Project Wrap-up

I am one of the stacks managers at the ASU Belk Library and Information Commons in Boone, NC. When beginning my job 3 years ago, I received no training and had to train my students based on how I thought best. I received no feedback from other parts of the library or from patrons. After 3 years, I have personnally accumulated various statistics about my department, and assessed what I wanted to improve. However, I had no guidance on implementing or even how to begin. I have employeed the same 7-10 students for the past 3 years, and since I worked a similar schedule to my emplyees, was able to train, correct, and evaluate them. However, in the past year, most of my assistants have graduated, and my new assistants and I work very different schedules, which doesn't allow me to train them as efficiently and effectively as before.

Over the past several months, I have learned various new tools, processes, and technologies available to incorporate into instructional design. Although not incorporating many of the new technologies into my project, I can see the value of using these mediums in other projects, especially ones involving distance education.

Behaviorism, cognitivism, and constructivism forms of learning allows the instructor various possibilities when constructing and implementing ID. Realizing that learners incorporate knowledge in different ways allows the instructor to invent new ways of reaching learners or to create more than one way for people to learn, such as incorporating reading, lecture/discussion, and a project into a class.

By learning new models, such as Tennyson's fourth generation ISD and Dick and Carrey's model, I realized that one needs to assess and evaluate your project constantly. You need to assess whether your strategy is effective, and with the vast amounts of technology and ideas being formulated daily, you're bound to be able to incorporate at least one of them. The ADDIE model seems to be the basis for many models, so it tends to be the most well-know and used, at least in my perspective. I found the ADDIE model to be the most effective when creating my project. I assessed where I was, where I wanted to be, how much my current students knew, how to train and evaluate them, and the progress that occurred as a result.

The processes I deemed most valuable to my ongoing project are needs assessment, learner and contextual analysis, and task analysis. I was able to focus on what was currently happening in my department and where I deparately needed to be. The needs assessment portion allowed to address where I was lacking in my department. As with all projects, the instructor must assess the current situation and what the desired situation. Although most of my students were proficient at shelving, I needed to constantly remind them to perform other tasks, and many were unfamiliar with the computer applications portion of the job. After 7 years of supervision, I eventually realized that people learn differently, and I incorporated learning styles into my interview questions so I would know how to communicate with new employees, but I did not know how to incorporate it into the training aspect. Being able to train employees based on their current knowledge and how they learn allows me to become more effective supervisor in training them. However, many young people are unaware of their best learning techniques. When doing the task analysis portion, I realized how many projects and duties my department is responsible for. Many of the tasks I never "trained" assistants on, I simply demonstrated how I wanted the end result. Performing a thorough task analysis allows the instructor to focus on each task individually, and what must be done to do it to the desired results.

The goals and objectives portion of the project allowed me to combine duties into similar groups and allowed me to think about the direction I wanted my department to follow. By setting goals and formulating specific objectives, I am able to keep myself and my assistants on tract. As for new technologies, I am very limited as to the resources I have available to me for training purposes. Many of the new technologies covered in this course would most likely not be supported beyond powerpoint presentations and manual-creation. Second-life would be interesting and fun to incorporate into training. However, since training time is limited to the learners/workers' schedule (10-15 hours/week, or 2-3 hours/day), Second-life is too time consuming to incorporate. Overall, setting goals allows the instructor to formulate what needs to be done to get the desire results, and objectives allows the instuctors to specifically achieve those goals and specific results.

The assessment and evaluation portion of this class allowed me to re-evaluate the methods that I currently use. For some tasks, my current methods are adequate, such as shelving slips. But even these are not foolproof. Shelving slips and logs allow me to monitor my assistants' work during different working hours, but I've known students who would fill them out or create shelving slips without doing the work. For this, I rely on feedback from other employees, my assistants, and specific materials still located in the workroom.

Beginning spring semester 2008, I plan to work individually with each student to increase their patron assistance skills. This seems to be my department's most lacking skill. I plan to have each of them look up various materials (learner analysis) to assess their current skills and to formulate a cheat sheet, eventually to be a manual, to be followed when addressing patrons.

Assessment and Evaluation

Goal 1 - To provide knowledgeable assistance to patrons with confidence
Objective -Know the LC system to locate materials in a timely manners
Objective - Know the integrated library systems to perform reference searches in relation to locating materials
Objective - Be able to troubleshoot computer and printer problems, and know who to contact for further assistance
Assessment - After 1 month (2 weeks training, 2 weeks practice), the student assistant will be asked to locate various material based on limited information and perform routine printer/computer checks. Supervisor and assistant will communicate on regular basis concerning confidence and ability to perform tasks and assist patrons.
Evaluation - If the student can locate material accurately and perform printer check, then the student assistant will be deemed knowledgeable in this category

This authentic assessment will be given to student asssitants in the workroom on an individual basis. Confidence portion is informal and an alternative assessment.

