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Subject: Reference Services |
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Title-
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| Reference Resources in the Arts, Humanities, and Social Sciences |
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Background-
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-What is the Arts, Humanities, and Social Sciences?
-Disciplines, sub-disciplines, cross-disciplines...
-General features of reference resources: breadth, specification, variety of both multi-disciplinary and sub-discipline specific resources, range of formats etc.
-Importance of the reference interview
-Criteria for identifying the best resources for unique requests for information
-Ready Reference: encyclopedias, dictionaries, handbooks, guides, directories etc.
-Basic Databases: indexes, abstracts, full articles, multidisciplinary, subdisciplinary, special formats.
-Bibliographies: in important documents, compiled by specialists, compiled by librarians, online vs book
-Statistical Sources: government, databases
-Citation resources:
-Image databases:
-Periodicals:
-Other specialized fields:
Places to get background:
-Personal experiences/application: Question exercise
Questions? |
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Expected Outcome Of This Lesson Plan-
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1.To introduce Reference Resources in this field
2. To provide a basic set of tools for future reference librarians to provide reference services to undergraduates, including the provision of criteria for identification of good matches
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Teacher Objectives-
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1.Condition: with introduction and tools provided
2.Behavior: the student will be able to research effective reference services in a discipline
3.Criterion:(implied: "effective") the reference services that they provide will be helpful. |
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Resources-
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power point presentation
Overhead slides
Physical examples of reference resources
Physical examples of guides to understanding reference services in particular disciplines |
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Teaching Methods-
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1. Lesson Introduction-
1. Short, funny You tube clip on reference services in arts
2.Ask class what experiences they have had with asking for help at reference in this discipline. Was it like this?
3.Ignore lack of reference interview |
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2. Lesson Progression-
1.Ask q's about what is arts
2.Involve class in demonstrating depth of q's
3.Ask class what they might think would be criteria given the nature of disciplines
4.Power point presentation includes going to actual databases, browse by program |
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3. Guided Practice-
1.Class-wide 4 Question activity (reflects 4 learning styles:
1) What experiences have you had with these resources in your own disciplines? How did your use of these resources reflect research in that discipline?
2)How is research conducting in your discipline and how might this guide the purpose and organization of reference resources used for that discipline?
3)How do reference resources reflect the research of their supported disciplines? How can we apply knowledge of this to effectively answering reference questions?
4)How can we apply our experiences as university students and our experiences in this presentation to better answer reference questions? |
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4. Student Practice-
1.Create a plan of action to become a better reference librarian for a specific discipline. Include descriptions of what you will gain from the resources you choose to help you. Be sure to skim their contents to describe their usefulness.
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5. Learner Accommodations-
1.Questions reflected all learning styles
2.Interactive elements throughout
3.Tie ins to personal experiences |
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6. Assessment-
1.4 Questions
2. General Questions
3.Assignment due next week |
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7. Lesson Closure-
1.Clip of funny reference requests "national library week"
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Measuring Student Progress-
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1.Do the assignments reflect their understanding
2.Did they interact, did they seem engaged/understanding |
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