Educational Outreach Program - Music Library Assoc

upcoming events at the Chicago MLA meeting

2009-01-06T11:57:00.000-08:00

It's been awhile since I've posted but I have been busy planning the EOP events for the Chicago meeting. Here are the events that EOP instructors are invited (and encouraged) to attend. I don't yet have the room numbers where these meetings/presentations will take place. I'll post an update as soon as the program is posted.

Thursday, Feb. 19

11:45 AM-12:30 PM
EOP instructor meeting - listed in the conference program as Education Committee business meeting. Agenda will consist of a review of the past year and creation of goals for 2009.

Friday, Feb. 20

3:30-4:30 PM

Sound Recordings Cataloging Workshop led by Mary Huismann
EOP instructor training and observation
If you know anyone who would like to be trained to teach this workshop, have them contact me and I will arrange for them to get the observations form and all pertinent information. This is also a good refresher for current EOP instructors on the Sound Recordings Cataloging workshop.

Sat., Feb 21

10:30-11:30 AM
Public Speaking 101 for Music Librarians: I'd Rather Face a Snake on a Plane

Continuing education session for EOP instructors led by Alicia Hanson. At the last EOP instructor meeting in Newport, many people requested a workshop on presentation techniques so this is it! This should be excellent, you don't want to miss this.

I'm looking forward to seeing everyone in Chicago.

Instructor Bios

2008-06-30T14:51:00.000-07:00

We would like to gather bios for all the instructors in the EOP. This will not be an extensive bio for each instructor (please do not send your entire vita) but supply us with the information requested below so there is some uniformity to the information. At some point when the Education Committee has an official WIKI through MLA, this information will be posted for workshop requestors to look over. If there is information that you do not wish to have posted on a "EOP workshop publicity page" but should be used for internal purposes only, please indicate that underneath the line requesting that information. Bio information can be sent directly to Laura Speer ( lauras@uca.edu). Thanks to Laura for collecting this information.

Name: __________________________________________________

Phone # ___________________Email_________________________

State of Residence: _________

MLA Region/Chapter: _________________

Workshop(s) you teach for the EOP: _____________________________________

_________________________________________________________

Education: _______________________________________________

____________________________________________________________________________

Library Employment Experience: ____________________________________

_________________________________________________________________

Other teaching experience/other workshops taught: __________________________________________

__________________________________________________________________

Please complete and return to Laura Speer, lauras@uca.edu by July 31, 2008

What is the EOP up to now?

2008-05-02T08:47:00.001-07:00

Since the conference in Newport, I've been working on goals for the Educational Outreach Program. The Education Committee meeting and the EOP instructor meeting helped in the process of gathering ideas and information for these goals. I could really use everyone's opinions on these goals before presenting them to the MLA board. Are there other goals you would like to work on? We have already made some progress on the goals listed below (progress indicated in brackets). Please send comments!

1) Increase membership in Education Committee. New members to provide support for EOP and be the point persons for the following activities:

-Write and submit proposals for EOP workshop(s) for inclusion in the program of national library conferences. Requires monitoring dates of conferences and deadlines for proposals

-Be the liaison to Publicity and Outreach Officer (new MLA position to be held by Renee McBride) – communicate and collaborate on EOP efforts, act on ideas brought forth by Renee

- Lead task force to investigate and develop Distance Education initiative for the EOP

-Contact library organizations, consortia, library schools, public libraries, state library associations and push out information about the EOP. Publicize the EOP to outside organizations. With instructors and chapter chairs, write proposals for the inclusion of EOP workshops in state library association conferences.

-Provide content for the Education Committee’s WIKI , both internal information for the Ed. Comm. and external information for the EOP (workshop descriptions, learning outcomes, procedures on how to request a workshop, etc.). Post EOP materials to MLA website including handouts used for EOP workshops, collaborate with MLA website editor

-EOP information gatherer. Collect evaluation forms from EOP workshops, compile data, maintain a list of all workshops taught in the EOP, gather bios of EOP instructors, maintain a list/contact information for all instructors in the EOP. Collect data from EOP instructors after a workshop is taught. Gather ideas from instructors on improvements to the program. Monitor and gather information on how chapters are using the program.

-Assessment coordinator of the EOP. Assess the program, suggest ways to improve program, assist in the process of maintaining a consistent curriculum

-Create and submit proposals for instructor training and demonstration workshops at national MLA meetings. Assure that new EOP instructors attend and observe workshop and fill out evaluation forms. Collect ideas from instructors on possible training topics. Secure speakers for sessions. Monitor deadlines for proposals. Request and secure equipment to videotape workshops at national MLA meetings.

