Digital Commons Network^™

Sing A Song Of Sixpence: The Birds We Found In The Web-Scale Discovery Pie, Sarah Fabian, Susann Devries, Sara Memmott

LOEX Conference Proceedings 2012

The use of the web-scale discovery product Summon has changed the ways in which EMU librarians provide research instruction to students, from beginner to graduate. Librarians were pleasantly surprised to realize that they could spend more time focusing on making sense of academic sources and less time teaching database-specific searching tips. This has strengthened instruction librarians’ emphasis on evaluation of sources in all instruction sessions, regardless of whether they involve the use of Summon. Presenters will also discuss user feedback and the other benefits and challenges of using a web-scale discovery product.

I Want To Eat Your Brains: Engaging Students With Brain-Based Strategies When Zombies Have Taken Over Your Classroom, Jennifer Quinlan

LOEX Conference Proceedings 2012

Educational neuroscience, also called Mind, Brain, and Education, is an emerging discipline that brings together research in neuroscience, psychology and education. Research from this emerging field can lead educators to effective brain-based teaching strategies. These strategies can be particularly valuable in our information literacy classrooms and help us create engaging and active interactions with our students.

This presentation will discuss these brain-based teaching strategies and how to use them in an information literacy classroom. Assignments that employed these strategies will be shared. Finally, students’ responses to learning in this way will be presented.

Ipod Apps, Mobile Learning And Game Dynamics: This Ain’T Your Typical Library Orientation, Anne Burke, Adrienne Lai, Aam Rogers

LOEX Conference Proceedings 2012

Hoping to enliven traditional library orientation, three NCSU Librarians developed the NCSU Libraries’ Mobile Scavenger Hunt, a team-based game that uses iPods with free cloud-based apps to orient students to library spaces, collections, and technologies. The main goal of this project is to demystify this often-overwhelming new environment and reduce library anxiety by using situated, problem-based learning. The activity provides a low-stakes means to promote resources and services critical to academic success and invites students to explore the building and interact with staff. Presenters will share tools, work flow management strategies and feedback with attendees who wish to develop a …

New Literacies In Our Global Society: Teaching Literacies Beyond Text, Kristine N. Stewart, Alex Mudd

LOEX Conference Proceedings 2012

In our globalized world, students now have access to a variety of viewpoints in a variety of formats from around the globe. This creates new challenges for students in the evaluation and understanding of information. As a result, it is becoming increasingly more important for our students to understand where their information is coming from and be able to read and interpret the format of this information. This entails having literacies that go beyond text and includes cultural, social, critical, and digital literacies.

This presentation will provide an overview of opportunities to integrate the teaching of new literacies into existing …

A Gateway To Outcomes Assessment: Collaborating On A Multi-Session Library Instruction Program, Jennifer Hatleberg, Niyati Pandya

LOEX Conference Proceedings 2012

The Gateway to College (GtC) program at Montgomery College serves at-risk high school students who complete their high school diploma requirements while simultaneously earning college credit.

In Fall 2010, the GtC Program Director, faculty, and instruction librarians launched a semester-long library instruction program. Librarians worked closely with faculty to design six two-hour sessions for GtC students, aligning ACRL Information Literacy Competency Standards with the course’s theme and assignments. The program has been repeated each semester, and expanded to all three campuses. In this presentation, we will share details about our collaboration and the resulting opportunities for evaluating student learning outcomes.

Criticism Is Not A Four-Letter Word: Best Practices For Constructive Feedback In The Peer Review Of Teaching, Jaena Alabi, William H. Weare Jr.

LOEX Conference Proceedings 2012

Suppose a colleague has asked you to provide feedback on an instruction session you have observed, and the session was less than ideal: the instructor was poorly prepared; technical difficulties forced your colleague to improvise; the students did not pay attention, much less participate. In essence, things went wrong. She has asked for your opinion, but you are not sure how to respond. Should you tell your colleague what you really think? What obligation do you have to her? Can you provide honest feedback without causing her to become defensive or hurt?

