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LibGuides training April 2010

LibGuides training

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LibGuides training for JCU Library

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Page 1: LibGuides training

LibGuides trainingApril 2010

Page 3: LibGuides training

OverviewAdd or edit content boxes

1. Text boxes2. Links & lists3. Simple web links4. RSS feeds5. Embedded video 6. Podcasts7. Books from the Catalog8. Linking to boxes & pages 9. Reordering & reusing boxes

Add images & image sourcesAdd databasesChange column widthsUse a guide as a templateReview/Publish your guide

Getting more helpJCU style guideRulesLearnJCUTrendsQuestions

Page 4: LibGuides training

Maximise LibGuides features• Think like a student

– Convenience (time-poor/poor time management)– Confidence in IT & finding info skills but not confident evaluating– Addicted to Google– Don’t understand library jargon

• Make it interactive– Polls– User links submissions

• Integrate web 2.0– RSS, videos, podcasts, mobile devices

• Add some visual interest– Book covers– See image sources

Page 5: LibGuides training

Visual interest: Copyright

• Acknowledge ALLALL photos

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Visual interest: Statistics

• Acknowledge ALLALL photos

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Visual interest: Women’s studies

• Acknowledge ALLALL photos

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Visual interest: Dentistry

• Acknowledge ALLALL photos

Page 9: LibGuides training

Visual interest: Creative arts

• Acknowledge ALLALL photos

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Information literacyBring the Library resources to your students• Make the most of your real estate - offer situational support, e.g.,

Search strategy or How to use the databases links adjacent to a list of best databases (provide scaffolding)

Integrate information literacy skills• Become familiar with the learning outcomes in your discipline & weave

them into your guide• Find out what the assessment items look like for your discipline -- how

can your guide help students succeed? • Use your guide to model efficient search behaviours and skills that

students may later transfer to more complex information environments • Think about different learning styles (visual, auditory, reading/writing,

kinesthetic)Collaborate• Seek feedback from teaching staff & collaborate with them to create

packages of information for core subjects

Page 11: LibGuides training

Information literacy"First-year students are often unaware of the existence

of library subscription databases and there is evidence that some students are not able to differentiate between a journal and a journal article, or to understand why they need to refer to journals." p. 27Gurney, L. J., & Wilkes, J. (2008). Creating a library presence in online units. Australian Academic and Research Libraries, 39, 26-37.

"Martin and Williamson (2003) give evidence that even after preliminary information skills training, students make poor use of the wide range of subscription and other higher-education funded electronic information sources and gateways … they are very difficult to wean off a Google habit." p. 52Bent, M. J., & Stockdale, E. A. (2009). Integrating information literacy as a habit of learning - assessing the impact of a golden thread of IL through the curriculum. Journal of Information Literacy, 3, 43-50.

Page 12: LibGuides training

Admin sign-in

• http://libguides.jcu.edu.au/• Admin Sign In• Create New Guide OR Edit Guide

Page 13: LibGuides training

Rules of the game

• Aim for consistency in tab names & order– Easier for students to navigate (eg, across disciplines)– More professional– Make adjustments for your discipline or generic topics

• Collect as much information as you can– Use Feedback box in all your guides– Use star ratings– Ask staff and students what they think– Share new ideas with colleagues– Study usage statistics

• Avoid too much scrolling– Use sub-tabs or divide guide, eg Genres in children’s literature

Page 14: LibGuides training

Publishing process

• Brains trust reviews new subject guides– Faculty Librarian, Subject librarian, Katrina, Ward

• Brains trust for generic guidesVolunteer from other campus + Katrina

• Address each comment from team• Ward Saylor is arbitrator if agreement cannot be

reached

Page 15: LibGuides training

Publishing process

• Friendly URL• Associate with subjects• Short description• Change status to Published• Assign tags• Redirect from CMS page• Publicise with stakeholders

Page 16: LibGuides training

LearnJCU

• We can create widgets to embed your guide in LJCU

• LJCU menu can be modified to include a link

• Instructions

Page 17: LibGuides training

Information literacyBring the Library resources to your students• Make the most of your real estate - offer situational support, e.g.,

Search strategy or How to use the databases links adjacent to list of best databases (provide scaffolding)

Integrate information literacy skills• Become familiar with the learning outcomes in your discipline & weave

them into your guide• Find out what the assessment items look like for your discipline -- how

can your guide help students succeed? • Use your guide to model efficient search behaviours and skills that

students may later transfer to more complex information environments• Think about different learning styles (visual, auditory, reading/writing,

kinesthetic)Collaborate• Seek feedback from teaching staff & collaborate with them to create

packages of information for core subjects

Page 18: LibGuides training

Trends

Individual subjects within a course:• Engineering, University of Sydney• Undergrad/Postgrad Medicine, Dalhousie University• Television & Society, Boston College• Engineering in the Modern World, Princeton University• Disruptive Technologies, MITPalm/PDA• Pharmacy, University of SydneyVisual interest• Dentistry, University of Western AustraliaWidget, blidgets, gadgets …

Page 19: LibGuides training

Discussion & questions