Digital Commons Network^™

Humor As A Tool For Addressing The Affective Domain During Information Literacy Instruction, Joshua Vossler, John Watts

LOEX Conference Proceedings 2011

Gaining and maintaining student attention during information literacy instruction can be a challenge. To address this challenge, entertainment value, as well as instructional efficacy, ought to be factored into assessment and design of instructional materials. Information literacy instruction should be as much about building bridges with students as it is about imparting useful information and skills. Entertaining while educating (edutaining), promotes student attention and helps build a positive learning environment. In this interactive session, attendees will participate in a practical approach to producing creative and entertaining content for information literacy instruction.

Reaching Out To Transfer Students: Usc Upstate's Foundation In Information Literacy, Andrew Kearns, Chris Vidas

LOEX Conference Proceedings 2011

How do you "catch" transfer students to ensure that they receive timely instruction in information literacy? What kind of intervention will be compatible with library staff and budgetary considerations? What kind of outreach is likely to gain support of the institution? This presentation will describe USC Upstate's Foundation in Information Literacy (FIL), an "inventory" administered through the admissions process. We will describe how we created FIL, how we marketed it, what kinds of follow-up we have designed for students who take it, and the results of the pilot administrations in Spring and Fall 2010. We will also address the future …

Libguides, Videos, And Screencasting: Technologies To Enhance And Promote Digital Wisdom In Information Literacy Instruction, Rafia Mirza, Jody Bailey

LOEX Conference Proceedings 2011

n this workshop, we will discuss how the information revolution affects teaching information literacy -- specifically, students' need for digital wisdom. Today, students are usually aware of what technology can do for them socially but do not know how to produce and critically assess digital knowledge in their scholarship. Demonstrating the production of digital objects will help promote digital wisdom in the classroom by making the process transparent. To this end, we will demonstrate the following:

- A LibGuide that is interactive, welcoming, personal, and helpful and that will focus on how to teach students or faculty about video editing. …

Library Instruction Credibility: How Do We Establish It? How Do We Publicize It?, Frances A. May, Yunfei Du

LOEX Conference Proceedings 2011

What I would like to propose is not a presentation but a strategy session. Over the ten years I have spent as an instruction librarian, I have come to realize that what we need is quantitative data showing the benefits that students derive from library instruction. It needs to be gathered and published in non-library forums, such as educational or subject specific journals. Once the benefits are publicized and understood by educators and faculty, we may be able to move beyond the fifty minute, one shot instruction session, and make an information literate society a reality.

To do this, we …

"Gun Control" Is Not A Research Question! Partnering With Teaching Faculty To Solve Problems And Refresh Library Instruction, Beverly Kutz

LOEX Conference Proceedings 2011

It's a classic problem: students in library instruction trying to research a topic without adequate preparation, or worse, having no topic at all. This was the number one problem identified when University of Tennessee Chattanooga library instructors and English Composition teaching faculty met in focus groups last summer. Learn how the UTC library used focus groups to partner with Freshman Composition teaching faculty to identify major problems, create innovative solutions, and collaborate to implement a completely refreshed 1st year library instruction program.

The results so far have been extremely satisfactory. Our partnership with Freshman English Composition faculty has resulted in …

Teaching With Worldcat Local: What's Different?, Margaret G. Grotti, Karen Sobel

LOEX Conference Proceedings 2011

This presentation discusses a recent study examining how WorldCat Local impacts library instruction. WorldCat Local is a library catalog discovery layer offered by OCLC. It has proven popular with academic libraries since its initial launch in 2008. This system is not merely a more flexible catalog interface, however; rather, it provides users with simplified search capabilities and access to multiple types of resources such as articles drawn from databases as well as catalog records drawn from an OPAC. Thus, WorldCat Local can be characterized as a meta-search system. Meta-search systems have long been at the center of a debate in …

Amplify The Active Learning: Revamping Course-Integrated Library Instruction To Be Student Centered, Malia Willey

LOEX Conference Proceedings 2011

Get ready to turn the dial to eleven! Course-integrated library instruction for Introduction to Music Industry Studies classes was redesigned to be student centered. Based upon student feedback and student-centered pedagogy, the research sessions and accompanying assignments were revamped for more meaningful and active learning. Database demonstrations and lectures were transformed into hands-on research workshops and problem-based learning activities. The content and number of assignments now better align with the students' semester project to allow for authentic learning. This presentation provides adaptable examples of how to amplify the active and student-centered learning in your library instruction.

The Teaching Librarian's Toolkit, Amy Harris Houk, Jenny Dale

LOEX Conference Proceedings 2011

Engaging students is critical to maximizing the effectiveness of information literacy sessions. But when you're faced with heavy teaching loads, back-to-back sessions, and balancing your other professional responsibilities, it can seem that there's never enough time to develop effective, engaging, and creative classroom activities. Enter the Teaching Librarian's Toolkit - flexible, modular activities that can be mixed and matched to align with student learning outcomes and enhance your information literacy sessions. In this interactive workshop, you'll participate in sample activities, share your strategies, and develop a sample lesson plan to use or adapt in your teaching.

