1

Ryne Leuzinger Introduction In this class, an instructor will help students navigate the challenging process of searching for jobs online. Through this class students will develop an effective job search strategy. The class is one hour and will be held in a public librarys computer lab. Students will have the opportunity to use a number of job searching resources on their computers as the instructor demonstrates strategies for using these resources through an overhead projector. The class will include an overview of major job search websites as well as information on filling out online application forms and submitting resumes. Students will find out how they can create a resume through an online resume builder. In order to take the class participants must be comfortable using a mouse and a keyboard and have an email address. All ages are welcome. The class will be limited to ten participants.

Outcomes 1. Students will be able to select job search tools useful for their job search and sort and refine search results in order to search for jobs efficiently and effectively. Students will be able to develop a word document composed of information frequently requested by employers in order to save time in the job application process. Students will be able to locate an online resume builder in order to create a resume and apply for jobs online.

2.

3.

Assessment Plan To assess the first outcome, students will be able to select job search tools useful for their job search and sort and refine search results in order to search for jobs efficiently and effectively, the class will utilize the performance assessment approach. Near the end of the class the instructor will present a list of ten job search resources which will include: Craigslist, local job listing sites, company website listings, government state and city websites, and newspaper classified ads. The instructor will ask students to select three resources from this list that the students think will be useful in their job search.

Participants will then be asked to do a job search within each of the three resources that they have chosen. After they have done so, they will email a link for three useful job postings that they found to both their email address and their instructors. In the email they will be asked to write a brief description of their search strategy including which links they clicked to find the job posting and the search terms used. This fits the performance assessment approach according to Oakleaf as it is a qualitative assessment that requires students to perform real life applications of knowledge and skills. It allows the instructor to quickly assess whether students are able to use job search tools and sort and refine search results within those tools. The instructor will have the opportunity to follow up individually with students having difficulty completing the task. The instructor will refer those having difficulty using email or searching the internet to computer basics classes that address those skills. Those that complete the task will have a record of a search that was useful to them that they can refer to in the future. They will also have had the experience of emailing a link to themselves, which can be a useful method of organizing job postings that are to be completed at a later date.

Assessment Tool Job Search Resources: Champaign-Urbana Craigslist http://chambana.craigslist.org/ SimplyHired.com http://www.simplyhired.com/ Indeed.com
http://www.indeed.com/

Monster.com http://www.monster.com The city of Urbanas Jobs Page http://agency.governmentjobs.com/urbana/default.cfm The News Gazettes Jobs Page

http://careers.news-gazette.com/ The Carle Clinics Jobs Page http://www.carle.org/Careers/Employment.aspx The University of Illinois Jobs Page http://illinois.edu/info/employment.html The Champaign County Jobs Page http://www.co.champaign.il.us/empopp.htm Champaign Public Schools Jobs Page http://www.generalasp.com/roe9/champaign-vacancies.htm Pick three different resources. Use these resources to find jobs that youd like to apply to. After you have had a chance to try each resource send links for three job postings to your email account and to your instructor. In the email include a brief description of the links that you clicked to find this job posting as well as the search terms you entered (if any). Information for instructors: As students are working, alternate time between checking email account to see results of performance assessment and walking between students computers to view their progress. If students appear to be struggling with this task give them review pointers (time permitting) and / or refer them to computer basics classes at the library that focus on email and internet searching. Remember to give positive feedback to those who have successfully completed the task!

4 Outline Welcome / Introduction (5 minutes) Ensure that all students have logged into computers. a. Introductions, mention relevant background information about oneself b. Ask students to briefly describe what they would like to get out of class, set realistic expectations c. Emphasize asking questions if there is a point of confusion Introducing Class Content (3 minutes) 1. Discussion of skills that will be focused on a. Patrons will have the opportunity to view and use basic job searching sites b. The class will include information on how to save time by composing a word document containing information frequently requested by prospective employers c. Information on locating an online resume builder will also be discussed i. Together a, b, and c provide the basic tools necessary to effectively search and apply for jobs online The Job Search Process (32 minutes) What resources are available to find jobs? 1. Job searching basics encourage students to either follow along on their computers or observe and take notes d. Job search engines: What are they? What do they do? (4 minutes) i. Has job listings from thousands of websites, including job boards, newspapers and company career pages ii. Allows one to search by keyword, location (city, state, zip) and by job category e. Using a job search engine to look for jobs (7 minutes) i. Open job search engine (Use Indeed.com as an example) ii. Type in city name iii. Enter skill / job iv. Review jobs linked describe the process as similar to using Google v. Ask patrons for impressions did anything about the website / search process stick out? f. Local job listing sites (7 minutes) i. Describe the scope of both local jobs sites and job search engines ii. Open local job listings site -- City of Urbanas Jobs Page http://agency.governmentjobs.com/urbana/ iii. Fill out job interest notification card for a job of interest

