Innovative Risk
Library Instruction in the Blackboard Environment
Marie Bronoel and Ying Shen
University of California Riverside
Science Library
SCIL Works
January 21, 2005
Four iLearn Models
1. Total course integration
2. A. Library iLearn site
B. Faculty and librarian workshops
3. Freshman orientation
4. One-shot library session
Objectives

Showcase Blackboard applications

History on how applications evolved

Collaborations

Advantages of iLearn

Risks and concerns
Model 1 Total Course Integration

Collaboration – the key to success

Highly customized, content driven

Lesson-by-lesson library components

Critical thinking elements in lessons
GEO 4 Natural Hazards and Disasters
iLearn elements created by Wendie Helms
Model 2
Library iLearn Site and Workshops

Offer ready-made library modules

Promote library applications to faculty

Teach basic iLearn skills, such as
“Building a Resource Page”

Provide consultation help
Incorporating the Library into Course Site
Libraries iLearn site and workshops designed by Ying Shen
Model 2A Library iLearn Site
Design of the site
FACULTY

Librarians have established
collaboration with faculty

iLearn extensively used in UCR courses

Many course assignments require
information searching skills
Model 2A Library iLearn Site
Design of the site (cont’d)
STUDENTS




Like one-stop searching
Prefer ready-to-use package
Want quick and easy searching
Search remotely
Model 2A Library iLearn Site
Design of the site (cont’d)
PURPOSE




Reinforce IL concepts taught in class
Serve as tutorial for students not able
to attend class
Help faculty design student
assignments
Provide an assessment tool
Model 2B Library Workshops


Proactive approach
Two-way learning process

Input from faculty helped to enhance
library site

Faculty benefited by learning new ways
of incorporating library resources
Model 2
Library iLearn Site and Workshops
Advantages

Libraries role in teaching and learning
process

Easy way to link to library resource

Meets students’ learning style and
connects to higher quality information
Model 2
Library iLearn Site and Workshops
Risks and concerns

Uncertainty

Trust and privacy issues

Where to draw the line?
Model 3 Freshman Orientation

CHEM 1A involved over 1000 students in
Fall Quarter 2004

CHEM 1A lays foundation for IL program
CHEM 1A
BIO 5A
Discipline Specific Instruction
IL Program in Science
CHEM 1A General Chemistry
Collaborative development of the UCR Science librarians
iLearn objects designed by Geetha Yapa
Model 3 Freshman Orientation
CHEM 1A: How it Began
1. BIO 5A: part of UCR curriculum for 15 yrs
2. UCR librarians attended SCIL 2003
3. Faculty Focus Groups 2004
4. Common goals and student competencies
5. Faculty asked the librarians to design
IL component for Chem 1A
Model 3 Freshman Orientation
CHEM 1A: Three Experiences
1. Tour
2. Scavenger hunt
3. iLearn sessions and exercises
Chem 1A is designed to minimize the
time involvement for librarians.
Model 4 One-Shot Library Session

Guide to research strategies

Tools to help the research process

Pathways to key resources

Instill the message: “Ask a Librarian”
CHASS Connect
ENSC 3 Contemporary Issues in
Environmental Sciences
Library resources integrated into course site by Marie Bronoel
UCR Science Library Contributors
Lizbeth Langston
Marie Bronoel
Wendie Helms
Diana Lane
Julie Mason
Marty Nemeth
Michele Potter
Ying Shen
Geetha Yapa
Risk and Success


We are learning as we are going
Unless we take a risk, we can not
succeed
University of California Riverside Science Library
Marie Bronoel
marie.bronoel@ucr.edu
(951) 827-7129
Ying Shen
ying.shen@ucr.edu
(951) 827-2816