Final Project

Sabrina Juhl

Part 1: Scenario

My 90-minute, face-to-face, instructional sessions will be targeted towards undergraduate

music majors taking a required music history course. For my university model, I will be using
Central Washington University (CWU) because I am familiar with the music department and
larger organization environment. The music history course sequence, which is typically taken in
their third year of study, requires students to write an eight to ten page research paper on a
specific composer. This paper can be biographical, analytical, archival, or cultural but must
include the discussion of the composer’s works. The head music history professor is in the
process of redesigning the composer project and likes the idea of having an instructional session
available outside of regular class time after seeing how students struggled during the first year it
was added to the curriculum. As many academic librarians have written before, he is strongly
against allotting a whole class period to an information literacy instruction session. CWU is on a
quarter system with only ten to twelve weeks in each quarter and can barely fit all his lectures
about music history from the beginnings of music notation to electronic and 21st century music
into the time frame as it is.
Since CWU’s music undergraduate programs require students to take music history after
they have completed the two-year music theory sequence, the age range of my audience will be
about 20-21. There are three music history classes of about twenty to twenty-five students. This
90-minute, single instructional session will be designed with the idea that each music history
class would receive this session separately since one is at a different time and almost fifty
students would be too many to fit into one classroom and difficult to notice if anyone is suffering
from information overload.
I will not make the same mistake of my teacher and assume that everyone has learned the
basics in English 101 and 102. Even though all the students are required to complete those
classes before enrolling in the music history course sequence, there are no music related research
projects in those classes and they are asked to format their papers according to APA while most
music research is formatted in Chicago style. I will also not assume that all the students
remember what they learned in the one-shot instructional session they were required to attend
during their first quarter at CWU. When I worked at the reference desk at the university library,
many students remembered nothing from that class including where you go to check out
materials. It also does not help that many instrumental professors discourage students from going
to the library and instead provide students with scores and recordings from their personal library.
Cooper’s (2010) article “Architects in the Mist: Embedding the Librarian in a Culture of
Design” discusses how students studying creative fields such as design, encounter situations
during the creative process where they develop an information need but do not want to stop the
creative process to fill that need. Music students are the same way. Who wants to attend an
instructional session when they could get another hour of practice in before the next rehearsal?
The motivation for coming to an instructional session will arise when they realize they need it
which typically happens when they are first assigned their composer project and told they need
to use Chicago format and academic sources. To add motivation, I will collaborate with the
music history professors to award a few extra credit points to those who attend.
The only assumption I will make about the knowledge of the students is that they know
what floor the music library is located on or at least where the Brooks Library is located and are
comfortable using computers and Microsoft Word. I know they will need instruction on Chicago
formatting, basic starting points for music research, how to navigate the library catalog, and
maybe even things as simple as how to place an inter-library loan request and narrow search
results. I do not want to cause the students to become bored, but with my experience, even those
little things taught in the one-shot instruction class freshman year needed to be revisited.

Cooper, R. A. (2010). Architects in the Mist: Embedding the Librarian in a Culture of Design.
Public Services Quarterly, 6(2-3), 323-329.

Part 2: Needs Assessment

Questions to ask about my audience Sources to answer questions

1. Do you know how to place an 1. students
interlibrary loan?
2. Do you know how to locate online 2. students
music dictionaries or encyclopedias?
3. students, music librarians
3. How many have used the music
library before? 4. instructor, course syllabus
4. What types of information sources are
you required to use for the composer 5. students
project?
5. Do you know what Chicago style is? 6. students, instructor, office staff (to
6. When is the best time for the
reserve a room)
instruction session?
7. What music resources are you familiar 7. students
with? IMSLP, New Grove?
8. Was this helpful? Do you feel 8. students
prepared now or would like more
instruction?

