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Accentuate The Positive, Eliminate The Punitive! - Re-Thinking Plagiarism In Information Literacy Instruction, Christina Chester-Fangman, Gina Garber, Elaine Berg

Georgia International Conference on Information Literacy

Too often, students feel that they are being accused of plagiarism before they have even started their first research assignment! Approaches to discussions of academic honesty (or dishonesty) frequently emphasize negative consequences over making the right choices from the start and do not take into consideration students’ understanding of the research process. At our own university, the majority of referrals to the Dean of Students regarding classroom behaviors were related to plagiarism. At Austin Peay State University, librarians involved in information literacy instruction wanted to address this issue, but in a positive manner. Panel attendees will learn how librarians completely …

Developing Partnerships: Be Nimble, Rebecca B. Engsberg

Georgia International Conference on Information Literacy

Under the category of “PARTNERSHIPS between librarians and classroom teachers to teach students research skills,” I will share with attendees how to develop a new partnership (or change an existing one) with a faculty member based on a change in curriculum.

As the Liaison Librarian for the English Language Institute (ELI)—an intensive English language program for international students who are preparing to begin undergraduate or graduate studies in the US—I regularly taught the library component of ELI Research Skills classes.

Recently, however, the curriculum changed. Now, there is no longer a formal ELI class called "Research Skills." However, components of …

Combining Efforts: A Subject Librarian And A Generalist Team Up For Research Instruction, Amy Trendler, Brenda Yates Habich

Georgia International Conference on Information Literacy

Academic librarians often work with students in diverse subject areas who make use of a wide range of the library’s resources and services. In order to best serve user needs, it can be important to look for opportunities to work across the units of the library. In keeping with this approach, an Information Services Librarian in the university library and an Architecture Librarian in a branch library joined forces to offer what they thought was a one-time thesis session for graduate students in architecture and planning. It turned out to be the beginning a collaboration that would take them into …

Partnerships For Outreach: Center For Student Learning And Library Study Skills And Information Literacy Program, Jolanda-Pieta Van Arnhem, Melissa Hortman

Georgia International Conference on Information Literacy

This poster session is a case study of the College of Charleston Libraries and Center for Student Learning partnership to design and deliver a series of complementary study skills and information literacy workshops during 2013-2014 academic year. Workshops in the “101” series were designed for the general undergraduate student population wanting more information on study skills. Workshops pairings in the “201” series were designed with information literacy topics geared toward upperclassman, graduate students, faculty, and staff interested in more advanced skills. Sessions were facilitated by campus instructors with unique insight, interesting experiences, or special knowledge and capability in workshop topics.The …

Building Community In The Library: Partnerships For Outreach, Jolanda-Pieta Van Arnhem, Melissa Hortman

Georgia International Conference on Information Literacy

During the 2013-2014 academic year the College of Charleston Library and Center for Student Learning partnered to design and deliver a series of complementary workshops in order to build community, increase workshop attendance, and provide outreach at the Library. This was the first time that the two organizations had teamed up to co-design, sponsor, and market a year long program of complementary information literacy and study skills offerings.

Workshops in the “101” series were designed for the general undergraduate student population wanting more information on study skills. Workshops pairings in the “201” series were designed with information literacy topics geared …

Beyond Library Resources: How To Implement Integrated Learning Across The Curriculum With Information Literacy Components Using Hybrid Delivery, Bernadette Maria Lopez-Fitzsimmons

Georgia International Conference on Information Literacy

As an academic librarian at Manhattan College, Riverdale, New York, I collaborate with teaching faculty and academic support centers on campus to provide holistic support to students. In the last year a cross collegial group including teaching faculty, library faculty and Instructional Designers has been created to explore ways in which to provide a “flexible structure” in curriculum across disciplines (e.g., Arts, Science, Engineering, Education, Information Literacy, etc.). Two instructional designers and a faculty member from the English Department lead the monthly in person workshops. After each workshop, scholarly and professional articles are posted in Moodle for all participants to …

Using Rubrics To Assess Authentic Learning Products From One-Shot, Course-Integrated Library Instruction, Jennifer Stout, Laura Gariepy

Georgia International Conference on Information Literacy

Librarians face numerous challenges when designing effective, sustainable assessment methods for student learning outcomes in one-shot, course-integrated library instruction sessions. In this presentation, we will share how librarians at Virginia Commonwealth University (VCU) use a rubric to assess students’ authentic learning products from one-shot instruction sessions for a research and writing course required for all undergraduate students. We will share how rubric-based assessment enhances student learning and explain how we use this type of assessment to demonstrate our information literacy program’s effectiveness.

