Discover TOXNET and other NLM environmental health databases through videos, guided tutorials, and discovery exercises in thirteen independent modules. The independent modules cover TOXLINE, ChemIDplus, TRI, TOXMAP, Hazardous Substances Data Bank, IRIS, and more.
PubMed for Librarians is a series of 90 minute classes. Each segment is meant to be a stand-alone module. Each segment is eligible for 1.5 MLA Continuing Education hours. CE credit is not available for viewing the recording.
I didn’t even know what I had. I knew I had a Feedly account and I knew I used Google Keep; add them together and the sum is greater than the parts. Feedly is a free, online tool used to aggregate your blog feeds. Google Keep is like an online bulletin board to which you can “stick” notes. If you use the Chrome browser, you can install a browser extension for Keep and when you see something on the Internet you want to save, just click the Keep extension. All videos were produced by Richard Byrne I’ve included three videos: 1) How to use Google Keep 2) How to use Feedly and 3) How to use the two tools together.
Here’s a short video on how to use Google Keep
Here’s a video about how to use Feedly
Here’s a video about how to use Feedly and Google Keep together
Bloom’s taxonomy is a way of classifying levels of expertise in order to create measurable instructional outcomes. Created by a group of educators in 1956, the taxonomy consists of 6 levels ranging from basic knowledge to master evaluation. The taxonomy was revised in 2001 by a group of educational psychologists led by Lorin Anderson and David Krathwohl, in order to reflect different types and levels of knowledge and take into consideration criticisms of the original taxonomy. The development of Bloom’s Taxonomy is quite long and populated with cognitive psychologists. Here’s a good backstory.
The bottom line for library-educators: Bloom’s offers a myriad of useful action verbs and prompts for which to create learning objectives. Pretty pictures and action words after the jump. Read more »
Posted on October 5th, 2016 by Rebecca Brown | Filed under Presentations
Did you get a research poster accepted at a conference lately? Congratulations! So did the NTO.
The NN/LM Training Office (NTO) had a poster accepted for the 2016 Joint conference of the Midcontinental and the Midwest MLA chapters and I have been tasked with doing a preliminary layout for the poster. So I set off into the Internet to find some help on designing a research poster.
Posted on September 27th, 2016 by Molly Knapp | Filed under Training Tips
Did you miss NTO’s free webinar “Teaching Topics: Open and Close with Impact” last Thursday? If you weren’t a part of the 80-strong attendees, have no fear, for a recorded edition is being sliced and diced for our YouTube channel right now. In the meantime, this post will review several classroom activities & concepts discussed in our webinar. (But not everything! For that you’ll have to wait for the video and/or our next scheduled webinar.)
First off, what is an opener and a closer? These are classroom activities that frame an instruction session. A popular misconception in instructional metaphor is to think of a class like a sandwich – the opener and closer are the bread, while the content – what you really want folks to learn – is the meat.
This is wrong.
Why? Serial position effect.
Serial position effect is defined as “a tendency for the items near the beginning and end of the series to be recalled best, and those in the middle worst” (1). Serial position effect was coined in the 1910s by Hermann Ebbinghaus, a psychologist who also invented the learning curve. The implications of serial position effect for instruction is that the opening and closing portions of the class are just as important as the meat of your content.
So toss out that learning sandwich, and consider the churro.
The churro is a sugary fried donut item. It is delicious from first bite to last. Churros are long and cylindrical. Towards the middle of your eating experience it may be easy to lapse into a sucrose-sprinkled complacency and forget to appreciate the churro, but once down to the last bite, the churro will live on as a tasty memory. So let’s consider instruction a churro, and openers and closers as your first and last bite. Fresh examples after the jump.
Posted on September 21st, 2016 by Rebecca Brown | Filed under Video
Did you know that the National Network of Libraries of Medicine (NN/LM) has a YouTube channel? If you go to YouTube and search for NN/LM, we’ll come up as the first result. The channel includes videos from all eight National Network regions and the NN/LM Training Office.
Here are a few of the greatest hits. You can also subscribe to the channel so you don’t miss the new additions.
Sponsored by NN/LM GMR September 2016
Sponsored by NN/LM MAR; August 31, 2016 Presenter: Miraida Morales, Fellow and Ph.D. Candidate, Rutgers University, Library and Information Science. Description: Miraida Morales discussed the challenges of using easy-to-read health materials, such as their high reading level, lack of control or standardization of readability, and problems with readability formulas.
