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Archive for the ‘Teaching’ Category

Last November, Tommy Waters (Howard University) emailed me in his capacity as chair of CABAL (Capital Area Business Academic Librarians). He asked about the possibility of CABAL and BLINC working together sometime. Fellow BLINC officer Sara Thynne (Alamance Community College) and I liked that idea and proposed Richmond, VA, as a possible location. Carrie Ludovico (University of Richmond) volunteered her campus’ downtown Richmond location, which is where we met last week Friday for this day-long workshop.

downtown Richmond

downtown Richmond

Seven academic BLINC members (we include academic, public, and a few special librarians) signed up to join 23 CABAL members from as far as Baltimore. (Two of those BLINC members had very recently moved to Richmond; a third BLINC member starts work in a couple of weeks at the College of William and Mary in Williamsburg VA but was still unpacking boxes and couldn’t make it to the workshop. I think the Virginia Library Association owes us a commission!)

Jo Ann Henson

Jo Ann Henson (standing)

The night before the workshop, the BLINC folks plus three of our spouses/partners and a business librarian friend (whose membership in CABAL would be voted on the next morning) whom I met at the Charleston Conference gathered for dinner and drinks in the hip Carytown neighborhood. As I wrote last time, socializing and networking and supporting each other are really the core functions of BLINC and so we had a great time, concluding with a group walk and ice cream. Meanwhile, CABAL had a fancy dinner downtown that we were invited to, but after our recent fancy retirement dinner, we wanted to do something more casual this time.

The workshop began at 10am with introductions by everyone. Tommy and I also asked each librarian to share one opportunity and one challenge he or she is facing. I identified some trends:

  • Getting up to speed as a newly appointed business librarian;
  • Building relationships in the business school and across campus;
  • Data services;
  • Workload and sustainability issues with serving large and fast-growing business student populations without additional library staffing support;
  • Business info lit strategies and applying the framework to business research;
  • Weeding collections to create more space (and the headache of having to ask to withdraw government documents).

I enjoyed seeing some old BRASS friends like Jennifer Boettcher (Georgetown University) and old UNCG friends like Amanda Click (American University).

Sara Thynne

Sara Thynne

The main morning slot was devoted to short presentations on active learning strategies for business research. Shana Gass (Towson University) moderated. We had a nice mix of topics:

  1. Betty Garrison (Elon University) on MBA orientation strategy
  2. Natalie Burclaff (University of Baltimore) on scenario-based learning for marketing analysis and stock research
  3. Elizabeth Price (James Madison University) on a first-year source exploration activity
  4. Me on supporting problem-based, experiential learning in community-engaged capstone classes
  5. Amanda Click on a first-year online information evaluation exercise.

I took notes on each but I’m reluctant to just cut and paste them here (email me if you are really curious about one of these). Several speakers talked about the less than thrilling results with earlier versions of their instruction plan, and then described more effective revisions. Several also discussed decision-making as the desired outcome of effective information literacy. Another theme: selling the value of subscription databases as expensive library products also used by professionals in the business world.

Indian buffet lunch

Indian buffet lunch, with a patient smile from Ian

Often in this blog I lament the limited opportunities for business librarians to discuss teaching strategies in our more specialized info lit realm, and the limited relevance of more general info lit content (ex. at LOEX and ACRL). So not surprisingly, I thought these presentations and the ensuing discussions proved the most interesting part of the Richmond workshop. I wish we could have keep on going.

We broke into three groups for lunch downtown (no banal box lunches, hooray!)

The main after-lunch topic was databases, moderated by Shmuel Ben-Gad (George Washington University):

  1. Jo Ann Henson (George Mason University) on Factiva;
  2. Sara Thynne on SimplyAnalytics;
  3. Susan Norrissey (University of Virginia) on merger and acquisitions information in Bloomberg, Pitchbook, Privco, & Capital IQ;
  4. Sara Hess (University of Virginia) on EMIS (Emerging Markets Information System);
  5. Shmuel Ben-Gad on ABI-INFORM.

Good content from all five presenters with ensuing “compare and contrast” and “is this really worth the money?” discussions.

Early in our planning of this workshop, we considered bringing in a vendor to do an hour-long training session. That would have been useful to the librarians who subscribed to that product, but I’m really glad we ended up with this format instead.

socializing at CABAL/BLINC 2018

socializing at CABAL/BLINC 2018

No profound conclusion today. It’s always useful to get folks together to talk about shared topics of interest and build professional friendships and networks. That’s what makes successful professional organizations.

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Genifer Snipes is the Business & Economics Librarian at the University of Oregon, in Eugene, OR. She works with the Lundquist College of Business and Department of Economics, which encompass a number of data-oriented programs and classes. Prior to the University of Oregon, Genifer was the Business & Economics Librarian at West Virginia University.

She earned a B.A. in history from Centre College and also holds an M.L.I.S. for the University of Illinois Urbana-Champaign, and an M.S. of Integrated Marketing Communications from West Virginia University.

Review of DSVIL 2018

This year, I participated in the Data Science and Visualization Institute for Librarians (DSVIL) at North Carolina State University in Raleigh, NC. DSVIL is a five-day boot camp where librarians build data-related competencies. The Institute was held at the James B. Hunt Jr. Library on June 4-8, ending at 1 pm on Friday afternoon.

Logistics

NCSU Hunt Library

NCSU Hunt Library

The Hunt Library is a 15-minute drive from the Sheraton Raleigh Hotel where we stayed. The Institute provided shuttles between the hotel and Hunt. For attendees who missed the (early) morning shuttles to Hunt, Raleigh has both taxi and Uber/Lyft.

In addition to the typical options for getting between the city and Raleigh-Durham International Airport, NC State provided a shuttle on the final day to take attendees directly from the institute to RDU.

Food

Suffice to say, many attendees made complimentary comments about “southern hospitality” during meals at this conference. Our daily breakfasts and lunches consisted of both vegetarian/vegan and omnivore options in addition to snacks, juice, and tea, which were available throughout the day.

