Pre-conference workshop post-mortem

Thanks to everyone involved in the EOP for a successful pre-conference workshop. The Education Committee received many good comments and I personally thought the instructor meeting was tremendously helpful. Joseph Hafner is working on compiling the comments and ideas from the evaluations at the pre-conference workshop. Let's continue the discussion! Please feel free to post your thoughts and ideas on future development of the program. Currently, there are at least 3 workshops in the pipeline and the Education Committee has plans to write proposals for ALA, PLA, and various state library organizations.

Train-the-Trainer Reminder: Bring your syllabus

Just a reminder to bring your syllabus from any workshops or courses that you have taught in our three workshop areas: Music Reference; Music sound recordings cataloging; Music collection development/acquisitions. There will be time during the afternoon of the pre-conference workshop to share you syllabus with other instructors in your teaching subgroup. This will help us to think about ways in which we can expand or reduce the content of a workshop. Plus, it will be fun to hear about your experiences in teaching similar workshops. Each subgroup will have about 20 members if you'd like to bring copies for all.

Evalution sheet #2

Since the learning objectives are an important part of the three workshops that have been developed in the EOP, Jean Harden had a great idea of having the learning objectives available to all the train-the-trainer folks in the morning "model" workshop observations with space to write notes. This second evaluation sheet will be included in the pre-conference workshop folders but I thought you might want a "preview" of this document.

Under each learning objective is space to write comments on whether the objective was covered, how well it was covered, and how pertinent to the workshop as a whole it seemed to be. If the objective was not covered, there is space to indicate whether that omission made sense in the current context.

Train-the-trainer Comment Sheet for Learning Objectives

Sound Recordings Cataloging Workshop

Below are listed the learning outcomes for the Sound Recordings Cataloging Workshop. Under each learning objective is space for you to write your comments on whether the objective was covered, how well it was covered, and how pertinent to the workshop as a whole it seemed to be. If the objective was not covered, indicate whether that omission made sense in the current context.

By the end of the Music Reference Training Session, the participant will be able to:

1. Explain the difference between Record Types “i” and “j” and be able to list at least three kinds of ambiguous sound recordings that should be categorized as Type “i”.

2. Explain the proper Type and Bibliographic Level coding for a sound recording that also happens to be a continuing resource.

3. List the chief sources of information for sound recording discs and the prescribed sources of information for the major descriptive areas of a bibliographic record.

4. Explain at least three major bibliographic differences that justify the creation of a new record for sound recordings.

5. Explain the choice of entry for sound recordings that contain one work, two or more works by the same person or body, and works by different persons or bodies with a collective title.

6. Explain the choice of entry for sound recordings that contain works by different persons or bodies without a collective title both in the “popular” and the “serious” idiom.

(OVER)

7. Explain at least three instances where the use of field 006 may be appropriate.

8. List at least two of the “bibliographic events” whose dates may be known in the cataloging of a sound recording and explain how to determine the most important dates.

9. Explain when a sound recording duration belongs in field 300 and, when it does not, what are the options for listing durations.

10. Explain how to use field 028 for multiple publisher numbers that are non-consecutive.

11. List at least two of the types of standard numbers that should be coded in field 024.

12. Explain at least three correct uses of field 246 and how its use is distinguished from that of field 740.

13. Explain where the General Material Designation (GMD) should be placed.

14. List the two 5XX fields in the record where performers might be included.

15. Explain the difference between a standard contents note and an enhanced contents note.

ADDITIONAL NOTES:

Train-the-trainer Comment Sheet for Learning Objectives

Music Reference Workshop

Below are listed the learning outcomes for the Music Reference Workshop. Under each learning objective is space for you to write your comments on whether the objective was covered, how well it was covered, and how pertinent to the workshop as a whole it seemed to be. If the objective was not covered, indicate whether that omission made sense in the current context.

