[Julie Anne Kent, Hons. B.A., M.L.I.S.]

[Reference and Instruction Librarian]

[Thompson Rivers University]

Re/flection

acrylic on canvas, 3’ x 6’ Julie Kent, 2012

Summative

Performance

Review:

Report

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TABLE OF CONTENTS

INTRODUCTION 1|ONE

INTRODUCTION 2

SELF-REFLECTIVE REPORT 2|TWO

PRIMARY ROLE RESPONSIBILITY 3

ANCILLIARY RESPONSIBILITIES 3

SESSIONAL FACULTY (PART-TIME) REFLECTION 3

PROFESSIONAL DEVELOPMENT 5

CONTRIBUTIONS 3|THREE

TEACHING PHILOSOPHY 6

SESSION 7

REFERENCE SERVICES 10

PROJECTS 11

TEAM EVENTS AND COLLABORATION 12

OBJECTIVES 4|FOUR

PROFESSIONAL GROWTH OBJECTIVES 13

SUMMARY 5|FIVE

SUMMARY STATEMENT 14

APPENDIX 1

SELECT INSTRUCTIONAL SUPPORT MATERIAL 15

APPENDIX 2

STUDENT, FACULTY AND COLLEAGUE FEEDBACK 16

APPENDIX 3

CERTIFICATE AND TEAM WORK DOCUMENTS 17

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EXECUTIVE SUMMARY 1|ONE

Summative evaluations are an essential tool for librarians establishing a professional career.

Prepared as an element of the summative review process, this report details my professional

activities and contributions in support of and aligned with goals and expectations of professional

librarians at TRU.

My contributions to TRU library extend beyond the basic

responsibilities of a reference and instruction librarian.

Working in a library transforming how it delivers service and

manages physical space presents opportunities for growth

and experimentation. It is within this transformative period

that I successfully integrated into the library’s environment

and contributed positively to teams, projects, and the

profession.

This report provides faculty, peer evaluators, and

administration with a statement of my accomplishments at

Thompson Rivers University (TRU) Library from August 18,

2011, to present. Within this report are details of those contributions and professional development

activities where I:

instructed 12 library information literacy sessions

participated in 9 professional development activities

provided basic and advanced reference services to users

completed or set the groundwork for completion 6 projects

created, co-edited, or edited 19 research guides using the LibGuide platform

collaborated with colleagues on at least 5 events, tasks, or projects,

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SELF-REFLECTIVE REPORT 2|TWO

PRIMARY ROLE RESPONSIBILITY

Primary responsibilities of this position, Reference and Instruction Librarian, centre on the delivery

of reference services and library instruction sessions, such as:

attending to scheduled reference desk shifts

engaging users in high-quality basic and advanced reference interactions

delivering reference services virtually and in person

consulting with faculty when developing active library instruction sessions

designing engaging and student-focused learning sessions

instructing library information literacy classes across disciplines.

ANCILLARY RESPONSIBILITIES

There are various sub-facets of this position in which I have great success in delivering service,

assistance, and support clearly demonstrating that I have the skills and competencies to positively

contribute to TRU’s campus community and my colleagues. I demonstrate competencies and

proficiencies as I:

evaluate and recommend materials and resources in support of learning outcomes and

course curriculum under the guidance of the collections manager, Penny Haggarty.

identify information needs and gaps in online resources and create guides in support of

legitimate research areas and learning outcomes using Springshare’s LibGuide platform.

respond to colleague requests for assistance in instruction and reference remaining flexible

and adaptable.

collaborate with colleagues on projects and tasks.

volunteer on projects.

SESSIONAL FACULTY (PART-TIME) REFLECTION

Working 20 hours per week offers great flexibility yet is bound by many challenges. Reference desk

responsibilities were established at 12 hours per week with the remaining 8 hours reserved for

projects, instruction, and other duties as assigned. Initially all 12 reference desk hours were

scheduled for evenings and weekends where I worked alone. Learning about processes, policies, and

working with others is important when at a new position in a new working environment. I

scheduled the remaining 8 hours into one or two blocks of time where I could see the library

functioning and be around staff of whom I could ask questions.

During the first term, I volunteered time beyond the 20-hour-per-week schedule to assist in moving

the collection between buildings as the renovations to the Main library were completed. Many

unfinished aspects of the move kept library staff fully occupied, and calls for assistance to further

move the collection, shelf reading, and cover reference desk shifts were made, to which I responded

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and participated. Only three instruction sessions were scheduled during this term, and no projects

were assigned. Extra hours (14 over 2 weeks) were created to cover some final moving tasks and

holiday time taken by full time staff, increasing my reference desk shifts.