In order to answer these questions before the session, I will send out a short online survey to the
history professors to send to all their students. To incentivize them to answer, at the end of the
survey they will enter their name in a drawing for a Starbucks gift card since there is a Starbucks
on campus and very few college students do not enjoy coffee. I will also speak with the
instructors to get their perception of the students’ skills.
 Questions to ask Sources to Answers to questions
about my audience answer
questions

Do you know how to Students From my experience working at the reference desk,
place an interlibrary none of the students knew how to place an
loan? interlibrary loan. In the music department, some did
know how to place an interlibrary loan because their
instrumental professors had them practice or perform
pieces that were only available through interlibrary
loan. I expect the student population that knows how
to place an interlibrary loan to be very small.

Do you know how to Students I expect this population to be small also. The vocal
locate online music students are required to take a few quarters of classes
dictionaries and that teach you how to pronounce words in different
encyclopedias? languages and the students are taught how to access a
few different resources, but those classes are usually
taken at the same time as the music history course
sequence. Perhaps these vocal students may know a
few online dictionaries they can use but as far as I
know, the woodwind faculty does not place much
emphasis on this in private lessons.

How many times have Students, From what I have heard from the few music students
you used the music music who work in the music library, very few students
library before? librarians come in. If they do, the students rarely approach the
music library desk unless they are checking out CDs,
which are behind the counter, or other resources
which can only be checked out in the music library
and not at the main circulation desk. When I was
recently talking to a couple members of the brass
faculty, they said that they rarely have students use
the music library because they have the resources
students need for the lessons right in their office and
know those are the exact editions they want students
to use. This, and the fact the music library is located
across campus is why many private instructors do not
encourage their students to use the library.

What types of Instructor, The majority of the sources must be books and
information resources course journal articles. This makes sense as with music
are required to use for syllabus resources, much of the appropriate composer
the composer project? literature is contained in books but for more modern
composers, information is available online, on
composer websites, or in journal articles. The use of
 one music dictionary or encyclopedia is required and
the use of websites is not allowed unless approved by
the instructor.

Do you know what Students Probably not. In my year, many had heard of
Chicago style is? Chicago/Turabian style before but did not know what
it looked like or how to use it correctly. After
speaking with a current music history student, this is
still the same as English 101 and 102 use APA or
MLA.

When is the best time Students, As a very busy undergraduate, the only time I was
for the instruction instructor, available was after large ensemble rehearsal which
session? office staff ends at 5pm for bands, 4pm for orchestra. On every
other Monday night there is convocation, a meeting
of the entire music department in the concert hall to
listen to student performances and faculty or staff
announcements. In the fall quarter, the nights that
there is no convocation, there is University 101 class
for the freshman music majors. If this instructional
session was to take place in the fall, the ideal time
would be at 5:30 pm Tuesday, Wednesday or
Thursday. In other quarters, the ideal time would be
on the Mondays where there is no convocation
because no one will have a class scheduled at the
same time as convocation, even though it is only
every other week. This is also usually the same time
for music theory tutoring, but the schedule can be
adjusted around this if needed. Typically, if students
are taking music history, they have completed the
theory sequence though some take music history after
completing first year music theory.

What music resources Students
are you familiar with?
IMSLP, New Grove,
Oxford Music Online?
In the woodwind studios, many students may have
heard of IMSLP and maybe have used it at least back
in high school while taking private lessons.
Saxophone students may not be familiar with IMSLP
because of how new the instrument is in the music
community making none of their pieces available in
the public domain. Oxford Music Online is not
available without a subscription but some of the
individual resources that are included are available
for print and students may have heard of them. Since
most students in music history are going to be third
year music students, I hope that they have at least
heard of Oxford Music Online!
Was this helpful? Do Students This cannot be answered until after the instructional
you feel more prepared session. Hopefully, they will develop questions along
now or would like the way and feel comfortable enough to go to the
more instruction? music library and ask the librarians for research help.
Also, hopefully this instructional session will make
them feel more prepared to tackle the research needed
for their composer projects.