By the end of the Music Reference Training Session, the participant will be able to:

1. Name the questions to ask in a music reference interview.

(What format do you want? What musical style is the song?, Who wrote it?, etc.)

2. Identify the most common formats for music materials.

(Sound recordings: CDs, LPs, etc., Printed music: full scores, vocal scores, etc. Visual materials: VHS, DVD, etc.)

3. Recognize the Difficulties in finding songs and instrumental music, and how to overcome them, Part 1.

(The problems in finding POPULAR SONGS (as well as other musical styles) include being part of a larger work, located in an anthology, in different languages, not cataloged adequately, etc.)

4. Describe components that are used in a CLASSICAL MUSIC title (AKA Difficulties in finding songs and instrumental music, Part 2)

(Talk about additional difficulties in finding classical music by discussing the idea of uniform title, such as original language, music subject headings use plural form, etc. The Participant will learn more terms to use in a keyword search, such as opus number, key, etc.)

(OVER)

5. Recognize the difficulties in finding WORLD MUSIC (AKA Difficulties in finding songs and instrumental music, Part 3)

(Search terms can vary in a catalog (ex. Senegal or Africa), traditional vs. popular music, etc.)

6. Name free internet sites (and paid electronic resources like WorldCat) to use in answering music reference questions

(Allmusic.com, Music Selection Resources on the WWW, etc.)

7. List basic music reference materials their library may want to purchase

(Grove, Ken Bloom "American Song," "Song index of the Enoch Pratt Free Library," etc.)

ADDITIONAL COMMENTS:

Train-the-trainer Comment Sheet for Learning Objectives

Music Collection Development/Acquisitions Workshop

Below are listed the learning outcomes for the Music Collection Development/Acquisitions Cataloging Workshop. Under each learning objective is space for you to write your comments on whether the objective was covered, how well it was covered, and how pertinent to the workshop as a whole it seemed to be. If the objective was not covered, indicate whether that omission made sense in the current context.

By the end of the Music Collection Development/Acquisitions Workshop, the participant will be able to:

1) Identify and distinguish music material formats and iterations

Sound recording formats

Score types

Outdated formats still found in library collections

2) Know basic tools in selecting music materials

Using A Basic Music Library

Using book, score and sound recording reviews

Using approval plans and standing orders

Identification of major vendors

Searching for obscure items

3) Know how to create and maintain a music collection development policy

Looking at examples of CD policies

Elements of a CD policy

Writing policy

Using CD policy for making selection/deselection decisions

4) Know how to evaluate a music collection; make decisions on deselection, preservation, replacement

How to make a physical evaluation on various formats

To toss or not to toss?

Portions of copyright law that have an impact on collection

development practices

(OVER)

5) Discern collection requirements based on the needs of the collection’s users

Assessing your patron base

Obtaining feedback

Use of circ and other stats in aiding selection

Marketing

ADDITION

Evaluation sheet #1

At the pre-conference workshop, during the morning observations of the workshops, train-the-trainer folks will have the following evaluation sheet available to them in order to record their notes. The form is intended for personal use to by the train-the-trainer folks to record their ideas and to assist them with thinking about the relevant issues in a workshop presentation.

Evaluation form for model workshop

Preconference workshop “train-the-trainer” morning session

Instructions: Respond to the following statements by rating them and writing down notes during the observation of the morning workshop in your teaching area. If your response is positive, indicate why it is positive; if it is negative or neutral, indicate would could have been improved. It is not necessary to respond to all questions. This evaluation form will not be given to the instructor. The form is intended for your own personal use to record your ideas and to assist you with thinking about the relevant issues in a workshop presentation. It may be helpful to you during the afternoon discussions on “teaching techniques” and “critique and discussion of model workshop.”

