More than Collaboration The Intervening Librarian

Mark Thompson,Library -Director / Middlesex County College

“Intervention” is to bring library staff, skills, attitudes, and help to a point of need that is outside of the library proper.

Question: Can we place ourselves wherever and whenever there is an intersection of help & student need?

Today, let’s do a review–◦ What’s been considered or done before?◦ Uncover the whole spectrum of arenas.◦ Your feedback on possibilities or

accomplishments.

New Perspectives on Library Values◦ Focus on institutional goals, such as student

learning outcomes, student success, and student retention

Bridge the gap to poor performers◦ Serve reluctants, non-users / at-help sessions /

wherever intervention is already occurring Focus on other service depts outside library

◦ Tutoring / EOF / Minority Affairs / Writing Center / Learning Center / Developmental Classes Lab / Counseling

Campus Partners: Librarian / Tutor / Counselor / Instructor / Advisor

Helping with: Advising / Supplemental Instruction / Learning Communities / Writing Center Triage / Referral Self-Scheduling / First Year Experience / Probation Seminars / Orientation / CARE (returning adult student)

In various service centers across the campus; 1:1, workshops; or group sessions; ◦ Day, evening, & weekends

Union County College◦ Federal Grant: “Center for Student Success/Institute for

First Year.” Partner w/NJ City Univ. on retention. Middlesex County College

◦ Workshop collaboration across depts. Bergen Community College

◦ “Special Topics Program Review: Focus on Bergen’s Expectations for Student Learning, June 2009.”

Monmouth University◦ Writing Center Collaboration Program

Learning Assistance Center debates at BCC, MCC Academic Support Center concept- merged Library, Tutoring,

and Advising service center. Siena College

◦ “Guidelines for the Writing Seminar/Library Collaboration, Fall 2009.”

Books:◦ Elmborg, James K., and Sheril Hook. Centers for

Learning: Writing Centers and Libraries in Collaboration. Publications in Librarianship, no.58. Chicago: ACRL, 2005. Print.

◦ Geller, Anne Ellen, et. al. The Everyday Writing Center: A Community of Practice. Logan, Utah: Utah State University Press, 2007. Print.

Articles Andrade, Maureen S. “Learning Communities: Examining

Positive Outcomes.” Journal of College Student Retention 9:1 (2007-2008): 1-20. Print.

Brady, Laura, et. Al. “A Collaborative Approach to Information Literacy: First-Year Composition, Writing Center, and Library Partnerships at West Virginia University.” Composition Forum, Spring, 2009. Web. 2 June 2010.

Kuhlthau, Carol C. and Leslie K. Maniotes. “Building Guided Inquiry Teams for 21st Century Learners.” School Library Monthly. 26:5 (Jan 2010):18-21. Print.

Landsberger, Joe. “Academic Support Centers: Quo Vadis?” TechTrends 49:4 (Jul/Aug 2005). 8-12. Print.

Mahaffy, Mardi. “Exploring Common Ground: US Writing Center/Library Collaboration.” New Library World. 109:3/4. 2007. 173-181. Print.

Roselle, Ann. “Community College Library Practices in Developmental Education.” Journal of Developmental Education. 32:2 (Winter 2008). 24-32. Print.

Writing Centers Tutoring Centers Learning Communities First Year Experience Academic Support Centers Developmental Education Outcomes Assessment Learning-College Concept Scoring Rubrics And more….

Share our common problems in serving students, especially helping with their learning skills

Ex. from Tutoring’s perspective – “What problems I see..” Failure to launch

◦ Lack of understanding about research process or research paper process

◦ Lack of topic or topic narrowing Some come up with their thesis statements before doing any research.

◦ Inability to create the core research question. Poor use of information

◦ Not using research output effectively Large chasm between getting 5 articles and then writing the paper. Do not understand rationale for citing or for need to evaluate sources. Reading comprehension is a problem. Some of the articles are

unreadable. Frantic need for good quotes – students told to quote something.

Can we develop student-friendly, agreed upon language and common goals?◦ What is the research paper process?

Standardized across a department? Tutorial or guide for the Adjuncts?

◦ Which citation format(s) are acceptable? What are the learning goals? Where is it taught? Reinforced?

◦ How to pick a research topic? Select, narrow, research, re-select Come up with the research question.