Created by the NN/LM Training Office. Description: What does the year introduced mean in MeSH? What if there are 2 dates or no date? This video will answer these questions and more.
Robert Gagné is an educational scholar noted for his work on the nine events of instruction that are necessary for successful learning to occur. It is designed as a framework to be used to design a class. Gagné’s book, Principles of Instructional Design (1992) (1), outlined these nine instructional events on a theoretical and practical level. Today, we will explore these nine events through something to which most librarians can relate: cats. We will also give concrete examples of how these nine events can apply to teaching a PubMed class. Perhaps we will even discover a serendipitous intersection of cats, PubMed, and instructional design theory. Nine lives, nine instructional events, how could this ever go wrong?
Posted on September 7th, 2016 by Molly Knapp | Filed under Bios
Hello world! My name is Molly Knapp and I am the newest Training Development Specialist at the National Network of Libraries of Medicine Training Office. Rest assured, I am no rookie. I’ve worked in academic health science libraries since 2002, specifically in positions that involve instruction, specialized search services, and of course, the occasional shushing.
11 things to know about me:
I graduated in 2002 from the University of South Florida (Tampa, FL) with a Master of the Arts in Library and Information Science. I was in the first cohort to take an online class in my library school days! ::shakes cane::
My undergraduate degree is in English and Russian from the University of Florida. GoGators.
I have worked for libraries at LSU Health Sciences Center – New Orleans (2002-2012) and Tulane University School of Medicine (2012-2016). As a student I worked at UF’s Smathers library & USF’s Tampa Campus library.
I am a Distinguished Member of the Medical Library Association’s Academy of Health Information Professionals.
I like word clouds. They help us see what’s important or most prevalent in a block of text. When the NTO was the NTC, we used word clouds to help facilitate a discussion in our PubMed for Trainers class about the core competencies of PubMed.
We asked students: Is there a set of core competencies that all users need to search PubMed effectively? Students posted their answers in a Discussion Board and then we took the text (after we cleaned it up a bit) and put it into the word cloud generator. During class, we displayed the word cloud and used it as a tool to stimulate a class discussion.
We liked this technique because we (the instructors) already knew what the students thought (as displayed by the word cloud), the rest of the class could see if their set of core competencies matched what others thought and we could ask people to elaborate or ask if there were any surprises.
Over the past thirteen months I have had the privilege of working as a Trainer/Curriculum and Content Specialist with the NN/LM National Training Center (now National Training Office). During this time, one of my primary roles has been to provide training on PubMed and I have learned more than I ever thought possible about this amazing resource from the National Library of Medicine. I’ve learned about ATM (not to be confused with an Automated Teller Machine!), automatic explosion, MeSH, EOYP, conveyor belts, supplemental concepts, the NLM catalog, and much, much more.
At the “end of the day,” so to speak, I’d like to offer my unsolicited version of Top 5 Things to Know about PubMed:
1) PubMed currently provides access to more than 26 million citations from biomedical literature – 26 million!!! That’s an awful lot. And, it’s all paid for by our tax dollars, which makes access to PubMed “free” to anyone, anywhere in the world who has the Internet.
2) PubMed is “smart.” In fact, there are so many awesome algorithms and other programming wonders which work behind the scenes that I can get really good results for a search with just using basic search terms, at least most of the time.
3) There is a large team of really smart people who work at NLM to make sure that PubMed keeps running 24/7 to provide the best possible results for any search.
4) There is an almost infinite variety of ways to do a search in PubMed, and very few that are absolutely the “right” way. Collaborating with colleagues provides insights into ways of doing a search that I may not have ever thought of.
5) here will always be more to know about PubMed!
Finally, NLM and the NTO offer a wide range of tutorials, webinars, and online classes on PubMed. Take advantage of this great training and remember, there’s always more to learn!
Developed resources reported in this site are supported by the National Library of Medicine (NLM), National Institutes of Health (NIH) under cooperative agreement number UG4LM012344 with the University of Utah Spencer S. Eccles Health Sciences Library. The content is solely the responsibility of the authors and does not necessarily represent the official views of NIH.