Packing Slip 
item |
Updating My Skills Through Taking IRLS 504: Foundations of Library & Information Services |
contact |
Kim Chuppa-Cornell (Chandler-Gilbert Community College) kim.chuppa-cornell@cgcmail.maricopa.edu |
college(s) |
Chandler-Gilbert Community College |
discipline(s) |
English |
summary |
I took IRLS 504: Foundations of Library and Information Services during first session of summer school at the University of Arizona. I took the class in order to update my skills and knowledge about research into order to design better assignments and assist my students more effectively. |
details |
IRLS 504: Foundations of Library and Information Services was offered first session of summer school at the University of Arizona. It had a pre-session reading period May19-June 7. This was followed by a face-to-face class meeting in Tucson from June 8-14. The final projects were due June 20, 2008. I took the class in order to update my skills and knowledge about library policies, procedures, and resources to be able to help my students become more successful in their research-based assignments. The class had a very strong technology component. I learned about many Web 2.0 applications which are beneficial for communicating with students. ------------------------------------------------------------ Outcomes: In a paragraph or two describe what worked well. Did you accomplish your objective(s)? Were you able to complete your summer project as written? If not, what did you modify and why? What did not go as well as expected, if anything? Were there any surprises? Note: Use the questions as guides for your outcomes. Do not include detailed list of workshops attended, speakers who presented, or a list of items you have seen, heard, or read. ------------------------------------------------------------ Overall, I was able to complete the project and earn an “A” in the course. What worked well was getting to know the other students in the course. The majority were teachers from a variety of levels, both within and outside of Arizona. Some of the projects were group and some were independent. Working with other faculty in such an intense time frame made the group projects challenging but effective. What did not go as expected was the grueling nature of the course, due to its compacted time frame. The pre-session readings were numerous. In addition, we had to become familiar with a variety of Web 2.0 applications prior to arriving to class (such as wikis, online databases in the UA system, course management software D2L, blogs, RSS feeds, to name a few). The face-to-face portion of the class ran from 8am to 6pm each day. Although lunch and breaks were listed in the agenda, this time was used for research and group time. Then evenings were spent on homework and studying. The instructors called it “library information and services boot camp.” ------------------------------------------------------------ Professional Growth: Your own professional growth is a large part of your project. Your professional growth is important to you, your students, your college, and possibly other colleagues. How did project affect you professionally? What skills did you learn? What environments were you working in and how might your summer project influence your teaching or other responsibilities? Did you gain a different perspective? Was it professionally valuable for you? ------------------------------------------------------------ I gained many useful skills and knowledge as a result of the class. One project we did was a personal website. In completing this site, we had to use copyright free images. I have shared the sites where we found these images with faculty and students. In addition, I’m participating in a Web 2.0 series of workshops at CGCC. One session addresses copyright issues with images. I am working with the facilitator of this series to share information from the class about where to get images and the issues of fair use. Another area I gained important skills and knowledge is in library outreach. The director of the UA library talked about her motto: Everywhere the Library. I have adopted some of her strategies of outreach in the ways I linked students with library services easier, such as embedding library materials in class Blackboard sites and creating library search materials to share with colleagues and students. ------------------------------------------------------------ Dissemination: How will you share this information with your colleagues, department, students, or college? ------------------------------------------------------------ As mentioned above, some of the information will be shared as part of the Web 2.0 workshop series. In addition, I have created new handouts which I have made copies for students and faculty. I have also initiated meetings with my composition department chair, librarians, and composition faculty to review our library materials aimed at composition classes (both hard copies and our web pages) to assist students more effectively with their research projects. Note! As a professional courtesy to the owner of this package, if you use some aspect of this package or have some thoughts about it, please share your feedback via the comments form below. |
web links |
http://www.mcli.dist.maricopa.edu/fpg/ http://marymac.pbwiki.com/ |
shareback |
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extra |
Last modified: Sep-19-2008 Date created: Sep-19-2008 Visitor count: 261 Dublin Core Metadata record  This package is included in the Faculty Professional Growth Summer Project Reports special collection. |
Maricopa Learning eXchange
http://www.mcli.dist.maricopa.edu/mlx/slip.php?item=2147