How can we assist in providing help? What mix will work for both of us?1. Joint staff meetings

Librarians coach or train all new tutors During faculty or new faculty plenary or faculty

development days: joint library/tutoring sessions2. Share knowledge

National Tutoring Association (NTA)3. Special techniques

Referrals Learning Communities Supplemental Instruction Which curriculum? Writing Center?

What are the issues from both sides?Side 1--1.Refer student from library to tutoring

center, if they need help with: Reading their papers to see “if it makes sense” Grammar or spelling questions Sentence structure Developing a thesis statement How to cite a source Learning a citation format

Side 2--1.Refer student from tutoring center to

library, if they need help with: How to use the library How to find and borrow a book How to use e-reserves Selecting the right library database to use Find materials at other libraries Narrowing a research topic Selecting a resource type Evaluating websites

Establish and partner on learning communities:1. What are they? Organize a cohort of students at

registration who enroll together for a “learning community” of members of two courses

Two courses are linked in registration and must be taken together Ex. Developmental English and a History course

2. Tutoring, academic dept., and library partners in each learning community. Faculty members and tutoring work together to see that

the writing assignments and research papers are linked and integrated.

Library instruction is aligned to these efforts.

Establish extra help through Supplemental Instruction-- Provides additional instruction to the classroom

sessions. Use of peer mentors. SI leader (student who recently completed class) is hired

to “take” class again SI leader attends all classes, takes notes, observes other

students to note how they are doing. Available for 1:1. Study groups held twice per week.

How can we help? What mix will work for both of us?1. Periodic co-location of staff

Ex. Librarians are available twice a week2. Instant Referrals

Ex. Joint appointment scheduling through TutorTrac Or self-scheduling with students scheduling

themselves for tutoring or 1:1 library help.3. Joint troubleshooting

Resolve database selection, search problems, citation process, evaluating sources.

First Year Experience Joint Workshops Scoring Rubrics First Year Experience Academic Support Centers Learning College

How can we help? What mix will work for both of us?1. Students enrolled for their very first semester at the

college Or whoever is enrolled in at least two developmental courses

(math, writing, reading)

2. Give them their first exposure to college3. Raise the bar

Basic student success curriculum Study habits; taking tests; etc.

Information literacy Three assignments/2-3 library sessions

4. Include info lit assignment◦ Librarian either teaches library session or entire class

section.

Other service center segments◦ College: Not What I Thought It Would Be◦ Preparation for Mid-Term Exams◦ Strategic Planning for Academic Success◦ Job Search Basics◦ Ingredients for Success◦ The Way to an A◦ How to Write an A Paper◦ Choosing your College Major◦ Stress Management

Library segments◦ Welcome to Library 2.0◦ What’s valuable in the non-Google world?◦ Getting an A on your research paper◦ Finding the information you need◦ Using 1:1 library help◦ Ready for your interview:? Researching a

potential employer◦ Searching for scholarships◦ Avoiding plagiarism◦ How to cite your sources

Outcomes Assessment◦ Focus on Student Learning Objectives◦ Develop joint measurements (scoring rubrics) for

how well a student did in their paper, as regards several factors, ex. research, synthesis, concepts, organization…

◦ Review both paper and bibliography.◦ Score and review.◦ Develop norms and benchmarks◦ Assess ways to improve outcomes

Can we combine operations? 1. Co-located or 2. Integrated

Learning Assistance Center /Academic Support Center:

Using a holistic approach to learning and development, the Learning Assistance Center support students in becoming independent and successful learners by providing skill-based tutoring across disciplines… Through collaboration with programs, departments and the larger campus community, the Center works to respond to the diverse needs of the students. Source: San Francisco State Univ.

Many community colleges embraced the concept of the Learning College which "places learning first and provides educational experiences for learners anyway, anyplace, anytime." -- Presidents of the League's Alliance for Community College Innovation www.league.org Terry O’Banion’s book, Focus on Learning.

Team:◦ Writing Center Supervisor◦ Tutoring Center Supervisor◦ Library Instruction Coordinator◦ Writing Center Faculty Liaison◦ Student Support or Student Services Coordinator

Discussions◦ What initiatives or mandates are underway?◦ How well do you work with Tutoring, Writing

Center, Developmental Center?◦ What has worked on your campus?

Thanks,Mark Thompson, mthompson@middlesexcc.eduLibrary, Middlesex Community College, Edison, NJ732-906-4252