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Library Instruction: A Peer Tutoring Model Dr. Susan Deese-Roberts Kathleen Keating University of New Mexico Albuquerque,

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Presentation on theme: "Library Instruction: A Peer Tutoring Model Dr. Susan Deese-Roberts Kathleen Keating University of New Mexico Albuquerque,"— Presentation transcript:

1 Library Instruction: A Peer Tutoring Model Dr. Susan Deese-Roberts Kathleen Keating University of New Mexico Albuquerque, NM USA

2 Technology

3 Electronic Pilot Projects, 1988  CD-ROM (Compact Disk-Read Only Memory)  1982 Census of Retail Trade & Census of Agriculture  EPA’s Toxic Release Inventory (TRI)  Congressional Record  Dialup Online (Gateway)  DOE’s Energy Research Abstracts  Dept of Commerce’s Economic Bulletin Board

4 Project Hermes to

5 Gatekeepers to Gateways

6 Observations  Librarians  Reference Desk  Information Literacy  Students  Writing Lab Tutors  Study Skills Tutor

7 Most Valued Renewable Resource

8 Libraries and Learning Centers Similar Purposes:  Support the academic mission of the institution

9 Out of Classroom Learning

10 Lifelong/independent skills

11 Similar Faculty contacts and relationships

12 Class Assignments/Homework

13 Use of Technology

14 Learning Support Center Models  Centralized/De-centralized  Academic Affairs/Students Affairs  Departmental  Peer Tutoring/Professional Tutors  Comprehensive/Target Populations

15 Definition of A Peer Tutor

16 Learning Support Center Professional Associations  College Reading and Learning Association (CRLA)  National Association for Developmental Education   National College Learning Center Association   Council for Advancement of Standards in Higher Education 

17 Tutor Training: Certification

18 CRLA Tutor Categories and Training Level/Experience  Tutor – New  10 hours training; works toward 25 hours of tutoring  Tutor – Regular  10 hours training; completed tutoring 25 hours  Tutor – Advanced  Completed Level 1 & 2; tutored 50 hours; workshops  Tutor – Master  Mastered all three levels; tutored 75 hours; participates in the training of new tutors and mentors others.

19 Tutor Training  Philosophy  Tutor Code of Ethics  Student-Center Behaviors  Mock Tutoring Observation  Tips for Tutors  Suggestions from other Tutors, Advanced & Master  Tutoring Principles and Strategies

20 Scheduling  One-on-0ne Appointments  Labs  Workshops  Team Meetings  General Meetings

21 If I pay you $20.00, will you do my homework for me?

22 Learning Process  Six Factors that Influence Learning  Levels of Understanding  Basic Study Cycle  Philosophy of Adult Education

23 Referrals  Student Health Services  EEOC  Wellness Center  Student Support Services  Student Mental Health Center/  Counseling & Therapy Services

24 Students with Learning Disabilities  Campus Resources  Students with Learning Disabilities  Guidelines for Tutoring Students with Learning Disabilities

25 Standards and Evaluations  Evaluation Purposes  Tutor Standards

26 Content Area: Library Research Skills

27 Library Curriculum Development  Library Involvement  Needs Assessment  Question: What library skills and strategies does the “Introductory Student” need to be a successful researcher at our University?  Faculty, Staff, & Students  Survey Learning Support Center students  Analyzing Data

28 Library Instruction Tutor Conceptual Curriculum  Library Services and Policies  Search Strategies  Boolean Logic, Search Logic, & Limits  Vocabulary (Controlled vs Word)  Database Configuration:  Contents  Time Coverage & Updates  Organization  Field-Record Structure

29 Library Strategies Rainbow Book  Contents  UNM Libraries & Schedules/Library Services  Research Strategies  Classification Systems, LC, SuDoc, Dewey  Online Catalog  Electronic Resources/Databases  CIRT (Computing Center)  Citation Manuals  Browsers: Netscape, IE, Opera  Search Engines, Directories, Meta-Search Engines  Evaluation of Information

30 Continued Training  Team Meetings  Meet 7 Friday afternoons from 2-3 during a semester  Discuss referrals to other Library and Campus departments  Discuss problems and issues that happened during the week

31 Students attend a course related Instruction Session with Librarian

32 Students sign up to meet with a Library Instruction Tutor

33 Library Instruction Tutor with Student

34 Building a Program  Contact the Instruction Librarian at your institution  Contact the Learning Support Center at your institution  Survey students, faculty & staff  Create Library curriculum  Set limits on what information and databases Library tutors are responsible

35 Further Reading  Deese-Roberts, Susan and Kathleen Keating Library Instruction: A Peer Tutoring Model. Englewood, CO: Libraries Unlimited.  Downing, Karen E., Barbara MacAdam, and Darlene P. Nicholes Reaching a multicultural student community: A handbook for academic librarians. Westport, Connecticut: Greenwood Press.  MacAdam, and Darlene P. Nichols Peer information counseling: an academic library program for minority students. The Journal of Academic Librarianship 15(September):

36  Klavano, Ann M. and Eleanor R. Kulleseid Bibliographic instruction: Renewal and transformation in one academic library. In Library Instruction revisited: Bibliographic Instruction comes of age, edited by Lynne M. Martin. New York: Haworth Press.  Stelling, Prue Student to student: Training peer advisors to provide BI. Research Strategies 14(Winter):  Special Issue of Research Strategies (17:2)

37 Students, Students, Students


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