The second term was met with many changes. Final stages of the move were completed, more

instruction opportunities assigned, and 4 projects were started. During a 7-week period, my 20-

hour work week was increased to 31. Within those 31 hours, 18 were scheduled for reference desk

duties allowing for time to take on some projects though not enough to fully complete each one.

A welcome set of duties for this 7-week period pertained to virtual reference. One hour per week

was scheduled for both Meebo and Ask Away sessions bringing reference service hours to 20 per

week. Meebo sessions saw little traffic and required no training. Ask Away is a comprehensive,

detailed, and robust virtual reference program shared by many institutions in British Columbia. I

participated in a 2-hour training session prior to starting with this program. It has proven very

rewarding and engaging. Collegiality is a cornerstone of librarianship and this program offered the

opportunity to work with colleagues at other institutions through an online chat portal where

questions about and help with AskAway were exchanged.

PROFESSIONAL DEVELOPMENT

Professional development is an essential component of librarianship. Part-time sessional faculty

work without access to funding for professional development and must employ creativity and

determination to find relevant courses, workshops, and conferences. I looked to associations of

which I am a member for online webinars and conferences. I explored opportunities to take part in

many relevant educational events. I participated in and completed the following online

conferences, programs, and a course:

1) Handheld Librarian Online Conference VI, Online February 1-2, 2012

Another installment where “librarians bring their tools and strategies to the learning scene.”

2) Library 2.011: the future of libraries in the digital age, Online November 2-4, 2011

The Library 2.011 conference offered a way to participate in a global conversation on

librarianship and libraries. There were a wide variety of sessions, such as: the impact of

digital media and the e-book revolution collection development, open resources, Web 2.0

production, multimedia and gaming spaces, and assessing service delivery.

3) The Eighth Annual TRU Teaching Practices Colloquium, February 20, 2012

This one-day, themed event delivered a wide variety of timely and interesting sessions to

participating faculty and staff on campus. The theme this year was High-Impact Practices

(HIPs).

4) Self-directed program: 23 Things for Professional Development, June – November, 2011.

Follow my development on my blog Transliteracy Librarian

(http://transliteracylibrarian.wordpress.com ).

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This self-directed program encourages librarians to explore and discover social media

“Thing”, including Twitter, blogging, RSS feeds and file-sharing, gaining qualifications,

presentation skills, and advocacy.

5) Self-directed program: Library Day in the Life Project coordinated by Bobbi Newman. Read

about my progress on Transliteracy Librarian (http://transliteracylibrarian.wordpress.com ).

Library workers around the world join in this one-week event, sharing and learning about

the challenges and successes of working in a library.

6) Creating a “Social Life” for Information Literacy Instruction in Libraries, ACRL, 2011.

Developing sound instruction practices using Web 2.0 tools, this course required

participants to create detailed lesson plans and strategies incorporating constructivist

theories and current Web 2.0 tools.

7) Instruction Section Mentoring Program of Association of College and Research Libraries is

offered to members of that section and provides opportunities to develop the ability of

academic librarians to promote learning, teaching and research in the context of information

literacy. I was recently paired with a mentor in this program and look forward to developing

a mutually beneficial professional relationship.

8) I leverage work responsibilities to develop other professional competencies. Springshare’s

LibGuide product offers opportunities to develop various literacy skills for the 21st century

librarian. I am an intermediate – expert user of this platform creating many subject and

research guides for various users and uses including library staff (private training guides),

subject faculty (specific course or event guides), and students (subject and research guides).

I have participated in Springshare’s online training and continue to participate in

Springshare’s group "Academic Libraries" on The Springshare Lounge. I am proficient in

writing HTML code and am currently learning CSS code to create pages aimed to increase

usability and readability. Having access to this product allows me to continue exploring its

interface, reviewing best practices and standards within the LibGuide community, and

participating in Library 2.0 communication with librarians elsewhere. I am participating in

the SpringyCamp Virtual Conference, Friday, April 12, 2012 – my last day at work on this

contract period.

9) I was asked to facilitate a workshop for the reference staff regarding the suite of Google

products. I created a Google Doc for the session encouraging staff to make notes and ask

questions within the document. See Appendix 3 to view a copy of the document. I had

created a Google research guide using the LibGuide platform for students and used this

workshop as an opportunity to review the guide with staff. The guide has proven popular and

relevant when instructing users on search strategies for the web. Staff used the workshop to

explore Google syntax, the use of a tilde, and choosing keywords. Several participants let me

know they found the session refreshing and valuable, and said they learned many Google

search tips.

