“我非常害怕,有很多东西要学!!” (欢迎来到双色球在线模拟摇奖!)

上周我观察到三个学生 在我们的堆栈中徘徊 our second floor. Walking 通过 the 分类-一百,两百,三百。他们上上下下走了。一世 问他们是否需要任何帮助。他们做到了。  他们正在寻找会计书籍。 他们不仅迷路了 in the 错误 row. 他们迷失在错误的地板上。他们不知道 should have been on our first floor. And they then informed me they had walked the length of every shelf on 我们的 third floor. If I had not encountered them I imagine they would probably have found their books. In another few hours after they had walked all the stacks. On all 我们的 floors.

他们真的 had no idea 双色球在线模拟摇奖的运作方式。

I asked if they had attended 我们的 本科工作坊。他们告诉我他们参加了所有四个会议。但是他们 无法在Boole周围找到自己要寻找的东西。他们甚至不知道您是从看目录开始的。这让我开始思考,我问自己:

自行提取通用的,基于课堂/讲座的入门课程是否是将新生引入双色球在线模拟摇奖的最佳方法?从第一天开始努力培养有信息素养的学生 我们是否要教他们跑步之前要先跑步?要么 我们是否还应该提供散步,展示和讲述,介绍参观 对于一年级的本科生?

我回想起我还是学生的时候和去双色球在线模拟摇奖参观 I 和 my peers 收到第一天。我们在建筑物周围走了五十分钟 tour. This was given by a number of 双色球在线模拟摇奖工作人员。我们有 基本目录说明。我们看到了 建筑物的布局。 我们被带到一个主题的地板上,并亲自展示了如何 访问资料。向我们展示了如何使用复印机。我们以一种具体的方式学习了所有基础知识。

当我自己开始在同一个双色球在线模拟摇奖工作时,我就是参与双色球在线模拟摇奖介绍工作的工作人员之一。我们仍然像我小时候一样进行旅行。这是一个有效的系统。作为学生,对我来说隐藏的是 是一周内将数千名学生介绍给双色球在线模拟摇奖的人工时间。从双色球在线模拟摇奖长到货架助理的每位员工, 参与双色球在线模拟摇奖 那周的归纳。我们的其他工作(日常工作)被暂停-向学生介绍双色球在线模拟摇奖,更重要的是向双色球在线模拟摇奖介绍资源 took precedence.

多年以来,我们已经不再是这个人了,  concrete, hands on approach to a specifically 数字/屏幕抽象归纳。我们提供研讨会。 Students attend. 和 learn, we hope, about the library through watching 并听取我们的演讲。他们 深入了解双色球在线模拟摇奖馆藏和资源。但这是他们所需要的吗?在他们的学术生涯开始时,他们需要太多详细的信息吗?还是我们 manner of speaking, need to take them by the hand 和 gently walk them 通过 the building, explaining 我们的 classification system, showing them how Dewey, or whatever classification, works in principle. Do we show them where the books are, how to locate them. Do we show them how to use the microfilm in Special Collections. How to print. How to photocopy. Short would we, in short, give them a grounding in the library before we introduce them to databases, Discovery Tools 和  e-resources?

Or should we, making much more work for the library staff, do a sort of blended induction? Provide all students with a show 和 tell physical walk round tour as well as providing detailed workshops explaining how to use 我们的 vital 电子资源?

我个人的信念是,应将本科一年级学生温和地介绍给双色球在线模拟摇奖,四处走走并展示其工作原理。作为LIS工人,我们经常忘记如何令人恐惧,恐惧和困惑 a big library can be. Especially for those who have never ever used a library - increasingly the case with the students now coming 通过 我们的 doors. We forget that classification systems are not instinctive or intuitive for those not using them every day.
和 at some stage after this physical walk round, 和 only then, do we move onto the next step of introducing the vast treasure trove that are 我们的 E-Resources.

