Here are just a few take-aways from the event:

• During our session on undergraduates as researchers, several faculty members agreed that determining whether or not a source is appropriate for use in a paper is one of the most important skills for student writers to learn; it also is one of the most difficult skills to teach.
• In a session on oral presentation skills, we learned that simply taking a deep breath as you approach a podium can help you speak more clearly.
• When working with first-year seminar faculty, some in the CTLR like to share this advice:  ”You are creating the students you want to see in your other classes.”
• Both students and faculty won’t always ask for help, even if they might need it. “We don’t know what we don’t know,” one faculty member pointed out.
• When planning a class or a workshop, start at the end (ask, “What do I want the students to have learned?”) and work backwards. This should help you decide which content to prioritize.

One more thing: The Mountain Top Inn is a really nice place!

• Find useful tips on the LIS pages (go/lis), (go/lib), and (go/helpdesk)
• Use (go/subjectguides) for links to databases, CDs, video and more
• Begin your research, searching for articles across both databases and MIDCAT (the library catalog) with Summon.
• The music collection has moved into the Davis Family Library, link here to view a map depicting the updated location of materials.
• Study Carrel Suites have been set aside for use by specific Language Schools; individual carrels within the Language Suites are available on a first come, first served basis and may not be reserved; the Language Suites are intended for the exclusive use of the language specified. MAP
• If you have any questions please don’t hesitate to Ask a Librarian.

Already have a performer or band in mind? You can also search in Midcat using the name of the performer or band. (Check out this other video on using MIDCAT to find music CDs in foreign languages.)

If we don’t own it, try NExpress or ask us to order it. We welcome your suggestions.

Deliverable:

1. By summer 2010 identify core sets of services and resources that all liaisons need to be familiar with, and provide training to allow all liaisons to achieve a similar level of familiarity.
2. By summer 2010 define the expectations around expertise in particular areas of specialization (e.g. collection development, video editing, etc.) document where that expertise resides within the organization and provide training to build up that expertise and/or fill gaps.

Outcome

We need to efficiently provide for faculty and students’ library instruction, educational technology instruction (including technology present in various classrooms), individual research, assistance in the development of course assignments requiring library research or educational technology, and the liaison program is a coure vehicle for doing this. In addition, we need to promote new and current LIS services to the community.
- tracking and creating a timeline for this outcome will be the challenge.
- this outcome is a ”moving target” and will be hard to quantify. How do we evaluate the level of proactiveness?
- The blog that was created to document the faculty tech fair could be used and incorporated into this goal.

Delivery
ACS will complete the rolling out of the new faculty liaison program by the end of June. The new liaison program will improve the way that we work with faculty to integrate technology and library resources into the curriculum, simplifying the paths that faculty need to follow to use our services and amplifying our understandingt of what faculty and students want and need from us.
-what are the key milestons and how do we track them?

Resources
This will require the time of everyone within ACS, as well as some time from folks outside of ACS but within LIS. Resource conflicts within ACS will be managed within ACS, broader resource conflicts will be brought to the attention of the AD team.
- an inventory of who’s doing what within LIS and the broader LIS skill set in general may need to be created.
- how the liaison program interfaces and overlaps with the Curriculum Technology Team and the Media Tutors is still to be resolved. 

Visibility
We need to commit time to working on this, and to working with departments to assess the efficacy of this new model.

Mack and Alex are working at the helpdesk. Alex tangentially wondered if and how the CTT should be more involved in the helpdesk. It was noted that the team has a number of issues on its plate – not the least of which was the original charge to find a replacement for Segue. If the team is to be involved in other projects – then we need direction and new goal setting from the ADs. It was agreed however, the CTT could have a hand in training staff at the helpdesk once a replacement application is chosen. It was suggested that the team could also have a hand in application development – particularly for MiddMedia and could help determine which features and applications are most appropriate for curricular use.

For the rest of the meeting CTT discussed its new website. There was some disagreement about the current navigation – but it was agreed to seek feedback from a few potential users before changing the navigation from the current mock up.

Discussed the philosophy behind  Quick Starts, and came up with the following rubric:

• That we need to post some information that relates to the different labs on campus
• That there needs to be information about some of the free for download applications such as Audacity that are included among the tools
• Discussed what essentials might be included in a Quick Start Guide as it related to Audacity.