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Creating the One-Shot Options for Workshops, Presentations, Consultation

Creating the One-Shot Options for Workshops, Presentations, Consultation

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Published by jerilynmpls
Libraries often ask me what kinds of workshops or presentations I can do as a complement to my book, Creating the One-Shot Library Workshop: A Step-by-Step Guide. This is a list of workshops, presentations, and consultations I have done in the past.
Libraries often ask me what kinds of workshops or presentations I can do as a complement to my book, Creating the One-Shot Library Workshop: A Step-by-Step Guide. This is a list of workshops, presentations, and consultations I have done in the past.

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Published by: jerilynmpls on Apr 05, 2011
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04/05/2011

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Creating the One-Shot Library Workshop - Jerilyn Veldof

Options for Workshops, Presentations, Consultations

Type
Workshop

Length
One or Two Days

Agenda/Content
Learning and Practicing the Instructional Design Steps in the book, Creating the One-Shot Library Workshop Focus on meeting discipline-agnostic instructional needs that span the library. For example: y novices finding 3 scholarly articles using Academic Search Premier, y grads finding a known item from a citations, y 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: y Step 1 Needs Assessment y Step 4 Filtering Content y Step 6 Task Analysis (although I would need to greatly abbreviate this step) y Step 12 Teaching Methods (also abbreviated)

Presentation 2, 2.5, or 3 With Active hours Learning Elements

Facilitate/encourage/nurture a change in mindset in how we often approach teaching in libraries; give participants some concrete tools they can immediately implement to make their classes more effective. The focus would be on these kinds of questions: y What is information overload? y How do we contribute to it? y 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 y y y y y y Outline our EngC program Assignment Calc Show and tell Portal/affinity strings Library Course Pages Performance Support Ease/Impact Q&A

Presentation 1-1.5 hours

Handout from Colorado State presentation is included below What's a library to do? Exploring our choices as educators in the academy 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 y y y y 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?

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