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Task Force Recommendations

On April 19, 2011, in Uncategorized, by Andrew Colgoni

McMaster University Library

Blended Learning Task Force

Report and Recommendations

April 9, 2011


Karen Nicholson, Teaching and Learning Librarian (Chair)

Gord Beck, Map Specialist

Andrew Colgoni, Science Fluencies Librarian

Ines Perkovic, Liaison Librarian – Business

Olga Perkovic, Liaison Librarian – Social Sciences and Humanities

Susan Shepley, Liaison Librarian – Social Sciences and Humanities


Meeting March 7, 2011

On March 7, 2011, in Meetings, by Karen Nicholson

Present: GB, AC, IP, OP, SS, KN

Update on meeting with Vivian

    OK to go ahead with survey; KN and AC will meet this week to work on the ethics form
    KN has been asked to have Sue V. look at the survey as well; will email her to set up appt.
    D2L strat initiative on hold for the moment

Nancy Fenton is leaving CLL
We reviewed the survey questions and decided that we should focus the questions on first year undergraduates since we think most of our recommendations will address this population
Ines will make a few minor edits but it looks good to go

The group briefly reviewed the draft document KN sent last week
KN will put the draft report up on Google docs; members will read articles they assign to themselves and add to the lit. review and recommendations for next meeting; after this, we will not add any more information to the lit review unless something really groundbreaking is discovered
We will include tools/rubrics for the implementation team to use in our report


BLTF Meeting Feb. 14, 2011

On February 14, 2011, in Meetings, by Karen Nicholson

Present: GB, AC, KN, SS
Regrets: IP, OP

Guest: Kathy Ball, Assessment Librarian
Kathy spoke to us about assessment. Essentially, we need to be mindful of assessment as we work through the initiative
We could gather formative feedback to support our recommendations (faculty/student feedback, survey, focus groups, data from ARL stats, T&L database, SWOT analysis)
Once BL has been implemented, we could do a summative assessment at the end

We shared with Kathy the fact that we have asked for permission from the LLT to survey faculty about their attitudes/perceptions of ILI and BL and that we haven’t received any response, despite follow-up emails
Kathy will follow up with Vivian; Karen will ask for a meeting with Vivian

Kathy will look at Counting Opinions and LibQUAL for us to gather data; KN will email her to get a date and ask about ARL stats from previous years as well

We could also use enrolment numbers/McMaster stats

KN will update strategic planning web site with notes about what data we might use
KN will also update our timeline (June is a more realistic date to have the report finished by)

Communication Plan
Decision on communication plan: Our communication plan will make recommendations for how to inform the campus about blended learning once it’s actually implemented.

This will be appended to our report.

We will also create some steps for internal, interim communication, i.e., Staff newsletter, Liaison meetings (March)
(We’ll wait until we have something to communicate first!) SS will come up with some dates and KN will put dates on our public page

We will hold off until we get a decision from Vivian; KN will ask for a meeting

We talked about using the ACRL IL Standards as a means to identify what we recommend should be taught F2F/online/combo. KN will make template and share with others; each member will try to analyze the standards from their disciplinary perspective (GB: maps, data, geospatial literacy; AC: science/scientific literacy; SS; social sciences; KN: humanities) and make initial recommendations about how these should be addressed for next meeting.

We will look at any existing discipline-specific standards in round 2

After that, we should do an annotated bibliography; each person will write a few sentences about their articles; this could be the beginning of the lit. review; continuous work; KN will identify who will do what


January 10 Meeting Notes

On January 10, 2011, in Uncategorized, by perkovic
  • What answers  are we hoping to get from faculty and other stakeholders.
  • What do we want to know that we don’t already know on our own.
  • How will the survey inform what we do and recommend.
  • Do we need faculty input to move forward?
    • Gauge interest among Faculties so it allows us to target initial efforts to certain groups/disciplines.
    • What systems or software are currently being used so we can align our resources with theirs.
    • Identify needs that we weren’t aware of (e.g., writing skills, plagiarism, citing, etc.) . Help inform what learning objects we should focus on.
    • Identify knowledge gaps amongst  students which will allow us to develop appropriate support and resources from the Library.
    • Tailoring our blended model to focus on faculty needs to gain buy-in, trust and interest.
    • Will help us target our pilot cases.
  • University of Central Florida – key institution for blended learning.
  • How will the report be structured?
  • Who are the voices we need to hear from to make solid recommendations? Other libraries? Very few, if any cases in Canada. York pursuing blended learning aggressively – due to distance education emphasis there?
  • What does blended learning mean in libraries?
  • Are there enough resources at McMaster  to see the recommendations implemented?
  • Establish timelines/dates for this task force:
    • literature review
    • ethics form
    • survey
    • focus groups
    • field trips
    • final report
  • When is Karen’s next meeting with LLT?