There was a reception at the Sheraton’s Jimmy V’s Osteria the first night, but dinners were self-serve the rest of the week. Fortunately, the Sheraton is within walking distance of a number of excellent restaurants at all price points. FYI, if you’re interested in sampling North Carolina’s particular brand of BBQ, check out The Pit, for an excellent example of Eastern North Carolina BBQ.

Cost

Expensive. The institute costs $2,500, in addition to transportation, lodgings, and dinner most nights. Breakfast, lunch, snacks, and transportation between NCSU and the hotel were included.

Size

Tiny. Because DSVIL provides hands-on training to attendees, the number of participants is necessarily small. My resource notebook listed 30 participants plus instructors, IT support, and observers.

Application Process

For anyone who went through ACRL Immersion’s old competitive application process, the DSVIL process will look familiar. It is a competitive process where applicants respond to questions about their background and interest in data science and expected contribution to the DSVIL experience. The application also requires a letter of support (including financial) from the Library Director/Dean.

I found the application and review process to be painless with a fast turnaround. The application committee was also wonderful about updating me on my application’s status, such as when acceptance notifications were delayed when what sounds like the entire screening committee came down with the flu.

Structure

For most of the week, participants spent from 8:00 am to 5:00 pm in a single room listening to instructors and working through data analysis and visualization activities. On Friday, participants chose from one of three electives to focus on relevant technical or program leadership skills.

The training covered a different theme every day through different workshops and speakers.

  1. Monday: Data exploration and statistical analysis
  2. Tuesday: Data visualization
  3. Wednesday: Gathering and cleaning raw data
  4. Thursday: Network analysis and data curation
  5. Friday: Building technical and managerial skills

Takeaways

I attended DSVIL hoping to develop a baseline understanding of how research librarians can support their institution’s data-driven teaching and research efforts. I came away satisfied. This was a fantastic training opportunity and I am so grateful that the University of Oregon Library offered to support my attendance.

As a business librarian without a data support role, I was in the minority of DSVIL attendees. The bulk of participants were either data analytics or STEM librarians with significant data roles. There were two other business librarians attending, but one was also her library’s data analytics librarian. This meant the bulk of attendees had at least intermediate knowledge of the topics covered while a smaller part of the group, including myself, were at firmly at the novice level.

The instructors, who were drawn from NCSU, UNC Chapel Hill, Duke, and Harvard Catalyst, were fantastic at teaching often-complicated data science topics to a group that was unevenly comfortable with statistical information. The tools they taught weren’t complicated or expensive – in fact, most were free – which, from my perspective, was more useful than teaching us top-level analytics tools that many libraries wouldn’t be able to afford. I was also impressed by the level of planning and documentation the instructors developed to support their sessions. Not only did participants receive notebooks containing most workshop materials, we were also given extensive online documentation and practice datasets to take home for later use.

One topic I hoped to learn more about at DSVIL than I actually did was teaching data as a source. My business school is interested in building undergraduate data literacy competencies, so I want to see how other libraries and librarians incorporating concepts and skills like those taught at DSVIL into the classroom. It seems like our DSVIL instructors are probably as good at teaching data to students as they were with us, but the teaching aspect of data librarianship wasn’t addressed. This isn’t to say that I didn’t learn transferable skills – for instance, the social media scraping and data visualization sessions were both relevant to undergraduate instruction – just that a session on teaching data literacy would be a good addition to the final day’s electives.

In short, the Data Science and Visualization Institute for Librarians was a well-organized and effective way for librarians to improve their ability to understand and support data-related initiatives. Even though most attendees come from STEM fields, social science and humanities librarians shouldn’t be deterred. The skills and tools learned over this week would be relevant for you too.

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UNCG Bell Tower in summer

UNCG Bell Tower in summer

I continue to work on summer projects, but this week finally started to dip into a folder full of readings that date back to last fall. Below are summaries and some comments on articles, blog posts, and conference presentations concerning teaching and business librarianship.

All of these readings are open access (except the one from the Journal of the Academy of Business Education, which is available in ProQuest and Ebsco).

Conference review: MBAA International Annual Conference 2017
Cara Cadena
Ticker: The Academic Business Librarianship Review, 2:2 (2017)
http://ticker.mcgill.ca/article/view/25

MBAA is a business administration academic conference that meets each spring in Chicago. 900 folks attended in 2017. Cara is a business librarian from Grand Valley State University (who did a good program at LOEX in 2016). She summarizes the programming and support for research and publishing offered by this conference.

Cara spoke at this conference with an international management professor with whom she co-teaches. Cara writes that she

“…was the only librarian in attendance at MBAA International and was warmly welcomed by attendees and organizers. The idea to collaborate or team-teach with a librarian was new to many in the audience. Many viewed this as a real innovative idea and sought to replicate it at their institution. The presentation is available at: https://works.bepress.com/cara-cadena/2/ .”

Do check out the slides, which approach the issue from both business education and librarianship perspectives. You can tell from the slides how Cara was teaching the MBAA profs about our take on information literacy.

Thank you, Cara, for promoting the value of business librarians at this academic conference.

Speaking our language: Using disciplinary frameworks to identify shared outcomes for student success in college … AND BEYOND!
Rebecca Lloyd and Kathy Shields
LOEX 2018
http://www.loexconference.org/sessions.html and Google Drive

Rebecca is from Temple University, Kathy from Wake Forest University. Both are subject liaisons. I would have certainly attended this one if I had gone to LOEX in Houston this year. Don’t overlook the notes to the slides.

Do you remember what popular movie “…AND BEYOND!” comes from? The initial communication problem of those two co-stars was a result of two different mindsets (being a real spaceman v. being a toy), which Kathy compared to talking “to disciplinary faculty about information literacy” from a library mindset. Understanding a disciplinary mindset regarding IL helps up perform more effectively as liaisons.

