Jerilyn R. Veldof

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Set Your Mind on Leadership Development: Developing library leaders among current staff
(Strategic Library, 2015-01) Veldof, Jerilyn
Get Your Paper Written & Published: Overcome Procrastination, Remove Roadblocks, and Create a Map for Success
(2014-06-26) Veldof, Jerilyn
Overcome procrastination, remove roadblocks and create a map for successful completion of your paper. In this action oriented step-by-step article you’ll break down your writing project into manageable steps with deadlines and learn simple approaches and techniques for sticking to your schedule. Whether you’re just beginning the publishing process or are a more seasoned writer stuck on a project that needs to get out the door, this article will help you get going and stay on track.
A Process Approach to Defining Services for Undergraduates
(portal: Libraries and the Academy, 2010-01) Prescott, Melissa Kalpin; Veldof, Jerilyn R.
Today's undergraduates approach research with needs and expectations that challenge traditional library services. The foundation for leading an effective response is the ability to assess undergraduate needs and translate these needs into tangible strategic initiatives that contribute to student academic success. This paper describes the systematic process used at the University of Minnesota Libraries that resulted in large-scale undergraduate initiatives. The multiple step process included assessing, analyzing, scoping themes and problems, brainstorming, establishing evaluation criteria, gathering feedback, ranking and prioritizing key initiatives, and obtaining funding. Issues that arose during this process are also discussed.
Chauffeured by the User: Usability in the Electronic Library at the University of Arizona and OCLC
(Journal of Library Administration, 1999) Veldof, Jerilyn; Prasse, Michael J.; Mills, Victoria A.
Librarians have not traditionally been the developers of information retrieval systems. However, with the growth of the World Wide Web and online knowledge management opportunities, academic librarians have begun to emerge as online system developers and designers. As librarians jockey for position as experts in understanding information-seeking behavior in this virtual landscape, they must learn about usability testing. Usability testing reveals how users search for online information and is a key component in determining when a product is easy to use and ready for public use. Both the University of Arizona and OCLC have undergone usability evaluation in various ways and have integrated results of these evaluations into their Web and online product designs.
Usability Testing
(Neal-Schuman Publishers, 2003) Veldof, Jerilyn
Design a library e-learning interface that gets out of the way of your learners; ensure that the learner's full attention is on the learning, not on navigating the interface; learn how to conduct usability testing that works.
Creating the One-Shot Library Workshop: A Step-by-Step Guide
(American Library Association, 2006) Veldof, Jerilyn
Whether teaching research skills to college freshman, Internet skills to seniors, or staff development sessions to employees, librarians are repeatedly called on to deliver instruction in their library settings. Many librarians have never learned the basics of instructional design, much less how to effectively deliver information in a short time span, and they typically only have a short period of time—“one shot”—to deliver information. From needs assessment through design and implementation to final evaluations, this practical guide takes librarians step by step through the workshop process. Using these proven instructional design principles, librarians can: * Assess learners and what they need * Train multiple library instructors to maintain consistency in teaching and outcomes * Replicate content for regularly scheduled workshops * Develop a standard of presentation (including handouts) to maximize learning * Evaluate results to ensure learners are getting what they need These principles of instructional design are for every librarian who delivers instruction in any form. Use the step-by-step checklist and ADDIE principles (Analysis, Design, Development, Implementation, Evaluation) to have a powerful impact on your audiences. With a focus on practical applications, this book shows instruction librarians how to make every minute count.
Information literacy toolkit: Meeting the challenge of a large research university
(2002) Butler, John T.; Veldof, Jerilyn
The University of Minnesota's Information Literacy Toolkit was developed as a means to scale-up an information literacy initiative for a campus enrollment of over 46,000 students, including a large segment of distance and online learners. A collaborative team of librarians, instructional designers, interface designers, web programmers, and faculty are responsible for its creation and ongoing development. While the Toolkit delivers numerous self-guided tools in the hands of learners, it also provides instructors and librarians with an efficient means to develop customized learning resources in a time of expanding availability of information resources and more complex information access.
From desk to web: Creating safety nets in the online library
(Association of College & Research Libraries, 2008) Veldof, Jerilyn
This chapter discusses ways reference and instruction librarians can extend their reach beyond one-to-one encounters and employ their expertise in three ways: 1. To proactively identify and analyze the points in our virtual and physical libraries where users stumble and often give up on the library. 2. To create “safety nets” or support structures at those fail points that gently catch the users and help them on their way. 3. To design more formalized and course integrated e-learning modules that prepare students to navigate and successfully use online resources and services.
Going mental: Tackling mental models for the online library tutorial
(Pergamon, 2001) Veldof, Jerilyn; Beavers, Karen
Many librarians have taken on the challenge of creating online library tutorials without the benefit of formal education and training in the field. They can learn much from research in system design, human-computer interaction, and applied psychology as these fields relate to the creation of online learning systems. Researchers in these areas believe that people approach online learning systems by making use of a conceptual (mental) model of the system. Designers' mental models influence the way they create learning systems, and student's mental models affect the way they interact with and learn from the system. Compares and contrasts the mental models of librarians and students as they relate to online library tutorials. Examines these mental models through a review of existing library tutorials, usability studies on various library tutorials, and student interviews about the research and writing process. The analysis demonstrates how students' mental models vary, often significantly, from the mental models of the librarians who design the online tutorials.