[3 new members have confirmed that they will serve on the Education Committee and be the point person for above activities]

2) Get WIKI up and running (both for internal use among program participants and external marketing use to publicize workshops)

[In the works, time line being established by Jon Haupt and Amy Dankowski]

3) Publish an EOP brochure that details the workshops in the program and how to request a workshop. Distribute to MLA members, library schools, library organizations and library consortia.

[Budget request submitted to Finance Committee of MLA]

4) Work with instructors and chapter chairs to push workshops out to state library associations by writing program proposals for their annual conferences

[Atlantic Chapter and SEMLA chapter have been particularly successful at this. 4 workshop proposals have been submitted to state library associations program committees. New Education Committee member will lead this effort]

5) Provide continuing education for instructors on the topic of “presentation skills” at MLA's annual meeting in Chicago.

[Program proposal send to MLA program committee. Alicia Hansen (Loyola) has agreed to give the presentation if program accepted]

6) Create a task force to pursue options for distance education

[Task force appointed]

7) Submit MLA annual conference program proposal for one EOP workshop to demonstrate workshop to MLA members and for training/observation purposes for new and current instructors. Begin routinely videotaping workshops

[Program proposal for a music sound recordings cataloging workshop submitted to MLA annual conference program chair. Mary Huismann will present the workshop if accepted by MLA program committee.]

8) Submit budget to MLA board for costs associated with instructor travel to state library associations (typically no honorarium) and costs for publishing publicity brochure

[Budget request submitted to Finance Committee of MLA]

9) Create a bank of workshop descriptions and teaching materials used by instructors that can be shared on the WIKI

[Some information gathered, waiting for WIKI to go live]

10) Submit a EOP workshop proposal for a national library meeting

[Deadlines for program proposals being monitored, information gathered on procedures for submitting proposals]

Presenter characterisics

2008-03-19T08:58:00.000-07:00

Here is the listing of Presenter characteristics from Beth Rohloff and Laurie Sabol. If you recall, this was used as a brainstorming technique among the trainers during their "Teaching Techniques" presentation. Some good ideas here...

Interacts with students

Ask questions and wait for answers

Let students finish asking their questions. What they say might not be what you thought they were going to say.

Reveal something of yourself

Learn from your students, especially when you’re teaching peers.

Ask questions to which you don’t know the answers

Find out why they are at your session.

Uses multiple methods

Video/audio

Group projects

Powerpoint

Handouts

Leacture

Q&A

Role-playing

Hands-on activities

Follow-up discussion

Pre/post assessment

Field trips

Multi-colored things

Organization and clarity

Main points, clearly state objectives and put in logical order

Agenda: outline content

Prepare for coffee breaks

Handouts

Succinct

Powerpoint

Classroom set up to facilitate discussion

Try equipment in advance

PRACTICE

Verbal and nonverbal behavior

Eye contact

Open posture

Confident tone of voice

No tics

Smiling

Inclusive language

Gestures at appropriate level

Non-jargon: talk at level of audience needs

Appropriate pace

Flexibility

Leading questions

Enthusiastic

Projecting voice/inflection

Smiling

Avoiding sarcasm

Energy in voice

Confident

Hand gestures

Asking questions

Drawing in attendees

*humor

Handouts available

2008-03-19T08:54:00.001-07:00

Please send me an e-mail (holling.j.smith-borne@vanderbilt.edu) if you would like copies of the PowerPoint presentations by Beth Rohloff/Laurie Sabol on "Teaching Techniques" OR the presentation by Darwin Scott on "Outreach Techniques". I am happy to share this and have the permission of the presenters. It is very difficult to post PowerPoint presentations to this blog so it will be considerably easier to just send it to you as an attachment via e-mail.

Answers to Pre-conference questions

2008-03-10T12:50:00.000-07:00

Below are answers to the questions that came up at the pre-conference workshop during the "Teaching Techniques" session. Answers are from Beth Rohloff and Laurie Sabol (both from Tufts University), guest speakers for the session.

Learning Style Questions

Q: How do learning styles influence preparation (i.e. creating learning objectives, planning activities, etc.)?