Rating Key

+2 +1 0 -1 -2

+2 = exceeded expectations

+1 = acceptable

0 = neutral/No data to judge

-1 = less than acceptable

-2 = much less than acceptable

Instructor Skill

The instructor presented subject matter in a clear, understandable, and organized manner

+2 +1 0 -1 -2

Instructor adequately explained abstract concepts and ideas

+2 +1 0 -1 -2

Learning activities were well explained and contributed to the objectives of the workshop

+2 +1 0 -1 -2

The instructor responded well to questions posed by the participants

+2 +1 0 -1 -2

The instructor adapted easily to changing/unexpected workshop situations

+2 +1 0 -1 -2

The instructor’s style of presentation (appropriate eye contact, vocal pitch and tone, energy, movements, etc.) held my interest during the course of the workshop

+2 +1 0 -1 -2

The instructor used terms and expressions suitable for the level of the participants

+2 +1 0 -1 -2

The instructor effectively communicated his/her ideas and teaching points

+2 +1 0 -1 -2

The instructor was knowledgeable about the workshop topic

+2 +1 0 -1 -2

The instructor encouraged participants to share their knowledge and experience

+2 +1 0 -1 -2

The instructor was particularly good at…

Content

The objectives of the workshop were clearly stated

+2 +1 0 -1 -2

The objectives of the workshop were achieved

+2 +1 0 -1 -2

Instructor used active learning techniques to keep participants engaged in the learning process

+2 +1 0 -1 -2

The instructor used a variety of teaching styles to accommodate a range of students' learning styles

+2 +1 0 -1 -2

The workshop was well organized

+2 +1 0 -1 -2

I understood the logic and progression from one topic to the next

+2 +1 0 -1 -2

The instructor used relevant examples

+2 +1 0 -1 -2

Pace

The length of the presentation was appropriate

+2 +1 0 -1 -2

The material was presented at an appropriate pace

+2 +1 0 -1 -2

Sufficient time was devoted to discussion

+2 +1 0 -1 -2

There was enough time to ask questions

+2 +1 0 -1 -2

If I were an instructor for this workshop, I would have made the following improvements or changes in these areas:

PACE

CONTENT

INSTRUCTOR SKILL

If you had MORE time to present this workshop topic, what additions would you make to the content?

If you had LESS time to present this workshop topic, what content would you exclude?

EOP procedures for workshop request

I have created a draft of the procedures for requesting a workshop and for future stewardship of the EOP. This document will be discussed at various meetings in Newport including the EOP instructor meeting, the chapter chairs breakfast, and the Education Committee business meeting. Please feel free to send me your responses. Thanks to Bonna Boettcher and the chapter chairs for helping me draft this document.

Education Outreach Program (EOP): Procedures for Workshop Requests and Future Stewardship

DRAFT 1/08

Request for a workshop originates in one of the following ways:

1) Co-chairs for Education Committee

2) Chapter Chair

3) MOUG

4) Direct to Instructor

5) As a result of an outreach effort by an MLA chapter

PROCEDURES:

1. Workshop request is forwarded to Co-chairs of Education Committee after originating from above cases
2. Co-chairs contact chapter chair or MOUG EOP liaison to work out the details of the workshop and to select a trained instructor in the program. Final selection of instructor is the responsibility of the chapter chair/MOUG EOP liaison.

3. Payment worked out with workshop requester and Chapter Chair/MOUG EOP liaison
1. Suggested instructor fee structure: 70% to instructor, 20% to chapter/MOUG for continued outreach efforts, 10% to National MLA to support the EOP
2. Hotel, transportation, per diem expenses would be negotiated separately from the instructor fee
4. Instructor selection should be based on proximity to workshop location, instructor availability, and should consider equal teaching opportunities to those trained in the EOP
5. Specific instructor requests should be honored.
6. Instructors should not be used that have not been trained in the EOP to ensure quality of the workshop
7. There is no set amount that a chapter/MOUG is required to charge for providing a workshop. Suggested or typical amount paid for a workshop can be requested from the co-chairs of the Education Committee to be used for negotiation purposes with the workshop requester. Workshop fee should be negotiated on a workshop-by-workshop basis.
1. [Insert suggested workshop fee by region]