Rigging For Rigor: Guiding Classroom Faculty Toward Richer Research Assignments With The Research Guidance Rubric, Pete Coco, Hazel Mcclure

LOEX Conference Proceedings 2011

Proceeding from Project Information Literacy's recent report documenting student needs being left unmet by many research assignment prompts, two librarians developed a tool for faculty to self-assess their assignment prompts. The Research Guidance Rubric (RGR) functions both as a self-evaluation tool for faculty and as a "conversation-starter" between the disciplinary expertise of professors and the information literacy expertise of liaison librarians. We'll discuss assignment collaborations as we plumb the questions that premise the RGR: what makes a collaboration successful and how can librarian-created tools move the conversation on research assignments toward better student outcomes?

Lose The Lists! Elevating Your Libguides To A New Level, Andrea Falcone, Lyda Ellis

LOEX Conference Proceedings 2011

This ain't your mama's LibGuide! Ready to think outside the box? Want to empower your students? A sampling of institutions reveals a clear focus for Libguides - lists, lists, and more lists! No one contests the informative value of this design, yet these Libguides often lack instructional components essential to student success. Break the Libguides mold! Discover how to create an instructional platform that addresses various learning styles. Informed by focus group data, develop a toolkit to elevate your LibGuides to a new level. This interactive session will help you lose the lists and empower your students today!

Mapping For Change: Re-Imagining Assessment With Concept Maps, Heidi Gauder, Fred W. Jenkins

Roesch Library Faculty Presentations

Facilitate student creativity and assess information skills at the same time with concept maps. Learn how to administer these easy assessments and analyze them for evidence of learning. The presenters will demonstrate how this assessment technique can be used in multiple situations and how it is possible to transform these maps into results that can be easily understood by stakeholders.

Improving The Visibility, Promotion, And Accessibility Of Library Resources Via A Library Liaison Program : A Poster Session, Barbara M. Pope

Faculty Submissions

Your library’s online resources present a myriad of choices which faculty and students must navigate to find information, and despite instruction and reference assistance they may go unused. But a successful liaison program can greatly improve both resource usage and library relations within your academic community. Come to this poster presentation and learn about PSU Library’s implementation and continual improvement of its liaison program and see how to easily and cost-effectively market your resources so that students and faculty will use them.

A Joke Is A Serious Thing: Using Humor In Library Instruction, Linda Sizemore, Ashley Cole

Linda Sizemore

This interactive presentation will describe the biology behind humor; when to use humor; and the importance of it in communicating information literacy to students, faculty, and EVERYONE. As facilitators of learning, librarians can use humor as a teaching tool to reduce library anxiety and to increase creative thinking. Participants will learn techniques and share methods in order to gain an understanding that humor is a skill that must be cultivated. “Wit punctures, humor pictures.”

A Joke Is A Very Serious Thing: Using Humor In Library Instruction, Linda Sizemore, Ashley Cole

Library Faculty and Staff Papers and Presentations

This interactive presentation will describe the biology behind humor; when to use humor; and the importance of it in communicating information literacy to students, faculty, and EVERYONE. As facilitators of learning, librarians can use humor as a teaching tool to reduce library anxiety and to increase creative thinking. Participants will learn techniques and share methods in order to gain an understanding that humor is a skill that must be cultivated. “Wit punctures, humor pictures.”

One Tutorial, Many Purposes: Adapting The University Of California's Begin Research Tutorial For Diverse Instructional Settings, Jeffrey M. Mortimore

Georgia International Conference on Information Literacy

See presentation description.

Authentic Assessment In The Library Classroom: Transforming Activities Into Assessment, Camilla B. Baker

Georgia International Conference on Information Literacy

See presentation description.

Building A Culture Of Il Assessment: Establishing Buy-In For Programmatic Change, Christina H. Gola, Kerry M. Creelman

Georgia International Conference on Information Literacy

See presentation description.

Creating Online Tutorials For Freshmen, Anne Grant

Georgia International Conference on Information Literacy

See presentation description.

Librarians & Information Literacy: Two Out Of Three Ain't Bad, Trenia Napier, Kevin Jones

Georgia International Conference on Information Literacy

See presentation description.

The Power Of Observation: How Librarians Can Benefit From The Peer Review Of Teaching Even Without A Formal Prot Program, Jaena Alabi, William H. Weare Jr.

Georgia International Conference on Information Literacy

See presentation description.

Collaborative Learning In The Library: Redesigning Your Instruction Sessions To Cultivate Critical Thinking, Amanda Bird

Georgia International Conference on Information Literacy

See presentation description.