Rebecca wrote (quoting from the notes, slide 9):

“[Information literacy] is not a term that resonates with most disciplinary faculty. And even for those that can define it, they do not see information literacy as a separate skill-set, detached from the other knowledge practices in their discipline. Instead disciplinary faculty see it as embedded within the various practices and ways of thinking students need to learn as they move through their discipline’s curriculum.”

So liaisons need to use the language of the discipline to help develop “higher order critical thinking skills among undergraduate students.” The next part of their presentation discusses disciplinary frameworks (with a link to the ACRL list) and connects those frameworks with the ACRL Framework (ex. slide 14 notes). Case studies follow.

The Framework, like the old Standards, seem to me too focused on using scholarly literature, other types of articles, and evaluating web pages (article-like content). Those content areas aren’t relevant for the majority of teaching I do, in which the students are using specialized content (including lots of numeric data and other structured data, like company lists) to solve problems in their communities. I’ve seen some attempts to apply all the Frameworks to business research, and sometimes the suggested active learning activities seem irrelevant to business research needs. It’s easier to do this with more social sciencey disciplines like Economics and Geography. Something I need to think more about.

Business and workplace information literacy: Three perspectives
Elizabeth Malafi, Grace Liu, and Stéphane Goldstein
Reference & User Services Quarterly, 57 (2), Winter 2017
https://journals.ala.org/index.php/rusq/article/view/6521

Three short articles by public, academic, and special librarians (published under the above title) on the state of IL in those three different environments. This piece provides a good summary for those new to business librarianship, but also some benchmarks for more veteran librarians. Show this to your boss if he/she doesn’t understand your work or operating environment as a business librarian.

Elizabeth Malafi, the coordinator of the Miller Business Center at the Middle Country Public Library in Centereach, New York writes on “Business Empowered at the Public Library.” She asserts that public library business services must reflect the needs of the local business community, and then provides examples of that customer-centered focus. Career research, financial literacy, and legal questions dominate her scene. Their business librarians also support other reference librarians. Research consultations with business persons are common and encouraged. Elizabeth concludes with this message to us:

“The only way to get to know your local business community is to meet them. Talk to them at your programs. Visit local business groups and partner with local business organizations.”

Grace Liu, Business Reference Librarian at the University of Maine, writes on “Business Information Literacy in Academic Libraries: Challenges and Opportunities in Meeting Trends in Business Education.” She identifies five trends in business education affecting business research instruction and services:

  1. AACSB’s “Engagement, Innovation and Impact” Principles (more emphasis on community engagement, community problem solving, and experiential learning. But challenging to support without embedded librarian engagement; one-shots can’t really cut it.)
  2. Data-Driven or Evidence-Based Decision-Making (more emphasis on critical-thinking and analytical-reasoning skills)
  3. Customization, Specialization, and Innovation (students have more choices in their business school curriculum, so librarians need to be more flexible)
  4. Experiential Learning (which “enhance students’ critical-thinking skills, problem-solving skills, self-directed-learning skills, and teamwork skills”. My focus by necessity at UNCG.)
  5. New Business Curricula (ethics, leadership, entrepreneurship, etc.)

Stéphane Goldstein, the Executive Director of InformAll CIC and Advocacy and Outreach Officer for the CILIP Information Literacy Group, writes on “Workplace Information Literacy.” Unlike in academia, IL in the workplace concerns the “social contexts” of each workplace as well as the skills of the individual:

“Effective handling of information—and the IL that goes with that—contributes to the growth of organizational knowledge; and workplace information tends to be less structured and more chaotic than is the case in educational settings.”

IL leads to both improved organizational performance but also employability. People with strong IL skills will be vital to the development of “knowledge societies”. (This section is dense with idea and hard for me to summarize.)

I made my students 49% smarter and I can prove it
Chad Boeninger
Libraryvoice.com (January 2018)
http://libraryvoice.com/teaching-learning/i-made-my-students-49-smarter-and-i-can-prove-it

Blog post from the always inspiring Chad Boeninger from Ohio University. This post describes Chad’s lesson plan for teaching 100 students at a time how to research a business venture of each team’s choosing. So two challenges:

  1. Leading active-learning in a huge class;
  2. Supporting all the teams despite each needing to use different research strategies and sources based on their business model. (I wrote a little about this challenge last time.)

Chad discussed how the last time he taught this class, the students focused on learning the databases, but didn’t do much thinking about how they could use their research findings to make decisions and solve problems with their proposed business. (See some of Ilana Stonebraker’s writing about problem solving being the ideal goal of research instruction and IL.) Chad ended up having to provide many consultations with student teams regarding using their research.

The next time he taught these sections, Chad had the student teams watch database video tutorials and then answer questions using database content. Through answering the questions, the students learned more about understanding the content and applying it to a business idea. Chad still had many consultations with teams after the workshop, but the consults tended to focus on the business ideas and how to support them, not just database training. Much more lesson planning details in Chad’s post. I always enjoying reading detailed accounts of a lesson plan for interesting research assignments!

Why can’t I just Google it? Factors impacting millennials use of databases in an introductory course
Anne Walsh and Susan C. Borkowski
Journal of the Academy of Business Education, (199) Spring 2018
Available in ProQuest and Ebsco

The authors are faculty at La Salle University. They surveyed students in an introductory business class and “found that performance features, along with ease of use, were primary factors influencing database selection.” The authors didn’t apparently work with a librarian on this project (see below for such a research partnership) but do refer to librarians several times in this long research article and cite some library science journals. However, the idea of librarians proactively supporting research and classes is not mentioned.

The article opens with a lit review on millennials’ digital behavior. The introductory class is taken by all first-year students in the business school, who work in teams to develop a business plan over 16 weeks. That’s an interesting choice. I think most entrepreneurship educators would recommend having new/young students first learn to develop a business model. But writing a business plan in this class does get the students into using research for problem solving (one of Liu’s trends in business education, see above).

