Digital Commons Network^™

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

Fred W Jenkins

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.

Information Literacy & First Year Students: Programmatic Instructional Approaches & Assessment, Sally Neal, Sarah Lowe, Catherine Pellegrino, Bill Orme, Sean Stone

Scholarship and Professional Work

No abstract provided.

Case Studies And Pervasive Instruction: Using Journalism Education Techniques In The Information Literacy Classroom, Jennifer Noe

Publications and Research

The purpose of this paper is to explore whether journalism education techniques can be adapted for use in the information literacy classroom as a means of teaching the ethical use of information. The author uses personal experience as a journalist and graduate of journalism education programs to examine the similarities between journalism pedagogy and information literacy and whether any aspect of journalism pedagogy is transferrable to the information literacy classroom.

Today's Libraries (And Librarians) Have Shaken Off Stereotypical Images, Yolanda Hood

UCF Forum

Ten years, eight months. That’s how long I’ve been an academic librarian. And, still, I love what I do.

Redundancy Of Instruction : Library Instruction In First-Year Courses, Jeffrey Henry

Faculty & Staff Research and Creative Activity

The first-year experience that students have with the library is integral to their success in college and beyond. This poster explores the critical relationship students have with the library and how to nurture it in the first year. Redundancy of material covered in instruction sessions could be off-putting and diminish the perceptions these students have of the library and its offerings. Collecting student feedback to determine the redundancy that students may be experiencing in these first-year course library instruction sessions and the usefulness of the information presented to them can help to inform us about future materials covered.

Redundancy Of Instruction: Library Instruction In First-Year Courses, Jeffrey Henry

Jeffrey Henry

Personal Research Sessions: A Consultation-Based Program For Research Support, Jennifer L.A. Whelan

Staff publications

A gradual decline in reference questions at the Holy Cross Libraries prompted research librarians to offer Personal Research Sessions. The PRS program allows students to meet one-on-one with a research librarian by appointment. Established in 2011, the PRS program has become increasingly popular and successful.

Collecting Cats: Library Lessons From Neko Atsume, Kelly M. Blanchat, Megan Brooks

Publications and Research

This blog post is the culmination of a Twitter conversation between librarians talking about their experiences playing a phone game. The game is called Nekoatsume and it involves taking care of digital cats in a virtual backyard. Nekoatsume is entirely in Japanese, a key fact that actually started the Twitter conversation (and not the fact that the game involves cats, as might be expected). Despite the language barrier, Nekoatsume is remarkably user-friendly; library databases should be just as user-friendly as a game in a foreign language, but too often they’re not. With so many variables in acquiring research — design, …

Social Media As Game Strategy: Twitter In The #Infolit Instruction Session, Kelly M. Blanchat, Lydia Willoughby

Publications and Research

The lure of distractions can entice even the strongest of student wills in a computer classroom. Research requires strategic thinking and ordered planning to drown out the noise of online distractions. This poster demonstrates a unique way to capitalize on the natural overlap of research, communication, and social media by employing game strategy to lead learning outcomes for undergraduate student research. Instead of silencing social media, this activity incorporates Twitter as a platform to introduce information literacy concepts and participatory practices of scholarship.

Engage Students Through Flipped Classroom Strategies: A Lesson Planning Guide, Madeline Cohen, Alison Lehner-Quam, Robin Wright

Publications and Research

Presentation at 2015 Connecticut Information Literacy Conference, May 29, 2015.

Play A Game, Make A Game: Getting Creative With Professional Development For Library Instruction, Maura A. Smale

Publications and Research

Using games in the library classroom is an active learning strategy that can increase student engagement. However, not all librarians are equally familiar and comfortable with bringing game-based learning to the library. Game On for Information Literacy is a brainstorming card game to help librarians create games for information literacy and library instruction. Inspired by other successful brainstorming card games, this game was developed, playtested, and iterated over several years in workshops, graduate-level MLIS courses, and professional development programs. Game materials are all available to download, use, remix, and share.

Using Student Performance To Evaluate An Online Tutorial: Is Flipping Really Worth It?, Michael C. Goates, Gregory M. Nelson

Faculty Publications

How effective are online tutorials at providing library instruction? Are students really getting as much out of these tutorials as we think they are? What advantages, if any, do students and librarians gain from incorporating online tutorials into information literacy sessions? This presentation will describe a study comparing two library instruction models for an undergraduate advanced writing course at Brigham Young University. The first model follows a traditional instruction session while the second model uses a flipped classroom approach to deliver instruction in the form of an online tutorial. Results from student assignments, evaluations, and focus groups will be discussed …

Breathing Life Into Information Literacy Skills: Results Of A Faculty-Librarian Collaboration, Divonna M. Stebick, Janelle L. Wertzberger, Margaret E. Flora, Joseph W. Miller

Janelle Wertzberger

When an education professor and a reference librarian sought to improve the quality of undergraduate student research, their partnership led to a new focus on assessing the research process in addition to the product. In this study, we reflect on our collaborative experience introducing information literacy as the foundation for undergraduate teacher education research. We examine the outcomes of this collaboration, focusing on the assessment of the process. Using a mixed methods approach, we found that direct instruction supporting effective research strategies positively impacted student projects. Our data also suggest that undergraduate students benefit from not only sound research strategies, …

From Pints To Barrels: Helping Topic-Focused Students See The Bigger Picture, Beth Fuchs, Debbie Sharp

