Put Me In…the Role of Table Coach
Start Date
3-16-2020 4:00 PM
End Date
3-16-2020 4:10 PM
Description of Proposal
The “Table Coach” role has proven both popular and effective in improving the quality and reach of our intensive 5-day “master class in library research” workshop for graduate students. Designed to lay the groundwork for a lifetime of scholarly practice, the program touches on topics from developing a learner’s mindset to negotiating contracts with publishers. Many different librarians contribute as instructors, and even more of our colleagues want a chance to observe. We invite these colleagues to volunteer as Table Coaches.
Each Table Coach sits with a small group of students, supporting and partnering with students as they learn. Table Coaches offer troubleshooting suggestions during hands-on activities, guide small-group discussions, answer questions, and generally serve as an ambassador for the libraries. Librarians can observe the session, learn how researchers think, and a low-stakes opportunity to practice teaching. Students get troubleshooting help right when they need it, and over the course of the 5 days they meet a host of different librarians from different departments with different roles and specialties. Instructors get teaching partners who can help them manage time, focus all-group discussions (by sharing the main themes from breakout group discussions), answer questions, and clarify activity directions.
Adding the role of Table Coach, and then expanding it so that Table Coaches are present for the entire afternoon rather than specific sessions, has allowed us to improve the continuity of experience and expand the total number of students we are able to accept into the program. We recently added the role of “Assistant Table Coach,” gives staff who don’t normally work with patrons an low-stress opportunity to share their expertise and learn about our users.
This lightning talk will explain the “table coach” role, share our materials for orienting table coaches, and share some of the feedback we’ve heard from participants, instructors, and table coaches about how the role improves their experiences.
Put Me In…the Role of Table Coach
The “Table Coach” role has proven both popular and effective in improving the quality and reach of our intensive 5-day “master class in library research” workshop for graduate students. Designed to lay the groundwork for a lifetime of scholarly practice, the program touches on topics from developing a learner’s mindset to negotiating contracts with publishers. Many different librarians contribute as instructors, and even more of our colleagues want a chance to observe. We invite these colleagues to volunteer as Table Coaches.
Each Table Coach sits with a small group of students, supporting and partnering with students as they learn. Table Coaches offer troubleshooting suggestions during hands-on activities, guide small-group discussions, answer questions, and generally serve as an ambassador for the libraries. Librarians can observe the session, learn how researchers think, and a low-stakes opportunity to practice teaching. Students get troubleshooting help right when they need it, and over the course of the 5 days they meet a host of different librarians from different departments with different roles and specialties. Instructors get teaching partners who can help them manage time, focus all-group discussions (by sharing the main themes from breakout group discussions), answer questions, and clarify activity directions.
Adding the role of Table Coach, and then expanding it so that Table Coaches are present for the entire afternoon rather than specific sessions, has allowed us to improve the continuity of experience and expand the total number of students we are able to accept into the program. We recently added the role of “Assistant Table Coach,” gives staff who don’t normally work with patrons an low-stress opportunity to share their expertise and learn about our users.
This lightning talk will explain the “table coach” role, share our materials for orienting table coaches, and share some of the feedback we’ve heard from participants, instructors, and table coaches about how the role improves their experiences.
What takeaways will attendees learn from your session?
Ideas for how to involve colleagues in your teaching in a way that is low-stakes and low-preparation for them, but provides lots of extra benefits for you and your students.