Goal 2 - To know and perform daily routine
Objective - Perform pick-up
Objective - Retrieve sorted materials from behind Circulation desk
Objective - Shelve materials
Objective - Straighten and shelf read for 15 minutes each shift
Assessment - Assistants will be assessed based on their contribution and their ability to perform duties accurately. The supervisor will monitor activity and accuracy during work time.
Evaluation - If the assistant contributes a fair share of work in relation to work load, scheduled work time, and in comparison to other assistants, then the supervisor will deem the assistant proficient at knowing and performing dailiy routine.

This authentic assessment will be monitored based on log sheets and shelving slips.

Goal 3 - How to occupy time during downtimes and unsupervised periods
Objective - Straighten and shelf read
Objective - Inventory
Objective - Missing list
Objective - Shifting
Assessment - Assistants will be assessed based on their individual contribution and their ability to perform work accurately. Feedback from other library employees, assistants, and patrons will also contribute to final evaluation.
Evaluation - If the assistant demonstrates that (s)he can work efficiently, effectively, and accurately during downtimes and unsupervised periods, then the supervisor will deem the assistant proficient in productivity.

This authentic assessment will be monitored based on log sheets and shelving slips.

Instructional Design

Goal

To provide knowledgeable assistance to patrons with confidence and with 100% patron satisfaction

Knowledge Structure:

Objective
Know the LC system to locate materials in a timely manner

Materials are shelved using the Library of Congress system. The third floor contains main stacks items containing the call numbers K-Z and oversize materials for items containing the call number A-Z.

Step
Student assistants will complete the LC online computer training program with a minimum score of 70% to maintain employment. Once accuracy has reached 80%, student assistants may begin shelving and assisting patrons.

Step
Student assistants will become familiar with the layout of the floor, such as the direction of the flow of books from shelf to shelf and aisle to aisle. Students will learn location of oversize materials.

Step
Student assistants will learn the location of all materials located in the library, as well as how to distinguish between collections and library in which material is located.

Libraries will include ASU, WCU, and UNC-A.
Collections and locations include IMC, films, periodicals, microforms, government documents, Special Collections, reference, browsing, new books, ready reference, audio books, oversize, main stacks A-J, and main stacks K-Z.

Objective
Demonstrate proficient knowledge of the integrated library system to perform reference searches in relation to locating materials

The ASU Library and Information Commons utilizes two integrated library systems: telnet and Millenium. Telnet is prompt-based, using passwords and a combination of letter/number commands. Millenium is point-and-click based, but also utilizes shortcut functions with the F1-F12 keys. The Library's goal is to eliminate the telnet system within 1-5 years, so using the Millenium system is encouraged.

Step
Student assistants will be able to determine which system to use based on the information needed to perform an adequate search

Step
Student assistants will be familiar with passwords and directions to log-in and perform certain searches.

Step
Student assistants will recognize what information to view when looking at an item record. Typical information will include check-in date, location, and status.

Example: A patron has a call number. The student assitant views the item record, notices the last check-in date is today, knows current check-ins are behind the circulation desk, and directs the patron to the circulation desk to retrieve the item.

Objective
Be able to troubleshoot computer and printer problems, and who to contact for further assistance.

Step
Be able to perform basic troubleshooting problems, including file downloading and saving. Call or direct patron to IT specialist for additional assistance

Step
Know where, how, and when to load paper trays in printer, how to clear error codes, and how to replace toner

Presentation

A student assistant's shift is typically 2-3 hours. Instructors need to provide presentation based on individual student assistant's work schedule over the course of 1-2 weeks.

The presentation will include a tour, powerpoint, and demonstration. Student assistants will first be given a tour of the building with mini-lectures at each department discussing each individual department, the department's contribution to the library, and the department's role in 3rd floor stacks.

A powerpoint discussing the following:

-Shelving systems: LC, DD, sudoc; locations, stickers, recognizable differences

-Demonstration with step-by-step instructions of how to use Millenium and telnet

Exploration

1.After completing the initial training day, student assistants are expected to complete the LC computer training course with a minimum score of 70%. If the assistant makes a score lower than the minimum, the supervisor will review shelving systems and the assistant will retake the course in the presence of the supervisor. The supervisor will monitor progress and explain why certain questions were incorrect.

2.The student assistant will sort 20 items in correct order in the workroom. The supervisor will assess the order. If sorted incorrectly, the supervisor will explain the mistakes, and the assistant will sort another 20 items. Once items are sorted correctly, assistant will shelve materials either with an experienced assistant or individually. Afterwards, the supervisor will assess progress.

3. The student assistant will participate in supervisor-guided mock search scenarios. The supervisor will explain the 2 types of library systems and how to search for materials via the website.