A from Beth: You may wish to consider learning styles when deciding how to present the material outlined in your learning outcomes as well as how you wish to assess your audience’s success in meeting the learning outcome. For example, a person who is a “linguistic” learner may learn best from material presented in a lecture and discussion format. In turn, this learner may be able to best demonstrate his or her mastery of the content through an assessment that might be in written or oral form. A more visual learner may benefit from learning the material through images, videos, etc. and in turn you may wish to assess them by allowing them to demonstrate their knowledge in a visual form (i.e. drawing a diagram).

Q: How do I integrate learning styles into my teaching without being overwhelmed?

A from Laurie: The simplest way to do this is to make sure you use various teaching methods. Don’t only lecture (which some people *will* appreciate), but also do database demonstrations. Divide attendees into groups and give them a task to learn to teach the rest of the audience. Ask each attendee to write a question on a 3x5 card that you collect and review at a break.

Q: How can we identify the learning styles of our audience?

A from Beth: If the first time you’ll be meet your audience will be during your presentation, then you might not have a chance to identify and prepare for their learning styles in advance. In this case you should make sure to use various teaching methods as Laurie suggests above. However, if you do have the opportunity to survey your audience members before the presentation the short quizzes provided on the Learning Styles handout would be a way to find out what type of learners will be in your audience. A quick Google search for “learning styles quiz” will lead you to other short learning style assessments.

Multiple Intelligences Online Quiz: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm

VARK Learning Styles Questionnaire:

http://www.vark-learn.com/english/page.asp?p=questionnaire

Q: How do you adequately address different learning styles in a group?

A from Laurie: One good way is to ask questions that students can answer in a variety of ways. Those students who are most comfortable with words can write their answer; those that are more verbal will report their answer orally. I guess you could have the kinetic learners dance their answer but make sure you’re insured in case s/he jetés through a plate glass window.

You can also have your attendees work in groups, where it will be likely that a variety of learning styles will be represented.

Evaluation Results Available

2008-03-04T13:55:00.000-08:00

We had great responses to the evaluations for the full day. I've compiled the results and have included a summary of responses, comments and suggestions for future workshops. Enjoy! Joseph
Full Day Evaluations

Responses:
Very Good – 34
Good – 25
Average – 2
Below Average – 0

Comments
· I was mostly just motivated to go out and connect with other librarians
· This program was very well organized & useful—Thank you!
· It would be nice to have some pre-prepared outlines of workshop as starting points
· Better communication ahead of registration of what, where and when.
· I didn’t know about blog until at the end of the day
· Too many objectives were covered
· More time for examples and interactive activities
· Would have separated the trainers from participants, because of the many questions
· Create a web presence for these workshops and materials…
· I would have liked more time on teaching techniques
· Presentation tips great
· Not enough time to learn cataloguing—should have been a 2 day workshop
· More PowerPoint slides of handouts
· More hands-on activities
· More practical information for collection development—less theoretical info
· Well organized and presented
· Would like to have copies of the slides available on the blog
· Don’t mix the trainees with the students, or ask them not to be active participants
· Online content that I can review at home
· Not enough time for the cataloguing workshops
· More hands on work
· Coffee at morning break
· Well done MLA for engaging and successful pre-conference workshop!

Workshop suggestions
· Cataloguing scores (several suggestions for this)
· Music librarianship for people without specific music training (several for this)
· Music acquisitions on a small budget
· Subject headings for music (several)
· Music Uniform Titles workshop (several)
· Copyright for music (several)
· E-Reference
· Online resources
· Archival sound recording cataloguing
· Teaching techniques (a few)
· Fundraising and gifts
· Digitization 101 (several suggestions)
· Information Literacy for Music
· World Music Workshop
· Popular Music Workshop
· Manuscripts Cataloguing
· Video cataloguing

Pre-conference workshop post-mortem

2008-02-29T14:24:00.000-08:00

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

2008-02-11T09:39:00.000-08:00

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

2008-02-11T09:33:00.000-08:00

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:

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”.

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

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.

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

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.

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)

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

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.

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

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

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

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

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

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

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

2008-02-11T09:27:00.001-08:00

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

2008-02-11T09:20:00.000-08:00

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:

Workshop request is forwarded to Co-chairs of Education Committee after originating from above cases
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.

Payment worked out with workshop requester and Chapter Chair/MOUG EOP liaison

Suggested instructor fee structure: 70% to instructor, 20% to chapter/MOUG for continued outreach efforts, 10% to National MLA to support the EOP
Hotel, transportation, per diem expenses would be negotiated separately from the instructor fee

Instructor selection should be based on proximity to workshop location, instructor availability, and should consider equal teaching opportunities to those trained in the EOP
Specific instructor requests should be honored.
Instructors should not be used that have not been trained in the EOP to ensure quality of the workshop
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.