5 g. Brief discussion of strengths / differences between job search engines, company website listings, local sites, government sites (3 minutes) i. Recommend that patrons diversify their job search, use multiple sources ii. Recommendation to consider contacting employers directly, not all jobs are posted online. iii. Mention the librarys job searching page and the handout as useful references 2. Discussion of resume building (3 minutes) a. What they do / are: provides guidance on how to write a resume, automatically formats content i. Mention that instructions on how to access a resume builder can be found at Illinois Worknet http://www.illinoisworknet.com/vos_portal/residents/en /Prepare/Resume/ 3. Developing a word document to assist with job applications (3 minutes) a. One can save time in applying for jobs online by creating a word document that contains information frequently requested by employers i. Handout with recommendations for formatting the document will be given to students they will complete the document on their own 5. Additional points (8 minutes) i. Key words for resume 1. It is extremely important that patrons use appropriate descriptive words in their resumes, many companies only review resumes that have the same keywords as those found in the job description a. Think-Pair-Share Activity (5 minutes) Learners are asked to participate in an activity in which they individually brainstorm action verbs that would be helpful for their resume and job applications (provide the following examples: assembled, developed, organized). Learners will share their verbs with a classmate and then the instructor asks each group to share their choices ii. Online job scams 1. Briefly mention signs of a job scam

6 a. Company asks for money / credit card information b. Asks for personal information like social security number, drivers license # c. Offered a job without an application or interview Independent Activity (15 minutes) 1. Instructions for activity a. Patrons are asked to pick three websites listed in the

assessment tool. They will send links for three useful job postings to their email account and the instructors email account (this will be a generic library account). In the email patrons will include a brief description of the search terms entered and links clicked to find the job postings b. Instructor reviews emails while assisting patrons
Conclusion (5 minutes) 1. Review main points a. Weve discussed a number of job searching resources. It is important to consider the differences between these sources and to diversify your job search b. Compiling commonly requested information in a word document will save a significant amount of time when applying for jobs c. An online resume builder is helpful for creating / refining your resume 2. Questions? 3. Point out that your contact information is on the handout and mention your availability, response time for questions and the scope of assistance you are able to provide 4. Thank them for coming & a final point: Remember there are many resources available to assist you in your job search! a. Job searching resources are available through the library, newspapers, the internet, state employment office, place of worship, college or university i. Point out that there are important resources listed on the handout that due to time constraints were not covered in class b. Mention series of videos produced by Illinois Worknet (link is provided on handout) http://www.illinoisworknet.com/vos_portal/residents/en/Job s/videos

Discussion -Information Literacy This class will increase literacy skills in several aspects of the EFF content standards used by public libraries to evaluate adult learners. Specific performance indicators addressed include the following: Reflect and Evaluate. In the lesson learners are provided with a list of ten job searching websites. They then select the resources most relevant to their job search and perform searches within those resources. The class participants subsequently select three job postings that fit their skills and interests. This process provides learners with an opportunity to consider the utility of different resources in their job search. Use Information and Communications Technology. Through the class students gain experience using a computer and web browser to find a variety of job searching resources that include local job sites, job search engines, videos, and online resume builders. Observe Critically. The class contains information on job scams, which in turn encourages patrons to consider the accuracy of job information that they find online. Critical Thinking The session encourages critical thinking in three ways. First, the instructor asks learners what they hope to achieve through the class. This allows patrons time to reflect on their job searching goals and subsequently apply those goals to the resources covered in class. Second, learners are asked to participate in a think-pairshare activity in which they select action verbs that would be helpful in their job search. Third, the class includes a discussion of several different types of job searching sites. Through this discussion learners have the opportunity to compare different resources and consider the strengths of each, ultimately allowing them to identify the resources most useful in their job search. Instructional Design The session caters to multiple learning styles through the inclusion of an overhead display (for visual learners) and spoken instructions (for auditory learners). Kinesthetic learners have the opportunity to follow along with the instructor on their computers. Active learning is encouraged through the instructors questions for
learners, the think-pair-share activity, and the assessment activity. The instructor provides motivation throughout the session by emphasizing that the resources covered will be helpful in each patrons job search. The instructor also provides motivation through positive feedback after the assessment activity.

Job Searching Basics The Urbana Free Library 1/15/2012

Job Searching Tools + Resources

Job Searching Websites Chambana.craigslist.org Careers.news-gazette.com Work.illinois.gov Illinoisworknet.com Indeed.com Jobster.com Simplyhired.com Creating a resume: Careeronestop.org Illinoisworknet.com Purdues Resume Workshop http://owl.english.purdue.edu/owl/res ource/719/1/ Resources: UFL Reference Desk (Reference librarians can assist you with both print and digital resources) UFL Computer Lab (Assistance is available for filling out job applications) IllinoisSkillsMatch.com (Matches employers and job seekers) Occupational Outlook Handbook www.bls.gov/oco/ (Information about employment trends and the training and education needed for various jobs) Rileyguide.com (Job searching advice) Learning Express Library http://www.learnatest.com/lel/ (Skill building resources) State Information: Illinois Unemployment Insurance www.ides.illinois.gov Illinois Employment Laws www.state.il.us/agency/idol/ Illinois Worknet Center Trained staff are available to assist you with a job search, career preparation and work support resources. Address: 1307 N. Mattis Ave #202 Champaign, IL 61821 Phone: 217-278-5700 Hours: Monday Friday 8:30 5:00

Librarians are available to help with your job searching questions: reflibrarian@tufl.org (217) 367-405

9 Information Frequently Requested by Employers Current Contact Information

Previous Work History (addresses, phone numbers, supervisors, duties)

Education (location, degree, dates enrolled)

References (names, job titles, phone numbers, email addresses)

Special Skills (e.g. proficient in MS Word, MS Excel . . .)