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CONTRIBUTIONS 3|THREE

In addition to my primary responsibility of providing reference services to TRU library users, I also

instruct information literacy sessions on a broad range of topics including research methods, library

orientation, citation styles, academic integrity, and data mining. Guiding students to new concepts

and establishing an environment where collaboration and peer communication can occur is a

mutually enriching experience for students and instructor. I continue to review my practice and

have developed a teaching philosophy.

TEACHING PHILOSOPHY

I use a variety of instructional methods designed to effectively present topics, engage students, and

provide a positive learning experience.

I frame instruction by constructivist theories where active learning, learner-focused, and problem-

based inquiry engage students in relevant and valuable learning experiences.

I promote flexible learning moving students toward greater autonomy and responsibility.

I adopt and leverage technology to support flexible learning in both classroom and online

environments.

I deliver instruction using a variety of modes, concentrating on creating learning activities and

opportunities catering to a range of student needs and encouraging self-directed learning.

I collaborate with colleagues and instruction design experts in efforts to improve my knowledge of

best practices in pedagogical techniques.

I base lesson designs on a blended model of constructivist theory and activity theory promoting

active and flexible learning. Though each session is rooted in standards and established

proficiencies, my lesson designs allow for customization and are scalable.

Each instructional design is built upon a scaffolding process and through these phases:

1. Analyze the needs, the content, the learners, and the constraints to get the required information to the students in a useable format.

2. Synthesize that information to a deliverable instructional system remaining flexible yet organized.

3. Evaluate that synthesis identifying gaps, opportunities to improve, and reflect upon issues of change (organization, technology, format, environment).

I understand the transformative potential of digitally-rich teaching and learning. Embracing such

developments in technologies and the accompanying emerging pedagogical models, I am compelled

to think beyond current frameworks.

A complete Statement of Guiding and Design Principles are

found on my ePortfolio (http://juliekent.ca)

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INSTRUCTION SESSIONS

The following table presents session I have instructed and brief details of process or learning

outcomes established for each. I prepare a lesson plan for each aligned with the Association of

College and Research Libraries Information Literacy Competency Standards for Higher Education.

Selected samples of lesson plans, instruction support materials, and follow-up documents are

attached in Appendix 1.

Course and Date Instructional Details

BIOL 1110 October 4

Ross Friedman, Instructor

edited and augmented BIOL 1110 Research Guide http://libguides.tru.ca/BIOL1110

followed a lesson plan Elizabeth Rennie had distributed with only a few minor changes

presented BIOL 110 Research Guide

reviewed steps to find citation

small group work to track citation using online tools

ESAL 0406 October 6

Susanna Fawkes, Instructor

House of Learning Library tour

Learning Outcomes:

develop research strategies for online environment

evaluate resources

complete a basic catalogue search

identify bibliographic information

find item in stacks

use Google basic search strategies

STSS 1030 October 6, 2011

Jane Barley, Instructor

Learning Outcomes:

differentiate between library catalogue, databases, and the Internet

identify scholarly and popular articles

evaluate resources

complete a basic catalogue search

use Google basic search strategies

Nursing 1700 January 23

Marilyn Gilbert, Instructor

(student feedback is included in Appendix 2)

Learning Outcomes:

explain the differences between the library catalogue, article databases, and Internet search engines

determine the differences between types of magazines and journals

locate appropriate resources from the library website and research guides

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critically assess and evaluate websites and information found online including their value to research

use Google / Google Scholar effectively

Nursing 1700 January 30

Marilyn Gilbert, Instructor

(student feedback is included in Appendix 2)

Learning Outcomes:

use the library catalogue to search for books and other resources

use CINHAL to search for articles

identify by the type of material used by the citation find resources by using citation finding tools

ESAL 0480 February 14

Susanna Fawkes, Instructor

Learning Outcomes:

understand the need to cite sources

identify and use bibliographic information

find tools and resources to create citations Steps taken

watched video presenting purpose of citation worked in pairs identify bibliographic information of

books provided created citation in APA style of same works

ESAL 0480 February 16

Susanna Fawkes, Instructor

Learning Outcomes:

differentiate between the library catalogue and online searching

construct basic keyword search strings

identify bibliographic information

find books in library stacks

evaluate web sources

VISA 1500 February 28

Terryl Atkins

Learning Outcomes:

search the library catalogue using basic keyword and subject searches

differentiate between the web, the catalogue, and databases

identify bibliographic information

understand elements needed to create citations (MLA)

use research guides (MLA, Google, Evaluating Web sites)