[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

2008-02-11T09:11:00.000-08:00

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

Instructor meeting at Newport Annual Conference

2008-01-29T08:11:00.000-08:00

Everyone is invited to an important meeting of EOP instructors, chapter chairs, and Education Committee members. The meeting will be at the conference hotel, Aquidneck room, on Feb. 22 (Friday) from 2:00 - 3:30 PM. Here is a copy of the draft agenda BUT I'd really like to hear from you on other topics that you would like to discuss:

I. Outreach initiatives at the chapter level (SEMLA is one example)

II. Procedures for Workshop requests

a. Workshop pricing structure

b. Ideas from the Chapter Chair Breakfast

c. Creating a suggested price structure for workshops

III. Marketing the program via the chapters

IV. Report on the two workshop requests that have been received thus far

V. Ideas for future workshop development

VI. Ideas for future training sessions for instructors

VII. Procedures for submitting workshop proposals to ALA and PLA, where else should we propose programs?

VIII. Distant Education component to EOP

See you then

EOP update

2007-12-07T12:33:00.000-08:00

Here is a summary of recent EOP activities:

A-R Editions has printed the pre-conference workshop brochure that is intended for our targeted audience (those wanting to learn more about the basics of music librarianship). The mailing went out on Wednesday, Dec. 5. If you mentor, or know someone who would be interested in the content of the pre-conference workshop, e-mail Holling Smith-Borne for a brochure. 450 brochures were sent out to students, general librarians, new MLA members, and RI/MA regional library schools, consortia, library organizations and libraries.

MLA members received their annual conference mailing packets which included information about the pre-conference workshop FOR INSTRUCTORS. If you are an instructor, be sure to sign up for the pre-conference workshop train-the-trainer program. Registration is online this year. Early registration ends on Dec. 31.

Workshop subgroup coordinators have been contacted with a request to e-mail the instructors in their subgroup to give their final comments on the LEARNING OUTCOMES, DUE Dec. 31.

Holling Smith-Borne and Joseph Hafner were “temporarily” added to the MLA chapter chairs listserv to get a conversation going about future workshop requests via the MLA chapters. One workshop request has already been received from OhioLink. Details need to be worked out so requests can be handled in a timely and coordinated fashion.

EOP information was presented at several MLA chapter meetings which resulted in the addition of more instructors.

SAVE THE DATE: All EOP participants are invited to attend a meeting at the annual conference in Newport to discuss the next steps in the EOP. This discussion will include outreach to potential chapter members using the EOP workshops, procedures for when a workshop is requested, feedback on the pre-conference workshop and future plans/topics for the EOP. The time/date is Friday, Feb . 22, 2:00-3:30 PM.

Draft of Learning outcomes for Sound Recordings Cataloging

2007-10-17T13:24:00.000-07:00

Jay Weitz (model instructor for the sound recordings cataloging workshop) has created a draft of the learning outcomes for the sound recordings cataloging workshop and the videorecordings cataloging workshop. The sound recordings cataloging workshop will be the workshop that "goes on the road" via the chapters. Please feel free to comment on these learning outcomes. Thanks to Jay for drafting these.

Sound Recordings Cataloging Workshop

Participants will be able to 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”.

Participants will be able to explain the proper Type and Bibliographic Level coding for a sound recording that also happens to be a continuing resource.

Participants will be able to 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.

Participants will be able to explain at least three major bibliographic differences that justify the creation of a new record for sound recordings.

Participants will be able to 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.

Participants will be able to 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.

Participants will be able to explain at least three instances where the use of field 006 may be appropriate.

Participants will be able to 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.

Participants will be able to explain when a sound recording duration belongs in field 300 and, when it does not, what are the options for listing durations.

Participants will be able to explain how to use field 028 for multiple publisher numbers that are non-consecutive.

Participants will be able to list at least two of the types of standard numbers that should be coded in field 024.

Participants will be able to explain at least three correct uses of field 246 and how its use is distinguished from that of field 740.

Participants will be able to explain where the General Material Designation (GMD) should be placed.

Participants will be able to list the two 5XX fields in the record where performers might be included.

Participants will be able to explain the difference between a standard contents note and an enhanced contents note.