In each class session, the students view PowerPoint slides that link to one of 17 “online databases” to use to research their business idea. Table 1 identifies the databases – mostly free sites, some not normally defined as a database, like the Johnson & Johnson homepage (?), but also Mintel, MarketLine and Capital IQ. Some of the more complex databases like Capital IQ were demonstrated in class by the instructors.

The article’s theoretical discussion explores students’ preference for using a small number of search engines that they are familiar with, and discusses other information seeking behavior. The authors surveyed 141 students from several sections of the class near the end of the semester and had a 55.3% response rate.

Students were asked to rate the usefulness, ease of use, and intention to use each database in the future. J&J, MarketLine, Monster, UPS, and Mintel were deemed “easy to use” by over 50% of the students. The research/library databases scored well for “intended to use in the future”, despite being new to most of the students and more challenging to use. Nice to learn. The authors note this as one of several pleasant surprises from the findings.

The discussion provides strategies to encourage student success with databases. Being extra responsive to first year students is one suggestion. Introducing new databases relevant to current research needs in class is another. The authors caution that a longitudinal study is needed to learn if students do continue to use databases introduced in this class.

From barrier to bridge: Partnering with teaching faculty to facilitate a multi-term information literacy research project
Elizabeth Pickard
Collaborative Librarianship, 9(3) 2017
https://digitalcommons.du.edu/collaborativelibrarianship/vol9/iss3/5/

Elizabeth is the Science & Social Sciences Librarian at Portland State University. She writes about collaborating with a professor on IL instruction in an asynchronous, online class. She also provides recommendations for creating such partnerships.

This project began with Elizabeth’s interest in conducting an IL research project comparing different teaching formats (ex. face-to-face v. online). She first needed access to bibliographies from student papers. Elizabeth targeted a 300-level online and face-to-face archaeology course and pitched the benefits of her involvement in the class to its professor. (See p.4 of the PDF for her selling points, which concern the needs of both the students and the prof.)

Elizabeth relates successes and frustrations getting students to agree to participate in the student. Working with a second instructor of this class proved to be a challenge. (Given the nature of this journal, its articles tend to go into great detail about relationships and communication. Editorial emphasis I’m sure.) In the first professor’s sections, Elizabeth’s contributions paid off for both the students and the professor. Other professors in the department learned of the collaboration and project and were interested in and enthusiastic about the results.

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Back at work after the longest vacation we will take this summer. Included on my annual list of summer projects is “Review teaching notes.”

Tulsa at twilight

Tulsa at twilight (1 of 3 vacation pix)

My colleague Lynda Kellam recently wrote about the “Performance Zone” (being busy performing our expertise, like providing instruction and consultations in our subject or functional areas) versus the “Learning Zone” (intentionally making time to reflect and develop our skills). Too often we are too busy performing to have time to learn. Reviewing my teaching notes on a quiet summer day each year is a learning zone activity.

These notes are based on ideas, tips, and tricks picked up from conferences, workshops, blogs, and articles. Some years, I delete content when I think the info is integrated in my teaching performance.

I thought it would be interesting to share those tips along with some real-life classroom applications, or perhaps with speculation on how a tip might be applied if I haven’t tried it yet. This list might also be useful for those of us with short attention spans. Some of you might find some of these tips obvious.

These aren’t in any kind of order. Yes, I’ve overused “So…” as the first word of a sentence. So saith grammer-check.

1. Students like seeing that their feedback is being considered and used in class

So if you ask for feedback, actually do something with their comments and suggestions. Students will appreciate the respect you show them by responding to their ideas. Certainly this is easier to do in an embedded situation with multiple class sessions than in a one-shot.

In my entrepreneurship research class this spring, in the 5th week, I asked the students to anonymously write replies to the question “What could improve the value of this class to you?” One response was “Use more examples from current news” (as opposed to using my archive of past entrepreneurship and economic development research questions).

Philbrook Museum of Art, Tulsa

Philbrook Museum of Art, Tulsa

That was a good suggestion. It doesn’t necessarily have to take much more class prep time. So before a planned review/practice/“deeper application of your new research skills” day, I assigned the student to read a short news article about North Carolina once again failing to recruit a big new auto manufacturing plant. (N.C. is the only southern state without a car plant; this state didn’t play the incentives and tax break game in the past, and so we don’t have the local supplier infrastructure that, for example, Alabama has, which won that Toyota/Mazda plant).

So to practice local industry and economic development research, I had the students work together to measure and compare the transportation manufacturing supply chain infrastructure in N.C. and Alabama, using datasets like County Business Patterns, the Economic Census, BizMiner, and ReferenceUSA. That topic worked well for this review day.

(For the 5th week check-in, I also ask the students “What aspects of this class have been most valuable so far?” and “Any other comments or suggestions?”)

In a two-shot instruction class, we could use a “one-minute paper” from the end of the first session to collect ideas, and then implement a student suggestion in the second session. I haven’t done that before for two-shots but should try that this fall.

2. Use shared a Google Document link on a class library guide; have student teams fill out their findings on the shared document as it is projected on the big screen

Haven’t tried this yet either, but I should. Great for student teams showing off the good work they are doing, learning from each other, providing a little competition, and making it easier for the instructor to see which teams are working hard in the workshop.

The challenge might be that in many of the experiential, community-engaged classes I work with, each team is consulting for a different small business, nonprofit, entrepreneur, or government agency; some have B2C projects, others B2B. Completely different research strategies AND sources in the same class. So the teams’ research findings aren’t comparable.

In some one-shots I work with each semester, each student is researching a different publicly-traded company. But they could all be using Mergent Online or their 10-K. So this strategy could work for those workshops.

I need to finally try this in the fall for some class. My colleague Jenny Dale probably first demonstrated this teaching strategy to me (a while ago).

However, sometimes in smaller classes, I do have the students all come to the whiteboard in front of class, grab a marker from my Big Box O’ Markers, and work together to brainstorm.

In a transportation geography class, I asked the students to list ways to measure transportation by metro area (infrastructure, personal behavior, environmental impact, financial, etc.), which led to a discussion of data sources for many of those measures/variables.