Part 3: Complete Needs Assessment and Goals, Objectives, and ELOs

Goal Students will know the Students will have a Students will know what
basics of how to locate basic understanding of basic music resources
music information Chicago/Turabian they can use to start their
format music research

Objective Students will construct a
search on their topic in
OneSearch using
Boolean operators and
filtering options
Students will request an
item via interlibrary loan
Students will know Students will find
how to navigate a information using Music
website to find Index Online and JSTOR
information about
Chicago format and the
different parts of a
footnote and
bibliography citation

ELO Students will Students will create a Students will look up

successfully produce a
results list of items from
their search in
OneSearch on their
composer
citation for a book and their composer and a
a journal article with piece by that composer
the format for a on Music Index Online
footnote and a and JSTOR
bibliography entry

Students will locate one

resource for their
composer project that is
only available through
interlibrary loan

Professional ACRL Standard 2: The ACRL Framework 2: ACRL Standard 4: The

Standard information literate
student accesses needed
information effectively
and efficiently.
This goal is about access.
If students do not know
Information in any information literate
format is produced to student, individually or as
convey a message and a member of a group,
is shared via a selected uses information
delivery method. The effectively to accomplish
iterative processes of a specific purpose.
researching, creating,
 how to access the revising, and This goal is about the
information needed, they disseminating beginning of this
cannot progress further in information vary, and standard. The students
their research. the resulting product will learn how to start
reflects these using information
differences. effectively but will know
that their end purpose is
This goal is about the to create a research paper.
format. Students will be They will not get to that
familiar with APA and point by the end of this
MLA from previous session.
classes but
Chicago/Turabian will
be new to them. Either
way, the main message
will remain the same
regardless of the format
of delivery.

Part 4: Create Assessment Plan

For the Boolean operator assessment, I would like to do an activity similar to the one
presented in (Bryan & Karshmer, 2013). Students will stand up when presented with different
Boolean operators such as having brown eyes AND brown hair, wearing glasses OR contacts,
wearing a t-shirt but NOT a v-neck, etc. This will allow for quick visual feedback for the
students and myself to see if they understand how Boolean operators function. I will also
perform this short assessment again using music situations and ask if each situation would
expand or narrow the search results to see if they understand how the operators will apply to a
simulated research situation. This assessment is a level two learning assessment because I am
asking them a question but they are not applying their knowledge to a real-world information
search. This is also an informal formative assessment because it is not done for accountability
purposes and it is so that I can receive feedback during my instruction (Grassain & Kaplowitz,
2009).

For the interlibrary loan assessment, many will need to apply what they learned in the
introductory Boolean operator and sidebar explanation in CWU’s OneSearch. Once they have
found a resource not available at CWU, they will place an interlibrary loan. If they do not need
my assistance, and can show that they have received the email saying that they have successfully
placed an interlibrary loan, I know they understand the process. If they only want me to check
their information or remind them of a step, I know they have a decent understand of the process.
If they need me to explain the entire process again, I know that they do not have a good
understanding of how to place an interlibrary loan and I may also need to revise my short lecture
on this topic. This assessment is a level three behavioral assessment because the students are
applying what they learned in a real-life situation. Even though it will occur in the middle of the
instructional session, it is at the end of a part of the full instructional session making it a
summative assessment (Grassain & Kaplowitz, 2009).

For the footnote and bibliography entries, students may receive different scores for each
citation. At the end of the session, I hope students will be relatively comfortable with creating a
citation for a book, journal article, and an entry in Music Index Online. Because footnotes and
bibliography citations are very similar, I have grouped them together in the rubric. I will provide
a “grade” for each pair of citations for each resource which makes this a more formal assessment
than the other assessments. If a student leaves out elements of the citations and they are in the
wrong order, I know the student has not understood the proper format. If a student has all the
elements needed in a citation but maybe not in the correct order or an element is not in italics or
quotations, I know the student has achieved a basic understanding. If the student creates a
citation without any errors, I know the student has reached an excellent understanding of how to
create a proper citation. Because this allows students to apply what they learned to a real-life
situation, this is a level three assessment (Grassain & Kaplowitz, 2009).