ENGL 1810 March 1

Andrea Hunter, Instructor (Twitter hashtag #ENGL1810

- Appendix #2; Poll Everywhere results see

Appendix 1)

Learning Outcomes:

search the library catalogue using basic keyword and subject searches

differentiate between the web, the catalogue, and databases

identify bibliographic information

understand elements needed to create citations (APA)

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use research guides (MLA, Google, Evaluating Web sites)

ESAL 0570 March 1

Lori Bremner

Learning Outcomes:

understand the need to cite sources

identify and use bibliographic information

find tools and resources to create citations Steps taken

watched video presenting purpose of citation executed basic searches using library catalogue created citation in APA style of same works

ENGL1100 March 5

Tom Friedman

To Be Determined

BIOL 1810 March 21

Susan Purdy

To Be Determined

REFERENCE SERVICES

In-person

I am proficient when delivering reference services to TRU users. I am competent in the following

essential areas of knowledge:

Understanding the structure of information resources available at TRU Library

Using TRU Library’s basic information tools (online catalogue, databases, Web sites, print

and electronic formats of journals and monographs, etc.)

Identifying and understand the various information-seeking patterns and behaviour of users

Understanding the influence of technology on both the structure of information and the

behavior of users accessing information

Understanding copyright and intellectual property laws and Access Copyright

I adhere to the Reference and User Services Association’s (RUSA) “Guidelines for Behavioral

Performance of Reference and Information Service Providers” . During each reference desk shift I

ensure users view me as approachable. Throughout the reference interaction I demonstrate interest

in the user’s needs, actively listen to the request, expertly search for tools and resources to meet the

presented information need, and when appropriate and possible, follow up with the user.

In support of my successes in interacting and engaging users when delivering basic and expert

reference services, please see Appendix 2 for feedback received from students and colleagues.

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Virtual Reference

During the second term of my contract, reference responsibilities were expanded to include Meebo

and AskAway virtual reference services. I participated in a comprehensive training session with

Sunni Nishimura. After that session I was able to provide good reference interactions using various

tools available on softwares’ interfaces, converse with colleagues on the group system chat service -

Campfire, and professionally work with online users helping them find the information or resources

needed. Transcripts of sessions are in Appendix3. I would like to review the transcripts Library

Chair, Brenda Smith and identify areas for improvement.

PROJECTS

Machine-readable Accessions (MARA)

MARA are mandatory and essential bibliographic data required for our catalogue’s contribution to

the National Union Catalogue. Working independently to review the guidelines and report to

Brenda Smith and Michael Coyne, I will prepare and submitted a report before the end of this

contract period April 13th, 2012.

Institutional Repository

Entered into Appendix 1 is a draft for a report to Kathy Gaynor regarding a potential to propose and

develop an institutional repository at TRU. Her response to my work is included in Appendix 2.

eBooks

Under the direction of Penny Haggarty, I investigated eBrary title usage, executed several reports,

and presented a review of titles most used. A comprehensive report will be completed and

submitted by March 30th, 2012.

Wiley Journals

An ongoing project which I share with my colleague Wendy Lehar includes discovering where

information about TRU library journal coverage differs from the actual coverage. This is a huge

project and expectations are that it will not be completed by the end of our contract.

Collection Development

Penny Haggarty assigned me two subject areas for development: Psychology and Animal Health

Technology. This is the first experience I have had using selection tools such as Choice Online and

YBP/GOBI. Though this rewarding experience, I gained a greater understanding of item evaluation,

selection tool interfaces, and TRU’s overall curriculum. I identifies a gap in the collection regarding

items for Web 2.0, specifically social networking for business. I created a collection folder with

selected and relevant items aligned with TRU curriculum.

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Subject and Research Guide Development

At the request of Kathy Gaynor, I created new guides, identified possible guide subjects and topics

for development, and proposed changes to the landing page. The following lists include guides that

are either in development, that are published, own, co-own, edit, or on which I collaborated with

peers to develop:

Guides I Own

ACS: American Chemical Society (published)

APA Citation Style (published)

Chicago Manual of Style (published)

Copyright (private, in development)

Creating Links to Articles (test, unpublished)

Databases that Track Citations (published)

Geography 3900 (Japan) (published) (collaborated with instructor to develop this guide)

Google (published)

New Venture (published)

Open Access Sources (unpublished, in development)

Social Networking, Social Media, Social Software (unpublished, in development)

Test (private)

Trades & Technology (unpublished, in development)

Guides I Co-Own

NRSC 1120 (published)

Guides I Edit

ASA Style Guide (published)

BIOL 110 (published)

CSE Citation Style (published)

English-as-a-Second or Additional Language (published), (consulted with ESAL instructors)

MLA Citation Style (published)

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TEAM EFFORTS AND COLLABORATION

Developing interpersonal communication competencies is an essential element for working

collaboratively in teams. Dueing my contract at TRU, I had several positive experiences and am

honoured to have had the opportunity to work with some amazing and talented librarians. See

Appendix 3 for supporting documents.

