Group Source Presentations

 

 

Much of what reference librarians do involves instruction, whether it be presentations in front of large groups, the preparation of pathfinders, or one-on-one instruction (bibliographic instruction) at the point of use.

 

During the middle part of the semester, groups of students will teach the class to use some information resources, following sound instructional and learning theory.

 

Each group will be comprised of approximately 3 students ± 1, depending on class enrollment.

 

Each group will be randomly generated & randomly assigned a genre of reference source. There are 7 genres that will be covered:

Presentations should be 30-40 minutes long; in other words, about half of the length of the class session. I will start each class session with an introduction to and overview of the genre in question. There will be a few specific sources that I will ask each group to be sure to include in their presentation, and I will communicate to each group ahead of time what those sources are. beyond that, each group can present any sources they choose.

Groups should select a few exemplary print or electronic resources to illustrate some of the characteristics of the genre, or some unusual examples of the genre. Outstanding bad examples are also fair game. Groups should present each source in some depth, explaining its content, organization, usability, etc.

Groups should discuss their selection and evaluation criteria at two levels of analysis: criteria for each source they are presenting, as well as for the genre as a whole. In other words, if you were building a reference collection, what criteria should you employ in deciding whether or not to purchase sources of this genre in general, and why did the group decide to present these specific sources instead of any others?

For each presentation the remainder of the class will play the role of fellow library colleagues who are taking a refresher course on this type of material. The presenters will take the roles of reference staff who are instructing their colleagues in the use of these tools. This is a common model in libraries today.

Mode of presentation: Powerpoint slides, in-class exercises or a lab, demonstrations, whatever. It is entirely up to the members of the group. Educational theory supports the use of active learning strategies to get the class involved and keep them alert while making the material relevant.

 

The rest of the class will participate as students and evaluate the presentations along with the instructor.

 

 

Grading

 

The following table describes my rubric for evaluating both individual and group presentations.

 

There are 5 categories, 4 points max in each, for a total of 20 points total. Not all categories may apply to every presentation; for example, if you don't use Powerpoint or handouts, Graphics and Spelling & Grammar may not apply. In these cases, the applicable total will reduced and the presentation will be graded accordingly.

 

  Points
  1 2 3 4
Organization Audience cannot understand presentation because there is no sequence of information. Audience has difficulty following presentation because student jumps around. Student presents information in logical sequence which audience can follow. Student presents information in logical, interesting sequence which audience can follow.
Subject Knowledge Student does not have grasp of information; student cannot answer questions about subject. Student is uncomfortable with information and is able to answer only rudimentary questions. Student is at ease with expected answers to all questions, but fails to elaborate. Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration.
Graphics Student uses superfluous graphics or no graphics Student occasionally uses graphics that rarely support text and presentation. Student's graphics relate to text and presentation. Student's graphics explain and reinforce screen text and presentation.
Spelling & Grammar Student's presentation has more than one misspelling and more than one grammatical error. Presentation has exactly one misspelling and/or exactly one grammatical error, which a spell- or grammar checker would catch. Presentation has exactly one misspelling and exactly one grammatical error, which a spell- or grammar checker would not catch. Presentation has no misspellings or grammatical errors.

Style (Elocution / Eye Contact)

 Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear. Student reads all of report with no eye contact. Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. Student occasionally makes eye contact, but still reads most of report. Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation. Student maintains eye contact most of the time but frequently returns to notes. Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation. Student maintains eye contact with audience, seldom returning to notes.

 

Credits: This rubric was developed by Information Technology Evaluation Services, NC Department of Public Instruction. I took this table from here.