University 200: Inquiry and the Craft of Argument is a sophomore-level writing and research course required for all …

The Proof Is In The Worksheets: Assessing Information Literacy Outcomes From Library Instruction In An Evolved Fye Program, Robin Johns Grant

Georgia International Conference on Information Literacy

In the past, Middle Georgia State College’s assessment of library instruction mainly consisted of post-instruction evaluations in which students answered questions about the class’s usefulness and gave comments. However, we wanted to be able to tie our library instruction sessions to learning outcomes based on ACRL Information Literacy Standards—not just student impressions of the class. For three years, the college had been conducting two library instruction sessions for each section of our new First Year Experience class, and we were using a standardized instruction outline and worksheet for each of those classes already. The FYE program, therefore, was the ideal …

When Will We Use This In Real Life?: Problem-Based Learning And Its Use In Effective Information Literacy Instruction, Bridget S. Farrell, Adelia B. Grabowsky

Georgia International Conference on Information Literacy

Chances are that at some point in your career, you have heard a student ask, “When will we use this in real life?” For most instructors, those can be hard words to hear, especially after careful thought and planning has gone into developing a library session geared toward a class assignment or project. One way to decrease questions about real world applicability is to incorporate aspects of problem-based learning in library instruction. Problem-based learning (PBL) has been defined by Berkel and Schmidt as “an approach to professional education that stresses the use of real-life problems, encourages learners to discuss them, …

The Best Laid Plans Of Librarians And Faculty: Information Literacy Instruction In A General Education Literature Course, Difficulties And Successes, Kelly Diamond, Lisa Weihman

Georgia International Conference on Information Literacy

Members of this panel (a librarian and faculty member) began collaborating to create information literacy sessions for English 272: Modernist Literature. Assuming that students enrolled would be English majors or similar, we created sessions and assignments focused on higher-order research skills, such as working with and analyzing primary sources.

However, this section of English 272 fulfilled a General Education Curriculum (GEC) requirement. At our institution, students take 43 credit hours to fulfill GEC requirements, courses from a broad range of disciplines. Unfortunately, many students enroll in GEC courses for which they are under-prepared, have no personal interest, and are not …

Flashlight: Using Bizup's Beam To Illuminate The Rhetoric Of Research, Kate Rubick

Library Instruction West 2014

Have you noticed that the way we typically describe information sources has more to do with what the sources are than on what writers might do with them? In Fall 2013, an instruction librarian at Lewis & Clark College partnered with a professor teaching Rhetorical Criticism to depart from the traditional, search-oriented library instruction session. Instead the librarian guided students as they critically appraised the works cited in a peer reviewed journal article using the rhetorical vocabulary of BEAM.

Join us as we explore BEAM as one tool for framing processes of academic research and writing. And be a part …

Borrow Globally, Recycle Locally: Repurposing Genius Ideas To Meet Your Goals At Your Institution, Mark Lenker, Tatiana Pashkova-Balkenhol

Library Instruction West 2014

As soon as we saw it, we fell in love with the North Carolina State University Libraries’ amazing “Mobile Scavenger Hunt.” It represents the perfect application of mobile technology (iPod Touch devices networked with the Evernote content sharing system) to engage students while they learn about NCSU’s wealth of library resources. But NCSU is a very large institution (34,000+ students) with a reputation for cutting-edge library initiatives. How could we make their program work at a smaller institution like ours (< 5,000 students)? By working really hard, refusing to take ourselves too seriously, and being willing to try things out before they were completely perfected, we were able to treat our first-year seminar students to “Library vs. Wild,” a fast-paced, active-learning game in which students work together to explore the far reaches of the information wilderness. We’ll share how we adapted NCSU’s game to work for our library, our learning outcomes, and our personality.