Library Instruction And Ludonarrative Dissonance: Making Our Rules Fit Our Narrative, Jeffrey Gallant

Georgia International Conference on Information Literacy

See presentation description.

The Pyramid Method Of Teaching Information Literacy, Marcia Dursi, Mason Yang

Georgia International Conference on Information Literacy

See presentation description.

Being Like Both: Library Instruction Methods That Outshine The One-Shot, Teresa M. Bean, Sabrina N. Thomas

Sabrina Thomas

Marshall University librarians' efforts to improve library instruction are explored. A history of the libraries' Digital Learning Team (DLT) and its developmental phases is provided, as well as interpretations of evaluative data collected from embedded students. Data from the iSkills assessment of student information literacy skills are considered. The results suggest that library instruction best facilitates student learning when it aligns with specific research goals, utilizes a variety of learning styles, and allows time for practice and assessment. Student feedback suggests the need for additional instruction on citation and emphasis on increasing students' confidence in their research skills.

Lessons Learned While Developing An Effective Culture Of Assessment For Library Instruction, Sonya S. Shepherd

Library Faculty Presentations

After testing and using multiple assessment surveys and tools over time to evaluate student learning after and satisfaction with library instruction, workshop attendees discussed lessons learned by an academic librarian attempting to develop a more effective culture of assessment for library instruction. The following was addressed:

• various surveys and tools used/tested
• why certain surveys and tools were selected for use and not others
• why certain surveys and tools worked better than others
• what were the lessons learned
• what assessment surveys and tools are being used after the lessons learned

Starting From Scratch: Implementing A Successful, Multifaceted Information Literacy Program For The First-Year Course, Anthony Holderied

The Southeastern Librarian

This study describes a program created from scratch in which collaboration is initiated by librarians with teaching faculty in the first-year program to provide information literacy skills to incoming freshmen. The program is not only successful logistically, but is designed with assessment needs and evidence of student learning in mind. Additionally, the program design takes into account the needs of learners through utilization of a variety of learning activities and teaching tools that include group interaction, web-based tutorials, individual assignments, and peer-learning.

Maximizing One-Shot Impact: Using Pre-Test Responses In The Information Literacy Classroom, Andrea Brooks

The Southeastern Librarian

New librarians accepting instructional roles in academic libraries inherit classrooms which have evolved beyond the traditional “sage on a stage” model of bibliographic instruction to more active, student-centered information literacy sessions. However, as in the past, these are still primarily one-shot sessions. Assessment is used to make the most of these fifty-minute meetings and might include pre-tests, post-tests, and various classroom assessment techniques (CATs). Assessment provides important benchmark data to measure student information literacy skills, and the results inform and guide instruction librarians. Each assessment method has unique advantages; however, this article will focus specifically on the pre-test and the …

The Postmodern Shift In Library Instruction, Terry Dwain Robertson

Faculty Publications

Fifty years ago, prior to the digital revolution, library instruction consisted of a knowledgeable librarian guiding students through the various classes of documents, with examples of recognized authorities. Each bibliographic tool was handcrafted by competent individuals, published by reputable publishers, and recommended by disciplinary practitioners. While working through these various tools was time consuming, and getting access to materials not held locally often proved slow, the student researcher could reasonably assume the sincerity and integrity of the sources. With the digital revolution, much has changed. Now, instead of bibliographic instruction, librarians engage in “information literacy”(IL) training. Rather than point students …

Concept/Context: Information Literacy And Assessment In The First Year, Stefanie R. Bluemle, Amanda Y. Makula, Margaret W. Rogal

Library and Information Science: Faculty Scholarship & Creative Works

At Augustana College in Rock Island, Illinois, where the academic calendar consists of trimesters, all first-year students enroll in a year-long sequence of three "Liberal Studies First Year" (LSFY) courses, which are taught by faculty from a variety of disciplines. LSFY emphasizes core competencies in reading, writing, oral communication, and information literacy.

Since 2011, the Augustana librarians have been using performance-based assessment to evaluate their work with LSFY classes. This qualitative approach, which encourages real-life application of skills, has proven well-suited to an information literacy program in which concepts carry more weight than the mechanics of searching. Each term, the …

The Joy Of (Performance) Assessment, Amanda Y. Makula, Stefanie R. Bluemle, Margaret W. Rogal

Library and Information Science: Faculty Scholarship & Creative Works

How can librarians assess student learning in a way that is organic to the assignment and instruction session, yet gives results that are comparable across classes?

Performance Assessment is a qualitative method of assessment in which students demonstrate learning by completing specific tasks related to targeted learning outcomes. Performance Assessment encourages real-life application of skills and is well-suited to an information literacy program in which concepts carry more weight than the mechanics of searching.

The Augustana College instruction librarians use performance assessment to evaluate their work with a three-term sequence of required first-year general education classes (”Liberal Studies First Year” …