Creating the One-Shot Library Workshop - Jerilyn Veldof

Options for Workshops, Presentations, Consultations

Type Length Agenda/Content

Workshop One or Learning and Practicing the Instructional Design Steps in the book,
Two Days Creating the One-Shot Library Workshop

Focus on meeting discipline-agnostic instructional needs that span the

library. For example:
 novices finding 3 scholarly articles using Academic Search
Premier,
 grads finding a known item from a citations,
 undergraduates assessing whether or not an article is
considered scholarly or not
Assign small teams one need each. They are expected to go through the
full instructional design process, including developing the lesson plan,
visuals/handouts, and exercises. Each need should translate to one – or
two – discrete modules (10-20 minutes). Make these available with the
expectation that all the librarians will be able to plug these modules into
their classes with minimal adaption. This leaves each librarian with only a
segment of their class that they will design from scratch on their own.

Workshop Half or Full Gorilla Approach to Instructional Design: Quick and High Impact
Day Focus on individual mastery over a few, key steps in the instructional design
process. Fill in the rest of the process using your current design approach.
The areas I think have the most impact and are most worth focusing on are:
 Step 1 – Needs Assessment
 Step 4 – Filtering Content
 Step 6 – Task Analysis (although I would need to greatly abbreviate
this step)
 Step 12 – Teaching Methods (also abbreviated)

Presentation 2, 2.5, or 3
With Active hours Facilitate/encourage/nurture a change in mindset in how we often
Learning approach teaching in libraries; give participants some concrete tools they
Elements can immediately implement to make their classes more effective.
The focus would be on these kinds of questions:
 What is information overload?
 How do we contribute to it?
 What are ways to structure our classes so that students learn what
we want them to learn and avoid being overloaded and frustrated?
This is a more light-weight approach that mostly just focuses on step 12.
Combining this with Step 1- needs assessment - would be a good
combination.
 Presentation 1-2 hours What is Minnesota Up to? Overview of U of MN’s Instructional Program

 Outline our EngC program

 Assignment Calc
 Show and tell – Portal/affinity strings – Library Course Pages
 Performance Support
 Ease/Impact
 Q&A

Handout from Colorado State presentation is included below

Presentation 1-1.5 What's a library to do? Exploring our choices as educators in the academy
hours
Higher education is going through a major paradigm shift in respect to
teaching and learning. What’s an academic library to do? There is only so
much time, staff, and other resources. This talk explores choices and their
implications for libraries and individual librarians.
Consultation 1-3 hours I have met before with instruction groups and with campus administrators
to discuss issues relevant to the particular institution. The discussion topics
are set by the client.

Overall assessment questions

 Who is likely to come?

 Why do you think they will come?
 What training have they already had?
 What will they want to – or need to – be able to do differently when they leave?