Give A Flip: Making Library Instruction Scalable And Sustainable Through Inversion, Alan Aldrich, Carol A. Leibiger

Library Instruction West 2014

Instructional librarians are challenged to address issues of scalability and sustainability in ways that foster instructional creativity. As a result of a South Dakota Board of Regents mandate, IL instruction is required in four general- education courses at the University of South Dakota (USD). The resulting heavy volume of instruction poses problems of scalability and quality for the library faculty. This presentation by the University Libraries' instructional design team (IDT) demonstrates how inverted or flipped instruction can be used to provide scalable sustainable and effective information literacy (IL) instruction. We include a discussion of the affordances and constraints of inverted …

How Librarians Are Winning The West: Development Of A Scalable Digital Learning Badges Program For Information And Research Proficiency, Bee Gallegos, Kevin Pardon

Library Instruction West 2014

Digital learning badges offer an innovative approach to foster student success within the higher education learning environment. At Arizona State University, the need to reach transfer students was the impetus for creation of a digital learning badges project that offers librarians a mechanism to sequence and assess instruction within the University’s New College curriculum, provides faculty with a menu of choices to match skills with course goals, and is sustainable across disciplines, instructional formats and campuses. A team of librarians representing multiple disciplines, in collaboration with faculty and online staff, developed this pilot program for students to learn and demonstrate …

Leveraging Adult Learning Theory With Online Tutorials, Rebecca Halpern, Chimene Tucker

Library Instruction West 2014

Adult learners are a quickly growing population on university campuses. While there is a fair amount of research on the differences in adult learning pedagogies, most information literacy literature focuses on undergraduate skills and competencies. At the same time, more and more adult learners are harnessing the flexibility of online programs to get their degrees. How can we best leverage what we know about adult learning theories with sustainable, scalable, and engaging online learning modules?
Rebecca Halpern is the librarian for the online Master of Social Work program at the University of Southern California. One of her biggest projects is …

Leveraging Adult Learning Theory With Online Learning Modules, Rebecca Halpern, Chimene Tucker

Library Instruction West 2014

Adult learners are a quickly growing population on university campuses. While there is a fair amount of research on the differences in adult learning pedagogies, most information literacy literature focuses on undergraduate skills and competencies. At the same time, more and more adult learners are harnessing the flexibility of online programs to get their degrees. How can we best leverage what we know about adult learning theories with sustainable, scalable, and engaging online learning modules?
Rebecca Halpern is the librarian for the online Master of Social Work program at the University of Southern California. One of her biggest projects is …

Badge It! Using Digital Badges To Certify Information Literacy Skills Within Disciplinary Curriculum, Emily Ford, Betty T. Izumi, Jost Lottes, Dawn Richardson

Library Instruction West 2014

Purpose – The purpose of this article is to discuss the collaborative learning outcomes-based approach taken by a librarian and disciplinary faculty members to improve information literacy (IL) curriculum within disciplinary courses. To this end, the team aimed to award badges to certify IL skills.

Design/methodology/approach – This article considers relevant literature on competency-based curriculum, technological innovation in higher education, collaboration between library and disciplinary faculty and badges. This literature is used to frame the approach to plan a successful and sustainable project to embed IL in disciplinary curriculum using digital badges. The approach includes mapping learning outcomes and engaging …

How It Got Here: Teaching 'Format As Process' In An Era Of Web-Scale Discovery, Kevin Seeber

Library Instruction West 2014

What has the growth in web-scale discovery services meant for information literacy instruction? And what kind of threshold concepts do students need to grasp before they can use these tools effectively? This presentation addresses the concept of “format as process,” which emphasizes that evaluating information should focus on how it was produced, rather than how it is accessed. As students navigate discovery tools which combine a wide variety of source types into a single results list, their understanding of this concept is vital to evaluating resources and selecting those which are the most relevant. Learn about how “format as process” …