In recent years, the peer review of teaching …

Hiding Peas In Their Mashed Potatoes: Teaching Faculty Information Literacy On The Sly, Amy E. Kammerman

LOEX Conference Proceedings 2012

Are your faculty picky eaters? Do your faculty members make a face when they hear the phrase “information literacy”? In an effort to get faculty to use information literacy skills and pass this knowledge to their students, sometimes librarians must use stealth and ingenuity. This session will focus on innovative ways that information literacy can be incorporated into already existing programs with faculty and also provide ideas on trying something a little different to get faculty to try even a tiny bite of information literacy.

From Limp Lettuce To Kaleidoscope Salad: Making Your Instruction Sessions Pop For All Patrons With Universal Design For Learning Principles, Christina C. Wray

LOEX Conference Proceedings 2012

Universal Design for learning is an instructional design framework that promotes inclusive classrooms and environments where multiple learners at multiple levels are learning together in a general education setting. The fundamental idea of universal design is that you can teach material in a way that is accessible to ALL learners instead of being designed for a specific ability level. The Universal Design for Learning framework takes it a step further and introduces three key concept. When designing instruction we should:

• Provide multiple means of representation

• Provide multiple means of expression

• Provide multiple means of engagement

This can …

Information Literacy For Global Leadership: Constructing A Pedagogical Activity To Address A Global Crisis Utilizing Global Literacies And Acrl Standards, Brenda Chappell-Sharpe

LOEX Conference Proceedings 2012

Preparing faculty for their role in global leadership is a collaborative effort. Administrators, faculty, IT, media specialists and librarians all have an important part to play. In 2011, I was asked to develop and teach a one-week information literacy module via Blackboard for the faculty participating in the Teacher Scholars Program (TSP). TSP is a yearlong collaborative project between The Center for Teaching and Learning, and the academic departments on campus. I believe that this called for a new approach to thinking about information literacy (IL) and literacy itself. This presentation provides an overview on the collaborative project, Teachers Scholar …

A Revamped Menu For Information Literacy Instruction: Catering To Newly Admitted Doctoral Students, Michelle T. Allen

LOEX Conference Proceedings 2012

A review of the library literature has uncovered very little research about effective instruction for newly admitted university doctoral students. Library instruction for these students is mainly focused on workshops for conducting a literature review. This assistance is relevant later in their studies, when they are publishing journal articles and writing a dissertation proposal, but doctoral students also have unique needs their first year, when they are adjusting to the program demands and preparing for comprehensive exams.

Faculty buy-in and enthusiasm were the most important factors for getting approval from my department in the spring of 2011 to develop an …

Instructor College Virtual Swap Meet: A Model For Developing An Instruction Community, Jo Angela Oehrli, Peter Timmons

LOEX Conference Proceedings 2012

Many educators, newbies and veterans alike, find themselves facing the same problems as their students; there is an overabundance of helpful information available, and getting started can be overwhelming and disorienting. In an effort to fill the need for constant professional development in the area of instruction, the University of Michigan Libraries have created the Instructor College. The Instructor College has attempted several versions of an institutionally-curated repository of resources to support library instruction.

This year the Instructor College Steering Committee is working with a School of Information University Library Associate to create a more flexible repository for these materials. …

From Prix Fixe To A La Carte: Using Lesson Study To Collaborate With Faculty In Customizing Information Literacy, Eric Jennings, Hans Kishel, Jill Markgraf

LOEX Conference Proceedings 2012

The one-shot, prix fixe library instruction session has long been the reality for many information literacy programs. Learn how one library used lesson study, a collaborative process of planning, observing and assessing a single lesson, to put in motion ongoing collaboration with faculty across several disciplines. Through the collaborative process of redesigning a single lesson, librarians and teaching faculty confronted their respective expectations for and challenges in providing library instruction, and ignited the interest of faculty from English, nursing and the sciences. Through work with a variety of faculty, librarians learned that a single instruction model does not work for …