In a marketing capstone class, I have asked the students to brainstorm on the board segmentation variables (demographics and psychographics), which leads to discussions of definitions (ex. Household? Family? Hispanic? (hint—not a race)), followed by a discussion of Census data versus privately-conducted survey data (asking the students to color-code the variables with circles regarding Census versus private data).

Group board work is harder with a big class. Sometimes I will split the class into two groups (left side, right side) and have a volunteer from each group come down to the board and write suggestions shouted out by groupmates who remain in their seats. Then see which side of the room has more or better suggestions. Business students usually enjoy a little competition and get spirited. Sometimes the prof urges them on like a sports coach.

A variation in a library classroom with portable white boards is having groups form in each corner of the room, with their own whiteboard. Then wheel the 3 or 4 whiteboards up front to compare the ideas.

3. Useful comments to make in a class:

“You’ll want to write this down.”

Resulting in a dramatic pause time, calling attention to something really important. When I have said this, most students have listened and wrote something down.

“Do you understand why this matters?” and then “Can you explain why this matters?”

And wait for a response. Short bits of silence while teaching are quite all right. Find your water bottle and take a sip. Usually you will get a response and then an opportunity for a discussion.

“I do have a response to your question, but want to have the class react/respond to that first”

When a student (or instructor!) asked me a question I was planning on the students addressing via active learning or discussion, my usual response has been “Sorry, no, I want the class to work on that question…”, but the above quote is friendlier.

4. Recognizing the limited opportunities for learning to stick

This applies to one-shots as well as teaching a 3-credit class:

  • Most learning happens in the first 10 minutes;
  • Then again in the last few minutes.
San Antonio river walk scene

San Antonio river walk scene

Therefore learning doesn’t happen continuously through a class. Our brains learn in chunks. So break up the class with short interruptions, a change of pace (ex. showing a video, running a think/pair/share exercise, etc.), and frequent start-overs.

I probably noted this from an education professor. Maybe at LOEX a few years ago in Grand Rapids, MI. A Central Michigan University prof gave a key note concerning research on reading comprehension and learning. (That was also the first time I heard a researcher debunk the idea of “learning styles” — kinesthetic, visual, auditory – since there was no research supporting that concept. See my post from the 2017 Innovative Library Classroom Conference in which Candice Benjes-Small and Jennifer Resor-Whicker led a workshop on “Urban Legend or Practical Pedagogy?” Their workshop was fun and informative but also a little shocking, too.)

So write or display the learning goals or the agenda points on the screen or white board before class beings. Refer to that list as you teach. At the end of class, ask the students to remind everyone what they learned and the main points you tried to make about research.

5. Teach how to research questions and problems, not topics

Humans do research to explore questions or solve problems. [Probably too simple an assertion, but please bear with me.]

I had a quote for this recommendation, so I can actually give credit where it is due! In 2009, Mark Dibble of Texas Lutheran University spoke at LOEX on “Shifting the language of research using problem-based learning”. (His slides and handout are still available from that link.) His summary:

“When librarians teach students how to conduct research, we need to use language which reflects how faculty conducts research. Faculty do not research topics, instead they are researching problems and questions. Instead of focusing on a topic, they should be focusing on a particular problem/question. Using problem-based learning as a teaching method allows librarians to model and instruct students on how research is done.”

Problem-based learning is pretty much required for supporting experiential learning (see #2 above), so Mark’s point can extend beyond finding peer-reviewed articles.

Reviewing his 2009 slides today, it’s hard to not think of the ACRL framework.

Ok, so I’m trying to think of an example from my experience that applies this recommendation. Can’t really think of one, I’m sorry. Perhaps because experiential learning is the nature of most of the classes I work with. Researching to solve problems in the community is built in.

6. Some notes about using resources in class

Or, ways to avoid merely “teaching a database”.

Show the big picture first

Useful for more complex research strategies and research tools, like SimplyAnalytics or the ITC Trade Map. Start with a map that looks good, or a table of data that’s not too hard to grasp (download it ahead of time). Tell the students “this is what you will need to create to be successful – and effective — in your research for your client.” Then begin some active learning involving the concepts that will lead to using such a tool effectively: NAICS codes, the nature of psychographics, HS codes, the availability of financials for private companies, whatever.

This also applies to company lists (“here are your competitors [or B2B customers] in your industry and target market”), industry reports, market reports, or infographics that live inside databases or .gov sites.

Be very positive about research tools

Yes, Euromonitor isn’t the easiest database to use, but it’s worth the effort, right? Yes it is, students. (It better be for the price, right? Haha.)

I think I first heard this concerning library catalogs. Sad.

“See if you can figure this out….”

When the primal urge to demo a database comes welling up from our animal brain stems, say this instead, and then be quiet for a minute. Get another sip of water and walk the room a bit. Maybe even ask for a student volunteer or two to use the instructor’s workstation to show us how they did it.

7. Reveal personhood: greet students individually

Show that you are a person – and care that the students are persons too. Before class, you probably can’t meet every student, but at least introduce yourself to the folks who get to class early, or sit in the front. I find that this helps reduce my pre-class jitters, too.

If the class is small enough, ask for everyone’s name and write them down in their seating order. (Perhaps also ask them to tell you their research problem, or what team they are on if you already know what each team’s experiential project is). Then try to use their names during the workshop. Even if you have pull out your seating chart occasionally to look up a name. Students will respond to your efforts with more enthusiasm (and perhaps respect too?) than otherwise. The instructor will appreciate your efforts at building a rapport with the students. Your list of students will be useful for post-instruction consultations with those students, too.

Do this in videos, too. Both introduce and show yourself at the beginning. Chad Boeninger from Ohio University provides excellent examples of this in his screencasts. Then the videos become outreach tools as well as instructional tools.

8. Two short notes on teaching the Decennial Census & American Community Survey

Wrapping up this blog post with two very specific suggestions involving Census data, the newest additions to my “teaching notes”.