Faculty Survey – Words

On December 15, 2010, in Resources and Links, Survey, by perkovic

I was re-reading this article last week and thought the categories/ wording on page 302 might be useful layperson terms to use in our report. Or not. as you see fit.

Julien, Heidi (2005) A longitudinal analysis of information literacy instruction in Canadian academic libraries. Canadian Journal of Library and Information Sciences 29 (3): 289-313.



Semi-Structured Interviews

On December 15, 2010, in Resources and Links, Survey, by perkovic

Here are a couple of sources that provide guidelines on conducting semi-structured interviews.

For an example of an interview protocol, see Exercise 2 on page 119.



Another Reading

On November 30, 2010, in Resources and Links, by Karen Nicholson

This is a new document from EDUCAUSE, “Blended Learning: A Report on the ELI Focus Session”.

I think it will be useful because it is current, and it comes from those in the trenches.
Here’s the abstract:
“On September 15 and 16, 2010, the ELI teaching and learning community gathered for an online focus session on blended learning. This white paper is a synthesis of the key ideas, themes, and concepts that emerged from those sessions. This white paper also includes links to supporting focus session materials, recordings, and resources. It represents a harvesting of the key elements that we, as a teaching and learning community, need to keep in mind as we work to refine the blended instructional delivery model in higher education.”


McMaster Research Ethics Tutorial

On November 29, 2010, in Uncategorized, by Susan Shepley

This tutorial is about human research ethics at McMaster University. It is intended for all researchers, (i.e. faculty, students, staff) and members of research ethics boards. The frame of reference for this tutorial is Canada’s Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans. As you study this tutorial, your familiarity with this policy will develop.


Brainstorming – Survey/Interview/FocusGroup

On November 29, 2010, in Uncategorized, by Andrew Colgoni


Background/About You (somewhat optional)

  • What faculty are you in? (Science, Business, Social Science, etc.)
  • Status/Affiliation/etc.
  • Class sizes (<30, <50, <100, <200, >200)
  • Years (choose all that apply: 1st, 2nd, 3rd, 4th, Grads)
  • Do you use library services for your class? (in class/hands-on/referal/web-site)

Which of the following skills do you you address in your class:

  • Search
  • Database Use
  • Catalogue
  • Citations
  • Refining research topics
  • Evaluation of Sources
  • Software Use (statistical)
  • Refworks
  • Subject/Specialized Skills

Blended Learning

  • Need an intro paragraph on BL – what is it? def’n.
  • If you answered No to Library involvement, why don’t you use it? (Comment Box)
  • Are you incorporating online or other technology in your course? (Yes/No – with comment)
  • Interest Level/Demand for Library BL in their classroom (scale?)
  • What IL Skills do your students need?
    • In your class
    • In General for your discipline
  • How could this be useful?
  • What would be useful to have online?
  • How will this impact the way you address IL?
  • What technologies do you think would facilitate BL?
    • Screencasts
    • VodCasts (articulate)
    • Testing (pre- post- self-)
    • Discussions
    • ??
    • Other


  1. Need to draft up in Survey Monkey.
  2. Need to submit to ethics approval (Dec. 17, 2010)

Expert Semi-Structured Interview

Here are the comments people added to the blended learning flip chart from today’s strategic initiatives fair.
November 19, 2010
  • staff may need to develop new skills and training to succeed in all areas of blended learning
  • Library Services: inform staff of teaching assignments, tutorials, Blended Learning so staff can direct, etc. students who come to the desk
  • gives students opportunity to ask questions in groups or individually
  • it would be helpful to blended staff to know or see the content of your (liaison) presentations
  • Blended Services staff are seeing more questions at the desk in all disciplines
  • preparing good (quality) online sessions will require a lot of time
  • need for staff development in new training to support more electronic learning
  • must have laptop access (electricity/wireless) at point of need where online instruction will be used [map collection]
  • will be great to create reusable learning objects that cover some general principles like boolean, for use in many classes
  • will free up teaching time or hands on, one-on-one, instead of “talking head”
  • videos could be used to keep staff up to date to know where students are starting from