Bryan, J., & Karshmer, E. (2013). Assessment in the one-shot session: Using pre- and post-tests
to measure innovative instructional strategies among first-year students. College &
Research Libraries, 74(6), 574-586.
Grassian, E. S., & Kaplowitz, J. R. (2009). Information literacy instruction: Theory and practice.
(2nd Ed.) NY: NealSchuman.

Footnotes and 1 Poor 2 Good 3 Excellent

bibliography entries

Elements The elements of the All the elements All the elements are
citations are out of needed for a citation present and in the
order and some are are there but the order correct order
missing is slightly off

Format (italics, The elements of the Most of the elements All the elements are
indentation, citation are not in the of the citation are in in the correct format
capitalization, etc.) correct format the correct format

Mechanics There are multiple There are one or two All elements are
spelling errors spelling errors correct

Quality of sources None of the sources Most of the sources Sources are
are appropriate for are appropriate for appropriate for
research research research
 Part 5: Instructional Plan

90 minutes
Equipment
 Computer classroom-can fit all students in one music history class (25-30)
 Projector-can project documents and computer screen
 Computer
 Document camera
Instructional Plan
Before
 Have projector set up and showing CWU library homepage
 Name and email written on board
 Take questions as they come but also ask for questions at the end of each big section
[2:00] Introduction
 Name, official title, universities attended, and instruments played
 “By a show of hands…
o How many of you have placed an interlibrary loan before?
o How many of you know how to access an online music dictionary or
encyclopedia?
o How many of you feel comfortable using Chicago/Turabian style?”
[5:00] Searching and Boolean Terms
Goal: Students will know the basics of how to locate music information
 OneSearch
o “The library homepage for CWU is www.lib.cwu.edu. Here you will find the
library hours and the OneSearch bar. You can use OneSearch to search the CWU
library catalog and any other library catalog partnered with Summit. Summit is a
group of academic libraries that have partnered together to allow students to
access other library materials through interlibrary loan.”
o “Let’s search for information on Richard Wager. On the left side bar, you can
“tweak your results” by Availability, if the material is available at CWU or
through another library; Resource Type, book, score, article, etc.; Publication
Date, a range of when the resource was published, and more.” (Show how
selecting each changes results)
[15:00] Boolean Terms Activity/Assessment
 “Besides just searching by a composer name, what if you wanted to search for
information on Richard Wagner’s opera house or his Ring Cycle or his anti-Semitic
writings? We can do this by using Boolean terms.”
 “Boolean terms are AND, OR, and NOT. These can be used to broaden or narrow your
search results. For example, stand up if you play a woodwind. Now, stay standing if you
play a woodwind AND play in orchestra. See how adding the term AND “narrowed” my
results? What about OR? Stand if you are a brass player. Stand if you are a brass OR
percussion player. The term OR can broaden search results. Stand if you are an education
major. Now, stay standing if you are an education major NOT a double
education/performance major. See how the term NOT narrowed my results?”
  “Can any of you think of how you would use a Boolean term for your composer project?”
(Have students volunteer suggestions and review as a class on how each would affect the
results and try it out in OneSearch)
 Give the students a few minutes to work in alone or in pairs and experiment with finding
resources through OneSearch. Let them know to keep an eye out for an item not available
at CWU for the next section.
o Objective: Students will construct a search on their topic in OneSearch using
Boolean operators and filtering options
o ELO: Students will successfully produce a results list of items from their search in
OneSearch on their composer
[10:00] Interlibrary Loan
 (Ask for someone to volunteer how they found a resource that is not available at CWU.
Make suggestions to improve their search technique in the future. Ask if anyone knows
how to place an interlibrary loan. If there are students who do know how, let them give
you step by step instructions using the resource example volunteered previously. If no
one knows how to make an interlibrary alone, show them the process and encourage
students to follow along to place their own interlibrary loan)
 (Give students the option to place another interlibrary loan while you help others if
needed. Do not spend too much time with helping individuals. Only help a few and let
others know they can contact you or another librarian afterwards.)
o Objective: Students will request an item via interlibrary loan
o ELO: Students will locate one resource for their composer project that is only
available through interlibrary loan
[15:00] Online resources
Goal: Students will know what basic music resources they can use to start their music research
 (Go back to the library homepage) “To use online resources, go to the left side bar, select
Search & Find, and Databases. From here you can click on database types, and select
“Music.” Let’s look at Oxford Music Online. This is a combination of Grove Music
Online, the Oxford Dictionary of Music and the Oxford Companion to Music. This is a
great place to start searching for basic information on your composer or a certain work.”
 (Go back to databases) “Another online database is JSTOR. This is a database of journal
articles and many journal articles on the arts.”
o Objective: Students will find information using Music Index Online and JSTOR
o ELO: Students will look up their composer and a piece by that composer on
Music Index Online and JSTOR