When discussing the American Community Survey, emphasize that the ACS is best used for trends & characteristics. The Decennial Census is best for exact counts, of course.

Michele Hayslett, the UNC Chapel Hill Librarian for Numeric Data Services & Data Management, suggested that wording at a recent data workshop co-sponsored by BLINC and GRS, the Government Resources Section of NCLA. My colleague Lynda Kellam, our own Data Librarian, uses similar language.

When discussing potential undercounts in the Decennial Census, I ask students what demographic segments are harder to find. Hoped-for-answers include the homeless, college students, migrant workers, and undocumented residents. But from Michele, I learned that foreign language speakers are also at risk of being undercounted.

Now noted on my “Teaching notes” document, to be reviewed and pondered each summer.

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Alyson Vaaler is an Assistant Professor and Business Librarian at Texas A&M University in College Station, TX. She works with the management department in the business school, which encompasses entrepreneurial programs and centers on campus. Prior to Texas A&M, Alyson worked as a Circulation Supervisor at Eastern Illinois University.

She earned a B.A. in music history and literature from the University of Wisconsin-Madison. Alyson also holds a M.M. in music history and literature, as well as a M.L.I.S. from the University of Wisconsin-Milwaukee.

Review of USASBE 2018

This year, I attended and presented at USASBE 2018 in Los Angeles, CA. The conference was held  at the Loews Hotel in Hollywood, January 10-14. Wednesday and Thursday were pre-conference days, so the main full conference days were Friday and Saturday, ending at noon on Sunday.

Logistics: Very close to Hollywood Boulevard and the Chinese Theater. The immediate area around the hotel was nice, but the farther you ventured the more dodgy it got. I didn’t wander off on my own and didn’t have a lot of time to play tourist.

Food: We were fed very well at this conference. There was a continental breakfast each morning with a sit down plated lunch. During lunch there was a presentation or award given. I would have preferred to socialize with my tablemates during this time because some of the lunch presentations were hard to hear. Several people ate and left during them.

Cost: Expensive. I paid $725 because I was waiting to find out if our presentation was accepted before I registered. The early bird was $675. I applied for an ACRL VAL Travel Scholarship (which I didn’t end up getting), but it’s a possible source of funding for a conference like this. The travel scholarship is specifically for librarians presenting about the value of libraries at non library conferences.

Size: The conference used the Whoova app and it listed 512 attendees. I suspect this includes exhibitors.

Exhibitors: Representatives from Sage, Emerald, and Business Expert Press. The exhibitors were small in number, a lot of individual entrepreneur programs had booths, as well as companies that sold market simulation products.

From reading Steve’s blog post about his experience with USASBE 2017, it seems the conference structure has changed. This made submitting to the conference a bit confusing, as some of the proposal examples and instructions were not updated to reflect this. Nevertheless, the new structure included three tracks:

  • Teaching Track (experiential exercises, case studies, emerging exercises, sharing modules or courses)
  • Research Track (papers, panels, workshops, emerging research)
  • Programming Track (share best practices in running centers, incubators, competitions, training programs, etc.)

Terence O’Neill (Michigan State University) and I presented our “Emerging Teaching Exercise” on Friday morning. I would almost describe these as “lightning talks”, quick ideas that were meant to spark conversation. Some other ideas that were presented alongside ours focused on idea generation, conducting design sprints, and using virtual reality to aide in business observation. We presented in a two hour block with six other presenters. Each presenter had 15 minutes to talk about their idea and comments were held until the end.

Part of Alison Vaaler & Terence O’Neill's Emerging Teaching Exercise

From Alyson Vaaler & Terence O’Neill’s Emerging Teaching Exercise

Our presentation “Connecting Market Sizing to Business Intelligence Resources” discussed how to identify and use data found in library resources to calculate market size. I’m actually using the lesson plan that we developed for this exercise, so it was a very practical presentation to prepare for. People in the audience were engaged and we received very thoughtful comments about how best to integrate this idea into the classroom. I was most surprised that throughout the conference, people tracked me down and asked me questions about my presentation. That generally never happens at library conferences!

One of the things I disliked about this conference (and I suspect this is part of the new structure) were the two hour programming blocks. [Yes, this wasn’t the case last year –Steve] The large blocks of time made it difficult to see different programming within the tracks. I tried to duck in and out of a couple sessions, but the audience would ask questions or reference an earlier presentation that I had missed. I quickly found it easier to just sit it out in one session for two hours. This was a long time to sit in one session, especially during the research heavy sessions.

My favorite track (and the one most worthwhile to me personally) was the teaching track, particularly programs where faculty led the audience in experiential exercises. As a librarian, I typically don’t get to sit in a classroom and see the different problems and issues students struggle with. It was enlightening to see how faculty approach these problems and have developed exercises to engage students in the entrepreneurial process.

I was struck by how comfortable these teachers were in front of an audience and how well they connected with an audience. This is probably something that is second nature to them, but I was impressed by it all the same. The audience also had very constructive feedback and questions at the end of the sessions. I truly felt as if the audience were engaged and were eager to have a dialogue about these presentations.

From another USASBE program

From another USASBE program

The conference as a whole felt like a large community of practice. I think this was a reflection of the variety of attendees. I talked to faculty, staff members, lecturers, all with varying degrees of experience and involvement in their entrepreneur programs. It was a refreshing mix of people that kept the conference from being overly academic or stuffy. Overall, this made for a very accessible conference. People were very friendly and eager to learn.

USASBE also has several special interest groups that met during the conference. I attended the special interest group meeting for “Creative and Arts Entrepreneurship”. I have an arts background and think this would be an interesting avenue for future research. Attendees talked about ways to bolster the involvement of arts entrepreneurship topics overall in USASBE. I also learned about an adaptation of the Business Model Canvas for arts called the “Creative Canvas”. I’m working with a student group “Business in the Arts” later on in the semester and I think I’m going to integrate this somehow into my discussion with them.