*****

Videorecordings Cataloging Workshop

Participants will be able to explain at least three major bibliographic differences that justify the creation of a new record for videorecordings.

Participants will be able to explain how music videos and sound recordings may be treated similarly and how they may be treated differently in terms of choice of entry.

Participants will be able to explain in which field the videorecording system (DVD, VHS, etc.) is specified.

Participants will be able to explain the difference between letterboxed and standard or full screen videorecordings.

Participants will be able to explain how language data for videorecordings is dealt with.

Participants will be able to explain the difference between subtitles and closed captions.

Participants will be able to explain the importance of summary notes for videorecordings.

Participants will be able to explain the difference between mixed responsibility and shared responsibility for videorecordings.

Participants will be able to explain how DualDiscs are to be cataloged.

Participants will be able to explain how streaming media are to be cataloged.

Participants will be able to list at least two of the “bibliographic events” whose dates may be known in the cataloging of a videorecording and explain how to determine the most important dates.

Participants will be able to list at least two of the types of standard numbers that should be coded in field 024.

Participants will be able to explain the difference between a subject heading and a form/genre heading.

Participants will be able to explain the difference between entities that are recorded in field 245 subfield $c, field 508, and field 511 for videorecordings.

Participants will be able to explain the difference between a 4XX/8XX series entry and a 730 related title entry for videorecordings.

Draft of Learning Outcomes for Music Collection Development and Acquisitions session

2007-10-08T13:28:00.000-07:00

Here is the first draft of the learning outcomes for the music collection development and acquisitions workshop. Please comment and add your ideas. Thanks to Greg MacAyeal for drafting these with the Collection Development/Acquisitions subgroup.

Learning Outcomes for Music Collection Development and Acquisitions

Can identify and distinguish music material formats and iterations (i.e. knows the difference between a vocal score and a full score, a CD from an LP, etc.)
Knows basic tools in selecting music materials (Basic Music Library, review sources, vendor sites, etc.)
Knows how to create and maintain a music collection development policy
Knows how to evaluate a music collection; make decisions on deselection, preservation, replacement
Is able to discern collection requirements based on the needs of the collection’s users
Understands how approval plans and blanket orders work, and is able to apply these tools if appropriate
Can identify major vendors and can describe their strengths
Is able to search for obscure items in an effective way
Is able to communicate the value of the music collection to library stake holders and users
Understands portions of copyright law that have an impact on collection development practices

Draft of Learning Outcomes for Reference session

2007-10-04T07:33:00.000-07:00

Many thanks to David King (reference subgroup coordinator) for working with the reference trainees to create these learning outcomes for the reference workshop. Please feel free to comment on these outcomes as they are not final yet.

By the end of the Music Reference Training Session, the student 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 additonal difficulties in finding classical music by discussing the idea of uniform title, such as original language, music subject headings use plural form, etc. The student will learn more terms to use in a keywod search, such as opus number, key, etc.)

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.)

Client Services session at Pre-conference workshop

2007-10-04T07:16:00.000-07:00

Joseph Hafner will be offering a special workshop at the pre-conference workshop to our targeted audience. This is not a workshop that the Educational Outreach Program will be developing and training trainers to teach, just an added benefit for our target audience. Like the other sessions, it will be offered in the morning and then repeated in the afternoon. Here is a description of the session:

Client Service Excellence for Music Libraries

Experience an interactive workshop on client services that focuses on ways to get smiles from clients and colleagues. Explore ways of working together with your clients based on research from the customers service industry and by exploring your own customer service experiences. Look at the way communication, attitude, respect, empathy and reliability can enhance your client interactions to improve service at your library.

This program is lead by Joseph Hafner, who has a background in training, including client services and library management. Joseph is currently the Associate Director of Collection Services at McGill University, and previously worked at the Indianapolis-Marion County Public Library.

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Thanks to Joseph for putting together this program!

Outreach - How can we reach our targeted audience?

2007-10-01T07:38:00.000-07:00

Ideas are needed on how to best reach our targeted audience for the pre-conference workshop. A brochure will be sent to library consortia, public libraries, library students and music librarians in their first few years in the profession. We will be targeting the RI region. What e-mail lists should we post to? How can we get the word out?