Badge It! Using Digital Badges To Certify Information Literacy Skills Within Disciplinary Curriculum, Emily Ford, Jost Lottes, Betty T. Izumi, Dawn Richardson

Library Instruction West 2014

As technology in higher education rapidly changes, new pedagogical tools are being tested, developed, and implemented. Digital badges systems are one such tool that can be used to certify student skills and competencies, including information literacy skills. Despite new teaching technologies and pedagogical approaches, it remains difficult for instruction librarians to lead experimentation. As a result, librarians depend on collaborative relationships with disciplinary faculty to experiment with pedagogies and tools like badging. At Portland State University, however, librarians are leading a collaborative digital badges project with Community Health Faculty to develop, deliver, assess, and track student achievements in information literacy. …

Teaching “Format As A Process” In An Era Of Web-Scale Discovery, Kevin Seeber

Library Instruction West 2014

Purpose- Advancements in online discovery require academic librarians to develop new means of teaching and assessing information literacy, with an emphasis on having students employ critical thinking to evaluate sources.

Design/methodology/approach- This conceptual paper analyzes how the threshold concept “format as a process” could be incorporated into information literacy instruction sessions which address web-scale discovery services and other online search tools. General guidelines for applying this concept are included, along with potential classroom activities and assessments.

Findings- Format as a process provides a valuable framework for evaluating information, though librarians need to be mindful of how they present the concept …

Upcycling Instruction: Developing Efficient Approaches To Working With Experienced Researchers, April Aultman Becker, Veronica Arellano Douglas

Library Instruction West 2014

Our classrooms aren’t always filled with wide-eyed freshman and novice researchers. Many of the students we teach are thesis writers, experienced researchers, and professional practitioners. Through teaching this population, instruction librarians quickly learn that possession of subject expertise and research experience is not necessarily a guarantee that students will have mastered efficient, productive information seeking behavior. Addressing these gaps in research and information literacy knowledge takes some finesse. Through a combination of discussion and activities, we’ll investigate the unique challenges and pedagogical opportunities that accompany teaching advanced students and researchers. Attendees will leave with practical ideas that they can incorporate …

Let Wikipedia Through The Gates!: A Trojan Horse Approach To Information Literacy, John Thomas Oliver

Library Instruction West 2014

Purpose – The purpose of this paper is to investigate which learning targets can be achieved by using Wikipedia as a tool for teaching information literacy within the context of brief one-shot library instruction sessions.

Design/methodology/approach – In this case study, a Wikipedia-editing activity was incorporated into 2-hour one-shot instruction sessions. A variety of qualitative data were collected during these sessions: Student reflections during a facilitated discussion, student responses to exit-survey questions and instructor observations about the extent to which students completed Wikipedia-editing tasks.

Findings – Students found Wikipedia-editing activities and Wikipedia-related discussions engaging, and as a result they seemed …

Piloting A Blended Model For Sustainable Il Programming, Jody Nelson, Joan Morrison, Lindsey Whitson

Library Instruction West 2014

Purpose – This paper aims to describe the MacEwan University Library’s successful pilot of a fully blended information literacy (IL) instruction program for first-year English courses. Development, implementation and assessment of the pilot prior to full implementation are discussed.

Design/methodology/approach – The new sustainable blended model for the English Library Instruction Program reduced duplication of content and effort, incorporated online and in-person instruction and promoted self-directed learning opportunities through a new Learning Commons. This model places essential instruction online while maintaining personal relationships for students with the English Librarian and the Library through multiple points of interaction. Face-to-face instruction efforts …

How Can We Make Library Research A Little Wild? Make It Natural!, Jared Burton

Library Instruction West 2014

Incorporating a nature tour into a Library Research Strategies course at Mt. San Antonio College (Walnut, California), my class took a guided tour of local ecosystems at the campus Wildlife Sanctuary as part of a larger lesson plan. The lesson plan consisted of four main parts: 1) Students formed five groups based on the ecological zones represented in the Wildlife Sanctuary; 2) Each group conducted research on their ecological zone, utilizing a variety of print and electronic library resources; 3) Based on their research, each group crafted informational questions which they were instructed to ask the tour guide (the “expert”) …