Practice

The supervisor will assess all material sorted and shelved by the student assistant for two weeks. Student assistants are encouraged to aid patrons and to report to supervisor with any questions. Patron feedback is available via the customer service questionaire provided at the circulation desk.

Learner Guidance

Student assistants are encouraged to perform shelf-reading and search for items on the missing list or inventory, as this process allows assistants to become more familiar with the LC classification system. As assistants become more familiar with locations and shelving system, they are able to more confidently aid patrons. Any issues reported via the customer service questionaire are discussed with all assistants and procedures are either enforced as a reminder or new solutions are formulated.

Alignment Diagram

Goals and Objectives

Goal - To provide knowledgeable assistance to patrons with confidence
Objectives- Know the LC system to locate materials in a timely manner
-Know the integrated library system to perform reference searches in relation to
locating materials
-Be able to troubleshoot computer and printer problems, and know who to contact for
further assistance

Goal - To know and perform daily routine
Objectives- Perform pick up
-Retrieve sorted materials from behind Circulation desk
- Shelve materials
- Straighten and shelf read for 15 minutes each shift
- Know additional duties during downtimes

Goal - How to occupy time during downtime and unsupervised periods
Objectives- Straighten and shelf read
- Inventory
- Missing list
- Shifting

ABCD Model

Audience - Student employees employed in the 3rd floor Stacks Department at Appalachian State Univeristy Belk Library and Information Commons

Behavior- The student employees should be able to carry out all the duties assigned and associated with working in the stacks department

Conditions - The students should be able to communicate on a professional level with supervisors, colleagues, and patrons during their assigned hours while fulfilling their obligations as an employee.

Degree - 70-100% for the initial LC training program; 100% patron and supervisor satisfaction.

Task Analysis

To train student employees in all duties associated with the Stacks department

1. Shelving
- Complete LC computer training program with a final score of 70-100%
- Identify the difference between Library of Congress (LC), Dewey Decimal (DD), and SuDoc
- Identify the difference between collections based on call number and the location of for the
following:
-LC numbers A-J
-LC numbers K-Z
-LC Oversized materials A-Z
-Special Collection materials - labeled App. Coll., Stock Car, Dai
-Periodicals and Films
-Instructional Materials (DD)
-Government Documents (SuDoc)

2. Stacks Maintanence
- Straightening
- Pull books to front; line with edge of shelf
- Push books together and arrange upright with wire hanger
- Shelf Reading
-Choose a section from an assigned collection
- Read LC numbers from each book to ensure books are in proper order
- If books are out of order, place books in proper order
- Record the section completed on individual log
- Shifting
- Be able to recognize when books need to be moved in order to accommodate additional
books
- Be able to recognize when required shift can be immediate or additional planning
- If book cannot be shelved with an immediate shelf, place book on designated shelf in
workroom
- Move books from shelf to shelf in proper call number order
- Adjust books on each shelf proportionately to other shelves
- Shelf read and straighten shelves

4. Use integrated library systems
- Use both Millenium and telnet systems
-Differentiate between which system to use based on task
-Know appropriate passwords and technique to obtain specific function

5. Other tasks
- Inventory
-check off each item if found on the shelf
-highlight items on the list if not found on the shelf
-bring items to the office if information listed on inventory list is different from information on book
-Missing list
- search for each item on the list based on barcode
- for each item, list either NOS, for not on shelf, or check off the item if on the shelf, and bring item to office for processing
-Pick up
-do pick up at least once during shift
- walk with cart a designated path around the floor
- place unshelved materials not currently being used from re-shelving carts, tables, chairs,
shelves
-in workroom, log in to appropriate program, scan materials' barcode into computer program,
sort in LC call number order items on cart, fill out shelving slip and place on cart
-Retrieve materials from Circulation area
-bring all sorted carts with LC call numbers K-Z and oversize A-Z to stacks workroom
-leave unsorted carts behind circulation desk
-during slow times, retrieve books from sorting shelves and carts of unsorted materials, bring to workroom, and sort
-complete shelving slip and put on cart
-Computer and printer related issues
-troubleshoot computers
- fill printers with paper when needed, clear paperjams, fill stapler
- contact appropriate repair people as needed

Learner and Contextual Analysis

Learners

The learners are graduate and undergraduate level college students ranging in age from 17-27. Both male and female students from Caucasian, African-American, and international backgrounds work in this department. The students come from a variety of socio-economic backgrounds, so both temporary and work-study students will be included. Technological skills vary from student to student, as does knowledge of the Library of Congress shelving system and a working library system. The learners typically have high moral standards and good work ethics, however, occasionally, some learners have not yet realized that a campus job is still a job: you have to report to work and do the work assigned.

