(Georgia Institute of Technology, 2018)
Holdsworth, Liz; Valk, Alison
From data visualization to video editing, library instructional services are growing to include a wide variety of technology-rich offerings. Libraries can offer training on technologies and resources that enhance and supplement their campus curriculum. But for institutions who have not yet developed these classes, where are the starting points to implement such programming? Careful planning can reveal hidden barriers and obstacles in developing multimedia instruction. Other library instruction may only necessitate a projector and screen, but teaching multimedia skills requires the coordination of far more people, equipment, and knowledge. Multimedia skills should be taught with hands-on activities for users; librarians need to align an intricate skill set to another set of scholarly learning outcomes e.g., editorial, research, and aesthetic choices for an assignment. The strength of the program depends on relationships, materials, and a clearly articulated vision. This paper will first discuss aspects of how the Georgia Tech Library developed their multimedia instruction program over the last five years. Using the Georgia Tech Library program as a model, these resources will act as a guide for addressing the pragmatic elements of effectively developing new educational programming in academic libraries. The main components of this interactive workshop include: developing a needs assessment; performing a stakeholder analysis; identifying open source or low-cost technologies; and, based on the principles of project management, crafting a program proposal framework in order to share with library decision-makers.
(Georgia Institute of Technology, 2017-05)
Valk, Alison
As programming within academic libraries evolves, librarians have moved beyond traditional information literacy instruction to an environment in which they create strong partnerships with the campus faculty, community and beyond. This paper addresses one such specialized partnership and unique library program, providing an overview of newly formed initiatives at the Georgia Tech Library. This instructional model may serve as a framework for other institutions considering non-traditional partnerships in library educational programming. The Communication through Art program involves a collaboration between campus faculty, the library, local artists and a community center focused on DIY culture and ephemeral media.
One of the many challenges on college campuses is finding new ways to engage students with their course material. Often limited by the constraints of traditional classroom spaces and layouts, college instructors are increasingly looking to collaborate with campus and community partners on unique student projects, but often lack the resources or time to adequately plan for such an endeavor. Libraries, with their evolving flexible spaces and commitment to changing pedagogies, are ideally positioned to facilitate interdisciplinary programs. Libraries by nature touch on every discipline, and often librarians can recognize relevant synergies and beneficial educational partnerships ahead of the curve. Bringing librarians, campus educators and community artists into the course planning process together can make the educational experience both more rewarding for the student and beneficial to the instructor of record. Our creative team developed a series of library workshops that incorporated the visual arts into the curriculum. What makes this library program unique is the primary educational focus on the campus. On a largely STEM (Science, Technology, Engineering and Math) focused campus, librarians and faculty utilized the visual arts as a vehicle for student engagement. This paper will discuss the benefits of this inquiry-based model of learning, as well as outline the practical aspects of how this program was planned, implemented and assessed.