和 if I find myself veering towards favouring the abstract, classroom based induction I will remind myself of 第一年的评论。 A comment I read on a feedback form for 我们的 E-Resources workshop - “ ...这么好的车间,双色球在线模拟摇奖有很多很棒的车间 资源,还有很多东西要学-我绝对害怕。”

(最近几天我一直在撰写这篇文章,而昨天我在Twitter上与 克莱尔·塞维尔, 克莱尔·艾特肯伊莱恩·哈灵顿 关于双色球在线模拟摇奖归纳的话题。感谢您的讨论和急需的 incentive, push if you will, 使这篇文章完成)


  1. 马丁一些有趣的想法,谢谢分享。我个人认为,由同伴带领的双色球在线模拟摇奖参观是定向新学生的绝佳方法,因为这对他们来说是非常真实的体验。他们的同学还可以给他们所有提示,例如安静的地方或一天中的繁忙时间等。幸运的是,我们为此建立了一个出色的同伴导师系统,我认为学生们也许可以它比双色球在线模拟摇奖工作人员的巡回演出要多得多。

  2. 谢谢米歇尔。实际上,我们的新生在迎新周期间确实有同行带领的旅行团。老实说,我在写这篇文章的整个过程中都完全忘记了这一点。我忘记的事实可能正在揭示。
    我们发现,尽管有一些出色的同行指南,但很多指南并非双色球在线模拟摇奖用户本身,而且我们经常听到他们给出'wrong'信息,或在某些情况下不屑一顾的信息。'我从不使用双色球在线模拟摇奖,而我'm in Third year' sort of info :) But that being said, the undergrad student probably enjoys the tour 由 their peer.

  3. 伟大的马丁。我最近进行了一次双色球在线模拟摇奖参观,这真是大开眼界。我忘记了例如杜威十进制系统的知识不是先验的。我认为召集一个学生焦点小组来找出确切需要什么以及如何最好地交付将是有益的。我不'不要以为旅游应该由学生主导。接触友好的员工可以大大缓解双色球在线模拟摇奖的焦虑感。

    1. Thanks for the positive feedback 简. I do agree with you - we take for granted that 我们的 libraries are easy to navigate 和 understand - as you say, they are not. They have to be learned about. Focus groups would be a good way to gauge what is needed but they would have to be done with students already used to the library. Ask them what they would like to have learned prior to their library usage. Students who have not used the library would not know what they needed to know.

  4. 嗨,马丁。我是外部读者,您对昨天有很大帮助。我遵循了您昨天发送给我的电子邮件中指向此博客的链接。

    As someone who has been 通过 a university education 和 is currently part of a vocational education system I think you present an interesting dichotomy between a constructionist 和 positivist learning model. To me this is representative of the current problems with university education, especially as it relates to lack of tutorials, etc.

    I would love to see a library introduction tailored to each discipline, something you mentioned might be available to non-traditional students. So an introduction 带给学生一条路 that begins with the student having a research idea, 通过 catalogue searching, actually finding the books on the shelves, making notes from the books, further research 通过 e-catalogues, etc. I imagine this would be severely hampered by a lack of resources: funding, time, 和 inter-departmental co-operation.

    1. 嗨,菲尔,非常感谢您的评论。
      In addition to generic library tours, 我们的 library offers an introduction "带给学生一条路" as you say
      (see: http://www.vinaigredebanyuls.com/2012/07/tackling-course-assignments-smart-way.html).

    2. 嗨,菲尔。感谢您对此帖子的反馈-很高兴看到非LIS员工正在与Libfocus合作。
      UCC Library, 和 other University Libraries do provide more detailed Research assistance to Post Grads / Researchers in the form of PG 6009 http://www.ucc.ie/en/graduatestudies/current/pghandbook/skills/pg6009graduateinformationliteracyskills/ & http://booleweb.ucc.ie/?pageID=542 - these provide generic skills teaching 和 covers some of what you mention in your comment. As well as this we do provide a more hands on approach for individual students if they approach the Information Desk. But this is only manageable if it is a small amount of students - this personalised approach. As 亚历克斯 points out in his post - staffing levels 和 increased time pressures 和 increased student numbers mean we need to come up with a method that best provides more with less. :)