I attended one research session block because I was curious about the research field in entrepreneurship. I get the sense that entrepreneurship is a relatively young field and it is still “fighting” for recognition as a scholarly, academic research field. The research was very high quality (in my opinion), but several people I talked to indicated that they don’t go to this conference for the research programming. What most people expressed appreciation for were the programming sessions and the teaching sessions. I would agree that these were the most valuable parts of the conference to me as well.

Overall, this is a worthwhile conference for librarians involved in entrepreneurship. For me, it served as another venue for presenting, which I’m trying to do more of. Proposals also do not need as much future casting as library conferences. (Our proposal was due October 15th, 2017 and we were notified late November of acceptance).

USASBE 2019 will be in Tampa, FL, so at least it will be a warm location again!

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This year, the Charleston Conference on collections, publishing, and scholarly communications moved from a Wednesday-Saturday schedule to a Tuesday-Friday schedule. I preferred the earlier schedule since now I had to miss my Tuesday co-teaching class, and it’s hard to avoid the terrible rush-hour traffic in Charlotte on the return drive home on Friday afternoon. Oh well. Maybe next year if I go, Carol and I will splurge on a Friday night stay and play tourist after the conference wraps up at Friday lunch time.

dinner group

dinner group

A growing number of business librarians and business information vendors attended and presented in Charleston. Some of those programs overlapped, which was disappointing but can happen at any conference. The business librarians also enjoyed a cocktail social sponsored by InfoUSA, and many of them attended a “dine-around” dinner Thursday night. So we continue to expand our unofficial business information track after last year’s “lively lunch” discussion. (Cynthia Cronin-Kardon from Penn is already working on a great programming idea for 2018 and has recruited a couple of business vendors to be co-speakers. Cynthia also worked with InfoUSA on the social this year.)

We would be happy to find a business vendor sponsor for a 2018 dinner. It might just be 10-15 folks, so not a huge group.

Critical business collections

On Wednesday, Heather Howard (Purdue University Libraries), Katharine Macy (IUPUI), Corey Seeman (University of Michigan) and Alyson Vaalar (Texas A&M) presented “Critical business collections: Examining key issues using a social justice lens.” Great topic. I couldn’t make this one (see below) but Corey sent me the URL ahead of time (http://tinyurl.com/CHS17CritBiz). Their topics included:

  • Business Librarianship Basics
  • What is Critical Librarianship
  • Open Access & Evaluation of Collection Resources
  • Database Licenses & Practical Business Activities
  • Making Business Resources Available for Walk-in Users

Among the issues specific to business information: Is market research and survey data being collected using bias-free methodologies? Is there a binary representation of gender (and other demographic variables)?

Can student teams working on experiential learning projects (ex. working with or consulting for local entrepreneurs, small businesses, nonprofits, and large businesses) use business subscription databases under the terms of the licensing for academic customers? Is experiential learning compatible with “non-commercial use”? (There has been more discussion of this issue lately.)

What about walk-in use of business databases in a library? This is a particularly important issue for public universities increasing expected to support the people/taxpayers in our states. Most vendors allow walk-in usage (and usually that traffic is a very small percentage of all use) but some do not.

Data & mapping

Charles, Steve, & Kevin

Charles, Steve, & Kevin (speaking)

At the same time as “Critical business collections”, Kevin Harwell (Penn State), Charles Swartz (SimplyAnalytics), and I presented And you may ask yourself, well, how did I get here? Library and vendor perspectives on mapping, data visualization, and geographic analytics.” [Does anyone recognize the italicized part?] This is another topic that hasn’t been covered in Charleston before. Kevin and I enjoyed speaking with Charles, the VP of Technology of the company and a PhD.

Charles Swartz

Charles

Charles began with an overview of raster versus vector spatial data and then listed the many examples of attribute data available (including “Tree data — species, height, health rating, etc.”– cool). He provided examples of how mapped data can be used, such as “A public library in NC used Hispanic population data in their decision to hire a bilingual librarian” (thanks to NC LIVE being an early subscriber to SimplyMap). The lone examples of SimplyAnalytics Charles provided compared ownership of Chevys in the U.S. to Honda ownership at the county level. Midwestern countries had high ownership for one brand, and coastal states had high ownership for the other – try to guess which ones. Quite a striking difference.

Kevin identified various web applications (vendor databases and ArcGIS Online) and desktop applications like ArcMap, MapInfo, Manifold, QGIS, and GRASS GIS. He then compared characteristics of web applications (ex. “Easy to use, but less advanced functionality”) to those of desktop applications (“Oriented to using your own data”).

Steve

Steve

I concluded with selection issues, such as which units on campus might pay for the data, limitations on access, and limits on concurrent users. I used WRDS at UNCG as a quick case study. In evaluating web applications, look for the level of geography provided (down to the Census block group?), the level of NAICS coverage (down to 6 digits?), currency (recent American Community Survey data?), and the availability of proprietary psychographic data (from MRI, Simmons, Nielsen, etc.). Finally, try to explore the level of vendor support provided, and the nature of usage data provided. A librarian can easily spend an hour working on a single variable & map with a patron, so we should also collect success stories (ex. for economic development and entrepreneurship projects).

We finished our slides in 25 minutes and then had a solid 15 minutes of discussion with the audience until our 40 minute block ran out. The audience had many questions for Charles, a first-time attendee at the conference.

Career services

On Thursday, Heather Howard (Purdue), Lauren Reiter (Penn State), and Nora Wood (U. of South Florida) presented “Landing the job: Tips and tricks to prepare students for the job hunt.” Heather began by discussing the uncoordinated funding of career databases by several campus units at Purdue, including the library. She worked with several centers to create a more efficient, joint payment plan for those databases. Now the campus has access to more resources for the same amount of spend. She has talked to the 35 campus centers and offices providing some type of career assistance about linking her master library guide on the subject. Heather teaches career research in three core classes using active learning. The workshop concludes with students discussing how the research tools can “help them start conversations, write cover letters, interview, etc.”