Using Anonymous(Ish) Google Spreadsheets To Enhance Student Engagement, Elizabeth Mcmunn-Tetangco

Library Instruction West 2014

Google spreadsheets can add value and engagement to library instruction sessions – and since they are free, they don’t tax already-burdened pocketbooks. Hear about how the UC Merced Library uses semi-anonymous Google spreadsheets to allow students to experiment with search techniques and learn directly from each other. Creating semi-privacy for students allows them to take risks and learn from the ideas of others in a non-threatening classroom environment that allows for experimentation and easy, immediate feedback. Tips and ideas will be included, along with a demonstration of how to create a Google spreadsheet, how to use it in a class, …

More Than A Citation Manager: Zotero For Scalable Embedded Librarianship And Instruction Assessment, Rebecca Kuglitsch

Library Instruction West 2014

Embedded librarianship via class attendance or course management system has been successful in extending the reach of library instruction beyond the single class session, yet it raises concerns about scalability and sustainability. However, librarians can effectively and sustainably extend their instructional reach into the classroom without requiring their actual presence or use of a course management system by using the group library feature of Zotero to communicate with students. Not only does using the group library make effective use of limited librarian time, it also leaves the students with citation management skills and the librarian with a new way to …

From Local To Global: Open And Sustainable Ways To Sharing Our Teaching Resources, Jane Secker, Nancy Graham

Library Instruction West 2014

During this workshop two UK librarians will explore:

• The growing body of evidence to support librarians sharing their own resources including data from surveys and feedback from face to face events held by our community of practice in the UK.
• How can librarians from different countries discuss ideas around sharing and share resources in a practical way?
• How can existing organisations such as ALA, CILIP, IFLA and UNESCO help promote the sharing of Information Literacy resources in open format internationally?

The workshop will also discuss issues such as key features of a successful community of practice, what we mean by …

Playing Well With Others: Research Studios At The Cornish College Of The Arts, Bridget Nowlin, Megan Smithling, Heather Jean Uhl

Library Instruction West 2014

Cornish College of the Arts offers a distinctive blend of visual and performing arts grounded in a core curriculum of humanities and sciences. Cornish offers a Bachelor of Music degree and Bachelor of Fine Arts degrees in art, dance, design, music, performance production and theater.

With a focus on the visual and performing arts, and a faculty/student population of visual/aural/kinesthetic learners, our patrons’ interests are often "making and doing," rather than engaging in conventional academic research. Consequently, our librarians collaborate with faculty to align students’ own practices in the studio/performance space with more traditional academic research processes.

This interactive panel …

Learning Information Literacy Through Drawing, David Brier, Vicky Lebbin

Library Instruction West 2014

Drawing is an excellent lo-fi teaching method for students to interact with and demonstrate their competence (or ignorance) of information literacy concepts beyond traditional text dominated methods. This program explores the use of drawing as a tool to teach library instruction and information literacy. This includes examples of drawing exercises and an examination of student illustrations made in library instruction workshops. Attendees will work together on a hands-on drawing exercise. Participants will:

• Be able to describe the opportunities and challenges of drawing activities in library instruction workshops

• Be able to design drawing activities for their own workshops

The …

Sustainable Decision Making For Emerging Educational Technologies In Libraries, Richard Hayman, Erika E. Smith

Library Instruction West 2014

Purpose – The purpose of this article is to discuss approaches to sustainable decision-making for integrating emerging educational technologies in library instruction while supporting evidence-based practice (EBP).

Design/methodology/approach – This article highlights recent trends in emerging educational technologies and EBP and details a model for supporting evidence informed decision-making. This viewpoint article draws on an analysis of recent literature, as well as experience from professional practice.

Findings – Authors discuss the need for sustainable decision-making that addresses a perceived lack of evidence surrounding emerging technologies, a dilemma that many library educators and practitioner-researchers will have faced in their own library …