilitate entirely online lessons in research techniques that can run asynchronously. In this presentation, Online School for Girls, which provides the best education in a digital environment to girls around the world, will offer a pedagogical framework for librarians who are stepping into the virtual classroom. By the end of the presentation, participants will have the basic tools that they need to begin to organize an online learning space and build connections with students beyond the library walls.
The Bridge at Main: SFPL’s New Literacy and Learning Center
Melissa (Mel) Gooch, Learning and Instruction Coordinator, The San Francisco Public Library
melissa.gooch@sfpl.org
(o) 415.557.4207
The San Francisco Public Library has created a new department to address the changing literacy and learning needs of the community. As the use of technology expands and the need for greater access to literacy and learning resources grows, the question of how to coordinate, facilitate access, and provide expert staff becomes an even higher priority. The Bridge at Main was developed to offer a broad range of services, programs, and resources for the public that are designed to address the need for 21st Century Literacy skills development. We will discuss why SFPL created a new learning and literacy center, the development of our new staff division- the Learning and Instruction Unit, the range of public instruction we offer through the new center, and our change in focus from a transactional to a relational service environment.
“Self-directed Learning that Supports the Learner: Three Case Studies from Virginia Tech”
Rebecca Miller, MSLS, MAEd, Assistant Director, Learning Services, University Libraries, Virginia Tech
millerrk@vt.edu
(o) 540.231.9669
At Virginia Tech, we are always considering new ways to offer sustainable, scalable, and high quality teaching and learning, and one of the ways that we have succeeded in doing this is developing methods of reaching learners that do not require the physical presence of a librarian. This presentation will explore three case studies, each of which includes a specific form of self-directed learning. Each case study will focus on a different type of learner—including undergraduate students, graduate students, and teaching librarians—and the various formats of self-directed learning that is most effective for these different types of learners.