Context

The learners will become familiar with the job duties and expecations associated with being a stacks students at Appalachian State University Belk Library and Information Commons. The context is the 3rd floor of the library, which contains the call numbers K-Z, A-Z oversize materials, 36 public computers and 1 public printer, Academic Computing Services for faculty and staff training, a digital media lab for all patrons, two reference librarians, and the stacks department. The majority of training will take place in the stacks workroom; however, learners will be expected to know the location of all departments and services available on the 3rd floor, and general knowledge of the remaining floors in the library.

Needs Assessment

1. Explain what Needs Assessment Model you used and why.

The Kaufman model encompasses the characteristics required of this needs assessment. This assessment is in direct correlation to the needs of the community (society), how the library operates as a unit (organizational), and how my specific group interacts and adapts to these needs (individual).

2. List the performance goals in a situation you have identified.

-To have each student adequately trained in all duties, including extensive knowledge of the Library of Congress call numbers
-To assist patrons in locating materials, troubleshooting computer problems, and providing
printer assistance
-Perform reference searches using the integrated library system
-How to occupy time during slow hours

3. Validate the intruction need using data.

No quantitative data is available. Qualitative data stems from my personal observation and feedback from colleagues and patrons. Five out of nine of my current student assistants have been employed for two months. Their skills are not comparable to each other although they each spend ten hours a week at work.

4. Point out where there are needs for instruction and non-instructional interventions.

Although I personally provided training for each of my students, due to scheduling conflicts, I do not work with all the students an equal amount of time each week. Therefore, for times when I am not available, I have to depend on my returning student employees to provide assistance and ongoing training.

5. Describe the learning environment.

The learning environment is the Belk Library and Information Commons at Appalachian State University in Boone, NC, specifically, the third floor stacks workroom in the library.

6. What are the characteristics of the teachers/trainers who will be using your instructional unit/materials?

Two stacks supervisors will be implementing the unit: myself and the stacks supervisor of the 2nd floor. Although both employed and having identical jobs at the same institution, our supervisory styles are quite different. I tend to be more lenient with a flexible schedule and hands-on supervisory style, whereas, the other supervisor is very strict and inflexible.

7. Are there existing curricula into which their piece of instruction must fit?

No current curricula must be included.

8. What hardware is commonly available in the potential learning environment?

One Dell computer workstations per floor is available. One computer program is available on the second floor workstation. Each workstation is loaded with similar software otherwise, including telnet and Millenium, the two programs used library-wide. In addition, 36 public computers are available as well as one public printer.

9. What are the characteristics of the classes and facilities that will use the new instruction?

The users will be Appalachian State University-affiliated patrons including faculty, staff, students, community residents and teachers, and visitors. These patrons will benefit from the standard instruction the learners receive.

10. What are the characteristcs of the environment in which the new instruction will take place?

The learning environment is the Belk Library and Information Commons at Appalachian State University in Boone, NC, specifically, the third floor of the library. The third floor houses over 60% of main stacks material, including materials in call number ranges K-Z and oversized books A-Z. In addition, the library computer systems (SAAT), Academic Computing Services (ACS- faculty and staff computer training offices and classrooms), and the Digital Media Lab are also available on the third floor.

11. What is the philosophy and what are the taboos of the larger community in which the organization or school system exists?

Although the library has a general student guidelines policy for all students working in the Access Department (circulation/periodicals desk, stacks students), students not working at a desk are held to a stricter, non-written policy. Desk students can socialize, work on homework, and play computer games whereas stacks students are expected to work non-stop. Needless to say, morale has to be constantly monitored. The library director is concerned about image, and this concern filters down to me via my supervisor.

12. Describe the learners.

The characteristics of the learners are both undergraduate and graduate level college students ranging in age from 17-28.

Other characteristics:
9 total students
4 male and 5 female
Caucasian, African-american, Iranian
Work-study and temporary students, ACT students

Expectations and Ideas

My expectations of the Instructional Design course are work-related. With completion of the course, I hope to be able to have the basic background to formulate a positive method of instruction so that the recipients will benefit to the fullest extent of my ability. I hope to learn designs that are compatable to a variety of learning environments, and to distinguish between methods in order to instruct in the most beneficial manner for a particular enviornment.

For my final project, I plan to formulate a solution for a reference instruction class at the Belk Library at Appalachian State University in Boone, NC.

Introduction

My name is Leah McManus. I am a second-year grad student in the MLS program at UNC-G. I currently work as a stacks manager in an academic library. Although not my dream job, working as stacks manager has allowed me to become more familiar with the materials available in the library, the types and subject matter of materials being used, and issues concerning collection development and management such as space issues and selection/deselection.

Previously, I worked at a public library, which I enjoyed. Upon obtaining my degree, I would like to work in a small public library or continue in academic libraries in collection development. As collections developers in my workplace will soon include library instruction as part of their duties, the instructional design class will aid me in providing and instructing me in better techniques and communication formats so that I will be qualified for a position in collection development.