Heather, Lauren, & Nora

Heather, Nora, & Lauren

Lauren discussed how she coordinates with her Career Services Center, which has its own librarian. She teaches career research in the first-year seminar for business students, as well as an English class on business writing taken by juniors and seniors. The assignments vary by instructor, but can include writing persuasive letters on “why I am pursuing career ABC in field XYZ.” She also helps train student mentors in financial education. Those mentors provide financial literacy support to fellow students.

Nora described providing services on her large, new campus with little funding support. She co-teaches a number of workshops with catchy names:

  • ResuMe—How to Get Noticed (on creating a resume)
  • Map Your Major to Your Future (career exploration and sources)
  • Tips and Tricks for Acing Your Interview (including company and industry research)
  • Building Your Brand with a Custom Resume (using Adobe InDesign)
  • Using Internships to Kickstart Your Career
  • Networking—Why and How You MUST (and Can!) Do It!

During the Q/A, Heather (if I remember correctly) showed us https://datausa.io/, which aggregates and visualizes useful career data using the BLS and other sources.

Alumni resources

At the same time as the career services discussion, Corey Seeman and Jo-Anne Hogan (Publisher, Business, ProQuest) discussed “What’s past Is possible: Opportunities and perspectives for library alumni resources.” From their abstract:

A growing number of colleges and universities are offering alumni a suite of electronic resources that are either bundled as part of their existing package, negotiated or purchased separately. The value to the vendor may be as an additional revenue line or exposure to a larger population. This might be especially true in business where the need for information and news resources is ongoing. The value to the library may be as a connection to a mission of lifelong learning that can partner with other aspects of the school. Even in a time of tight resource budgets, this can be a good investment by the library.

Other Charleston programming

fall color in Charleston 2017

fall color in Charleston 2017

The Tuesday vendor showcase (the one day of exhibits – otherwise librarians, publishers, and vendors attend programs together) took place in the larger Gaillard Center for the first time. Everyone liked the extra elbow room.

Of course, the conference also had plenty of programs not provided by business libraries. A morning session on “Publication Ethics, Today’s Challenges: Navigating and Combating Questionable Practices” was very interesting. A Wolters Kluwer director discussed the increasing challenges of dealing with fraudulent article submissions and the publishing industry’s efforts to fight back without limiting submissions by legitimate authors.

The “Long Arm of the Law” session once again kicked off the final morning with analysis (plus the usual sing-along) of legal developments in fair use and copyright. This panel and the “Legal Issues” section of Against the Grain are my favorite ways of keeping up with the legal issues in our industry.

Finally, I also got to hear my wife Carol Cramer (Head of Collections at Wake Forest University) present a lightning round on “A Tempest in a Teapot? Comparing Same-Publisher Sales Before and After DDA Withdrawal”. She addressed the questions “Did individual librarian selectors start buying more print from this publisher, offsetting any savings? Did the publisher make more sales from WFU before or after the change?” It was fast-paced and interesting, and Carol drew the biggest laugh of the hour.

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Past

In 2013-14, my library finished a discussion of how to reorganize our liaisons. I blogged about this process under the tag ”liaison reorganization.” Our process was easy to write about because each brainstorming session, workshop, and internal survey produced a document that was easy to turn into a blog post.

After we submitted our proposal, Library Administration charged us to implement the proposed cross-departmental subject and functional teams. We also redefined our official liaison roles, and rebranded the Reference & Instruction Department as the Research, Outreach, and Instruction Department (ROI). ROI is now in effect our liaison department, since we largely ended the practice of having librarians in other library departments serve as liaisons with a primary focus on collection development. All liaisons now focus on R, O and I.

[The first proposed departmental acronym was RIO but our business librarian mentioned the financial acronym of ROI and folks apparently liked the implied connection. If we worked at UNC Wilmington out at the beach and not UNC Greensboro, maybe we would have stuck with RIO.]

Present

This fall we have a new task force to review and rethink our liaison teams. I’m excited about this. After three years of working in these liaison teams, it’s time to step back and discuss how this structure is working out for us. There have been many successes with our team structure, but we created it in part to enable us to be nimble and flexible in response to changing opportunities and needs on campus. So our liaison organization should be reviewed every few years, even if we remain happy with it.

We also have new liaisons, a new dean, and a new ROI department head, Amy Harris (although Amy served on the reorganization task force with me). And some teams have been more active than others lately and so could use a little recharge.

My colleagues Anna Craft (Coordinator of Metadata Services and member of our Scholarly Communications team) and Karen Grigg (Science Librarian; Science and Collection Management teams) are co-chairing the task force. I’m a member and have been providing historical documents. The charge of the task force is below.

Our task force report will provide recommendations on the teams we need (subject and functional), how they are organized and led, and their activities. Amy asked that we consider the question “If we started from scratch in 2017, what teams would we propose?

Regarding leadership, we need to discuss the process for team leaders to give feedback to supervisors, as well as the time commitments team leaders should be expected to make (and should there be any sort of credit or workload allowance made for that service?).

We also need to consider the terms for serving on each functional team: do the current memberships still make sense? Which folks should basically be permanent members?

The task force will begin by surveying all the team members on team aspects and also surveying the liaisons on liaison roles and workload issues. The latter survey will be a repeat from one conducted in 2014. I will be interested to see how the results on that one will be different after having a few retirements and new hires since then.

I will keep you updated on any interesting developments or findings as we have these discussions this school year.

Charge: Liaison Team Structure Review Task Force

Goal: Examine the liaison functional and subject team structure implemented in 2013-14 to determine how well it is functioning and what changes should be made in response to evolving needs and University Libraries’ strategic priorities.

Objectives:

  1. Review weaknesses identified in our earlier (pre liaison team) organizational model to determine what challenges still exist.
  2. Identify new liaison opportunities based on Libraries’ priorities and campus needs.
  3. Assess and review current team structure and team activities. How can cross-communication be improved?
  4. Make recommendations on the team structure to address challenges and new opportunities.

 

 

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