Remember, there is significant overlap between best practices for preparing for your online session as there were for your in-person sessions. So don't try an reinvent the wheel, but rather, adapt what you already know to the current situation.
CONTACT your faculty member ahead of the session.
Remember: The instruction should be linked to an assignment. General "all about the library" sessions don't work well in-person; they won't hold students' attention online.
ASK what the students need to know or to be able to do to successfully complete their assignment.
FOCUS on only 2-3 learning objectives per session.
CHECK that you include an activity for every 5-7 minutes of lecture / demonstration.
ASK a colleague to serve as your Zoom co-pilot for your session so they can:
Monitor the chat
Run polls or other activities
Remember to introduce your co-host when you start the session.
PRACTICE before your session! Make sure the tech works like you want it to.
Before you plan out your session, consider if you would like the class to be Flipped or Non-Flipped. Having a class that is flipped will require students to complete an activity before the session, so make sure you get the instructors input designing a flipped instruction session. Additionally, be sure to link all activities to the instructor's current assignment.
PLAN and COLLABORATE: Flipped instruction requires that you speak with the faculty member before the session. You must make sure that they are on-board with the activities and will motivate the students to complete the activities before the session starts.
BEFORE THE SESSION: Assign the students an activity to be completeed. This activity could be a video, reading, or a brief assignment.
DURING THE SESSION: Focus on active learning, practicing what students learned from the homework, such as choosing and revising keywords, evaluating sources, or starting a literature review matrix.
PLAN and COLLABORATE: While Non-Flipped instruction does not require you to have faculty buy-in to have their students complete the activities before the session, you should still speak with the instructor before your session. From the instructor, you will want to get a strong sense of the assignment that the students are working on. You will also want to have a discussion with the instructor about learning objectives for the session.
DURING THE SESSION: Keep demonstrations or any lecturing brief, focused, and concise. You will want to vary your demonstrations with learning activities. Ideally, break up larger lectures into smaller chunks of no more than ten minutes.
CONNECT: Make sure you link all content and activities back to the student's activities as often as possible.
Synchronous sessions are sessions where the librarian attends and teaches the students in real-time, whether in the classroom, or streaming using a video technology like Zoom or BlackboardCollaborate.
THINGS TO CONSIDER:
If a course has multiple or scaffolded research assignments, ask the instructor to make you a teaching assistant for the class.
Targeted Libguide: Create a targeted LibGuide focused on the successful completion of a specific assignment.
Student Office Hours: Hold "student help hours" via Zoom for students in a class before an assignment is due.
Create an Assignment: Collaborate with a faculty member to create an assignment that supports information literacy skills. Check out our list of content creation apps for ideas.
Online Tutorials: You can design online tutorials using tools like LibWizard to supplement sychronous sessions.
Tutorial Videos: Use videos for teaching students discrete tasks, like using ILL or filtering for peer reviewed articles. Want a specific video?