MLA board meeting

2007-09-28T13:46:00.000-07:00

At the MLA board meeting on Sept. 20-23, the pre-conference workshop budget was approved by the board which included a line item for A-R Editions to manage the pre-conference workshop registration. A-R Editions will provide the registration database design and setup; processing of registrations; creation of nametags and certificates of course completion; accounting; on-site registrations and project management. This is a big job and one that the Education Committee was responsible for in previous pre-conference workshops.

At the board meeting in May, the board approved funding for the creation of a brochure that will be sent out to our pre-conference target audience. Holling is working with Patricia Thomson (Education Committee member) and A-R Editions staff to develop the brochure.

Educational Outreach Program featured in MLA Newsletter

2007-09-28T13:36:00.001-07:00

The Educational Outreach Program will be featured in the upcoming MLA newsletter. Watch for the next MLA newsletter to read more details about the program. We are hoping to gain more instructors with this publicity. What other ways can we recruit instructors into the program?

Save the date

2007-09-28T13:28:00.000-07:00

The date for the pre-conference workshop is Feb. 20 from 8:30 - 4:30 at the MLA conference hotel (http://newport.hyatt.com/hyatt/hotels/index.jsp). There is a reduced registration rate of $50 for instructors (normal registration is $90). All instructors should plan on attending this important conference as a training and networking opportunity. We can't wait to see you there.

"Train-the-trainer " portion of the pre-conference workshop

2007-09-28T13:22:00.001-07:00

The "Train-the-trainer" portion of the 2008 pre-conference workshop on Feb. 20, 2008 is starting to take shape. Here is the first draft. Please feel free to comment and make suggestions either on the content or the progression of topics.

“Train-the-Trainer” workshop:

8:30 - 11:45 AM Observe "model" workshop (includes break)

11:45 - 1:00 PM Lunch

1:00 – 2:00 PM Teaching Techniques

2:00 – 3:00 PM Critique and discussion of “model” workshop (in subgroups)

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 (in subgroups)

3:45 – 4:15 PM Outreach techniques (Erin Mayhood, Darwin Scott)

4:15 – 4:30 PM Wrap-up and evaluation

Who's Who in the EOP

2007-09-28T13:14:00.000-07:00

There are alot of people involved in the Educational Outreach Program. I wanted to recognize them and thank these folks for all their hard work so far:


Don Widmer	dwidmer@vandercook.edu	Member, Education Committee, pre-conference workshop organizer
Joseph Hafner	joseph.hafter@mcgill.ca	Co-chair, Education Committee, Instructor for pre-conference workshop "Client Services"
Holling Smith-Borne	holling.j.smith-borne@vanderbilt.edu	Co-chair, Education Committee
Gregg Geary	geary@hawaii.edu	Chair, Library School Liaison Subcommittee
Alan Karass	akarass@holycross.edu	Chair, Outreach Subcommittee
Tracey Rudnick	tracey.rudnick@uconn.edu	Chair elect, MOUG, liaison to EOP
Neil Hughes	nhughes@uga.edu	Chair, MOUG
David King	Kingd@carnegielibrary.org	Subgroup coordinator, reference
Mac Nelson	WMNELSON@uncg.edu	Subgroup coordinator, cataloging
Jean Harden	JHARDEN@library.unt.edu	Subgroup coordinator, cataloging (back-up)
Greg MacAyeal	gmacayea@roosevelt.edu	Subgroup coordinator, Collection development/Acquisitions
Marci Cohen	mcohen@nsls.info	Model instructor and pre-conference workshop presenter, Collection development/acquisitions
Jay Weitz	Jay_weitz@oclc.org	Model instructor and pre-conference workshop presenter, cataloging
Jeanette Casey	jcasey@library.wisc.edu	Model instructor and pre-conference workshop presenter, reference
Patricia Thomson	pthomson@juilliard.edu	Member, Education Committee, pre-conference workshop registration coordinator

Instructors Selected for Pre-Conference Workshop

2007-09-28T13:08:00.000-07:00

Pre-conference workshop instructors have been selected by the workshop subgroups and they have confirmed their participation:

Music Cataloging: Jay Weitz

Music Reference: Jeanette Casey

Collection Development / Acquisitions: Marci Cohen

Thanks to the subgroup coordinators for soliciting names, bios, and qualifications.

Welcome to the Educational Outreach Program Blog

2007-09-28T13:02:00.000-07:00

I created this blog for maximum communication between MLA members and MOUG members who are involved with the Educational Outreach Program sponsored by MLA and MOUG. This is the place to provide feedback, offer suggestions, ask questions, comment on workshops, and help with making this program a success.