Poster Session

TRU’s 8th Annual Teaching Practices Colloquium provided an opportunity for a collaboration

between myself, Wendy Lehar, and Wendy Svendson, designing and presenting a poster session.

For another perspective on this effort, please read an entry in my blog Transliteracy Librarian

(http://transliteracylibrarian.wordpress.com ) . A printed copy of the blog post is included in

Appendix 3.

Biology Research

Wendy Lehar and I worked together preparing a document using Google Docs providing reference

staff with a synopsis of questions and suggested resources for an upcoming biology course.

Moving the Collection (volunteer)

During an intensive moving period I volunteered to work with others labeling book carts, loading

books, and unloading books onto shelves in the main library. A great hands-on experience! I

learned much about pre-planning particulars and various organizational considerations necessary to

make such a multi-levels move.

NRSC 1120 Research Guide (http://libguides.tru.ca/NRSC1120)

Working with Wendy Lehar and Melissa Svendson, we created a research guide in support of a

specific assignment. I was honoured to demonstrate Wendy and Melissa the LibGuide platform,

presenting basic guide development strategies and some functionality of the interface. Niether

Wendy nor Melissa had previous experience with this product. We divided tasks, checked each

other’s work for correctness, and evaluated library resources making suggestions to the instructor

for changes to the assignment. Melissa was particularly thorough in evaluating the library’s

collection for material in support of this assignment.

Turning Point Clickers and Poll Everywhere

Neither of my sessional faculty colleagues had experience setting up and using clickers and online

polling programs. I coordinated with Wendy Lehar and Melissa Svendson to spend time presenting

and instructing them on the installation and use of both these products. It was a very rewarding

experience sharing some of my knowledge and expertise with my colleagues who were quite

receptive to learning these technologies.

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PROFESSIONAL GROWTH OBJECTIVES 4|FOUR

I have experienced tremendous successes, such as:

developing strong and trusting relationships with faculty

engaging students during instruction sessions

motivating students during reference interactions

modeling various and alternative methods of instruction

collaborating with colleagues

I have identified areas for improvement, such as:

awareness of group dynamics

continued development of instructional pedagogy and methodology

increased knowledge of Web technologies (CSS, XML, etc.)

collection development and skills using selection tools

In future I plan to continue vigorously developing my professional practice in various ways, such as:

a) To integrate into my practice:

more thoughtful active learning activities in instruction

appropriate embedded objects for instruction

opportunities to develop strong interpersonal and professional relationships

b) To consider for research:

Human Information Behaviour and Information Seeking Process model

accommodation or deviation from established models in a longitudinal study

following a group of students entering university to graduation within the context of

increased educational and instructional technologies

literacy trends, specifically transliteracy

c) To continue:

attending select conferences and workshops

self-directed professional development

exploring instructional technologies and techniques

networking with others

exploring possible communities of practice

contributing to my profession by developing my blog Transliteracy Librarian

building my ePortfolio http://juliekent.ca

d) To begin:

writing articles for submission and publication in professional journals

presenting papers, workshops, and poster sessions at conferences

participating in committees within the institution’s culture

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SUMMARY 5|FIVE

I have practiced and continue to develop self-reflection or critical self-appraisal throughout my

contract here at Thompson Rivers University. During this practice I have recalled instructional,

interpersonal, and team events, considered many facets of those events, and attempted to evaluate

in the context of a broader purpose – the purpose of developing my competencies and proficiencies

as a librarian, an information scientist, and a leader.

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APPENDIX 1

In this envelope are instructional support material.

Lesson plans

Class handouts

PowerPoint presentations

Poll Everywhere results (ENGL 1810)

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APPENDIX 2

In this envelop are documents regarding student, faculty, and colleague feedback.

Director’s comment

Colleagues’ comments

Student comments

Student feedback from specific class

Twitter feed #ENGL1810

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APPENDIX 3

In this envelop are documents supporting collaboration and team efforts.

Google Docs (Biology and reference meeting)

Poster Google Doc and Blog entry

Bookmarks

Self-directed Course Certificate (professional development)