FUTURE STEWARDSHIP

Co-chairs of the Education Committee will maintain the following:

• Names, contact information and bios of all instructors in the EOP
• Names and contact information for chapter chairs/MOUG EOP liaison
• An annual list of workshops taught, workshop requester, name of instructor for the workshop, and instructor fee
• A web site that details the program and provides information on how to request a workshop
• Learning outcomes for all workshops

In addition, the co-chairs are responsible for:

• Monitoring and updating the EOP curriculum and developing new workshop as the need arises
• Recruiting new instructors for the program
• Providing Continuing Education for trainers
• Organizing an annual meeting of instructors at the MLA annual meeting
• Periodically contacting library schools, consortium, and library associations to offer the workshops at the national level
• Working with chapter chairs or EOP designate/MOUG EOP liaison to work out the details of a workshop request
• Passing on workshop requests to the chapter chair/MOUG EOP liaison and suggesting instructors
• Developing the program, including an distance education component

Chapter Chairs/MOUG EOP liaison will maintain the following:

• A List of EOP instructors for their chapter/organization
• Names and contact information for the Chair(s) of the Education Committee

In addition, chapter chairs are responsible for:

• Initiating outreach efforts (or designate a committee) to offer EOP workshops for chapter members/MOUG members or potential chapter/MOUG members in their region (possible to use brochure template for print mailings from A-R Editions)
• Coordinating workshops with the Education Committee chair(s) to select an instructor and finalize details of a workshop
• Negotiating instructor fees with the workshop requestor including hotel, transportation, and per diem expenses for the instructor
• Making sure that instructor fee percentage structure is honored
• Attending annual meeting of instructors at the MLA meeting
• Suggesting future EOP workshops to the Education Committee chair(s) that would be of benefit to their chapter/organization

Pre-conference workshop schedule

Here is the "almost" official schedule for the pre-conference workshop. We will have an official schedule once we know the room numbers for the various break-out rooms. A complete schedule and itinerary for the day will be in the conference folders distributed at the pre-conference workshop.

Morning: 8:00 – 8:30 AM Check-in/Registration Desk

8:30 – 8:45 AM Welcome

8:45 – 11:45 AM Workshop I (for participants and train-the-trainer)

*Music Reference – Jeanette Casey, University of Wisconsin at Madison

*Sound Recordings Cataloging – Jay Weitz, OCLC

*Music Collection Development/Acquisitions – Marci Cohen, Northbrook (IL) Public Library

(15 minute break at the discretion of instructor)

11:45 AM – 1:00 PM Lunch

Afternoon: 1 – 4 PM Workshop II (for participants)

*Video recordings Cataloging - Jay Weitz, OCLC

*Client Services – Joseph Hafner, McGill University

*Music Collection Development/Acquisitions – Marci Cohen, Northbrook (IL) Public Library

*Music Reference – Jeanette Casey, University of Wisconsin at Madison

(15 minute break at the discretion of instructor)

4:00 – 4:30 PM Wrap-up and evaluation

4:30 PM New Members Forum

Train-the-trainer

1:00 – 2:00 PM Teaching techniques – Laurie Sabol and Beth Rohloff, guest speakers, Tufts University

2:00 – 3:00 PM Critique and discussion of “model” workshop – facilitated by workshop subgroup coordinators

3:00 – 3:15 PM Break

3:15 – 3:45 PM Networking, sharing of syllabi, discussion of learning outcomes and how to reduce/expand a workshop for a local audience – facilitated by workshop subgroup coordinators

3:45 – 4:15 PM Outreach techniques – Erin Mayhood, guest speaker, University of Virginia, and Darwin Scott, guest speaker, Brandeis University

4:15 – 4:30 PM Wrap-up and evaluation