[~5-10:00] Bathroom/stretch break

[5:00] Chicago Turabian Resource

Goal: Students will have a basic understanding of Chicago/Turabian format
o Objective: Students will know how to navigate a website to find information
about Chicago format and the different parts of a footnote and bibliography
citation
o ELO: Students will create a citation for a book and a journal article with the
format for a footnote and a bibliography entry
  “Another great online resource is Liberty University’s Turabian guide. You can use this
site to help develop citations.”
o Liberty University Turabian guide-
https://www.liberty.edu/academics/casas/academicsuccess/index.cfm?PID=11954
format and Title page-use instructor preferences, ref. to syllabus
o “This shows only typical standards-your professor may want a slightly different
format. When there is a difference between the two, use what your syllabus and
professor wants, not this.”
 Your own library’s reference desk and music librarians!
[20:00] Footnotes
 Scroll down to Formatting Citations and a Bibliography
o “There are two different citation systems. Note-Bibliography and Author-Date.
For this class, you will use footnotes and a bibliography.”
 Lecture: “These are used in place of an in-text citation which should be used when you
use a quotation or information that is not yours. The superscript number is placed at end
of quote, outside quotations, or end of sentence.”
 Demonstration: (Open Word [Sample paper, created before hand])
o Title bar Insert > Footnote
o Change location to “Beneath text” using the dropdown menu=stay within margins
o Remember: Times New Roman 12pt double spaced
 First footnote/Long-form-Citations-“In-Text” Go to
http://www.liberty.edu/academics/graduate/writing/index.cfm?PID=34289
o Demonstrate creating a footnote for the textbook in Word Doc
o Author's Full Name, Source's Entire Title (City: Publisher, year of publication),
page numbers.
o J. Peter Burkholder, Donald J. Grout, and Claude V. Palisca, A History of Western
Music (New York: W. W. Norton, 2014), 608.
 Following footnotes/Short-form. Demonstrate in Word Doc.
o Author's Last Name, Shortened Title, page number(s).
o Shortened title=4 words max
o Burkholder, Grout, and Palisca, History of Western Music, 608.
 Same source right after another. Demonstrate in Word Doc.
o Ibid.=Latin “in the same place”
o “If you are citing information from a different page number, place a comma then
page number.” Ibid, 609.
 Work through examples using a book and journal found when using OneSearch and
JSTOR
o [5:00] Students in small groups
o [3:00] Check work as class
[20:00] Bibliography-“Page Formatting”-“Bibliography”
http://www.liberty.edu/academics/graduate/writing/index.cfm?PID=34303
 Demonstrate format in Word Doc
o Own page, Times New Roman, 12pt, SINGLE SPACED
o Centered at top, “Bibliography”
o One line empty between title and entries and between each entry
 o Hanging indent 0.5”
 Entries
o Same author, different source
o First entry, full
o Following alphabetical by title
o 3-em dash=3 short dashes
o Similar to long entry with periods instead of commas and parenthesis
 Work through examples using a book and journal found when using OneSearch and
JSTOR
o [5:00] Students in small groups
o [3:00] Check work as class
[5:00] Review/Closing
 Questions?
 If you still need help you can always go to the reference desk or music librarians!
 Closing survey [emoji handout]
o How do you feel about this instructional session? 👎 👎 👎 👎 👎 👎 👎 👎 👎 👎 👎
 Draw your own option