Library Presentations

Research projects have the potential to engage undergraduates in an understanding of the complexity of knowledge, but what stymies many students as they attempt to frame their research, according to Project Information Literacy's inaugural report in 2009, is an understanding of the larger context of their topics. What teaching techniques can we use to help students understand that database results don't have to be exclusively on their topics to be useful? Using cognitive science and assessment results to inform our methods, we'll share active learning activities that can assist students in gaining insight into the broader landscapes of their topics. …

Integration Of Information Literacy Skills To Mechanical Engineering Capstone Projects, Farshid Zabihian, Mary L. Strife, Marian G. Armour-Gemmen

Faculty & Staff Scholarship

Searching for information and using that information appropriately is an essential part of every engineering design project. It has been reported that design engineers spend about 30% of their time searching for information. Experience shows that even senior level students have not received proper training, either directly or indirectly, in information literacy (IL). They usually search for information intuitively. For mechanical and aerospace engineering students at West Virginia University Institute of Technology (WVU Tech), the Mechanical Engineering System Design I and II courses (MAE 480 and 481) are probably the last chance to teach students about IL. In this project, …

The Flipped Classroom For Library Instruction: A Student Focused Assessment, Michael C. Goates

Faculty Publications

Librarians at Brigham Young University conducted an assessment to evaluate student performance in developing effective search strategies between flipped classroom and traditional library instruction models. In the flipped classroom model, students completed an interactive online tutorial prior to attending a face-to-face instruction session in the library. During the face-to-face session, students collaborated on projects designed to reinforce concepts explained in the online tutorial. In this presentation, participants will learn about the history of the flipped classroom teaching model for library instruction. Next, the presenter will explain the process of developing a flipped library instruction session for undergraduate students in the …

Where Knowledge Meets Experience: Emphasizing The Library’S Role In Experiential Learning Initiatives, Elizabeth Price, Rebecca Richardson

Elizabeth Price

Faculty Newsletter, Spring 2015, Volume 3, Issue 1, Pepperdine University Libraries

The Book and Beyond and Faculty Newsletter

News, events, and initiatives from Pepperdine University Libraries from Spring 2015.

Attitudes Of Ohiolink Librarians Toward Google Scholar™, Joan Giglierano

Joan Plungis

Almost three years after Google Scholar's inception, only a third of Ohio Library and Information Network (OhioLINK) member libraries link to it from their Web sites. This article reports the results of a July 2007 survey of OhioLINK academic librarians, conducted to find out about their attitudes and current practices regarding promotion of Google Scholar. It compares the findings about placement of Google Scholar on Web sites and inclusion in library instruction with previous research, and includes recommendations for libraries about Google Scholar.

Breathing Life Into Information Literacy Skills: Results Of A Faculty-Librarian Collaboration, Divonna M. Stebick, Janelle L. Wertzberger, Margaret E. Flora, Joseph W. Miller

Education Faculty Publications

When an education professor and a reference librarian sought to improve the quality of undergraduate student research, their partnership led to a new focus on assessing the research process in addition to the product. In this study, we reflect on our collaborative experience introducing information literacy as the foundation for undergraduate teacher education research. We examine the outcomes of this collaboration, focusing on the assessment of the process. Using a mixed methods approach, we found that direct instruction supporting effective research strategies positively impacted student projects. Our data also suggest that undergraduate students benefit from not only sound research strategies, …

Teaching Information Literacy To Undergraduate Students: Reflecting On The Past, Present And Future Of Library Instruction, Scott Juskiewicz, Conor Cote

Library

The need to teach information literacy skills to undergraduate students is often framed as a 21^st century concern, but debate over the value and practice of teaching this set of skills can be found as far back as the early 1900’s. This article reviews the history of information literacy instruction in academic libraries from its origins to the present, examines the current state of information literacy instruction in academic libraries, and explores possible future directions that this instruction may take. Looking to the past, present and future shows that while library instruction has evolved, many central concerns remain unanswered.

Using The Flipped Classroom Model In Your Library Instruction Course, Eduardo Rivera Jr

Post Library Faculty Publications

In the flipped classroom model, the pedagogical paradigm is reversed and the students learn the class lesson at home and do homework in class. Although much of the focus of the flipped model has been on the secondary education level, this model could be a viable way to teach library instruction sessions to college-level students as well as a way to preserve scarce class time. This article examines a project that was done at LIU Post, where an instructor of the Library Competency Workshop course flipped the classroom and compared test results to sections where the class was run in …

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

Heidi Gauder

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.

No Budget, No Experience, No Problem: Creating A Library Orientation Game For Freshman Engineering Majors, Kelly Giles

Libraries

“Mystery at the Library” is a simple, inexpensive game developed as a library orientation activity for freshman engineering students. Players searched the library building and online to find clues and solve the mystery of a stolen book. Feedback from players and library desk staff was used to improve the game over time. A straightforward narrative with puzzles focused on learning objectives kept players engaged and avoided unnecessary confusion. A post-game survey indicated that the game was both helpful and fun for a majority of respondents.

College Of Education Research Skills Handbook, Denise George

University Library Faculty Publications

This handbook will guide you through the process of gathering information and will provide you with resources to help improve your writing.

A Decade Of Critical Information Literacy: A Review Of The Literature, Eamon Tewell

Brooklyn Library Faculty Publications

As information literacy continues in its centrality to many academic libraries’ missions, a line of inquiry has developed in response to ACRL’s charge to develop information literate citizens. The literature of critical information literacy questions widely held assumptions about information literacy and considers in what ways librarians may encourage students to engage with and act upon information’s complex and inherently political nature. This review explores the research into critical information literacy, including critical pedagogy and critiques of information literacy, in order to provide an entry point for this emerging approach to information literacy.

Integrating Information Literacy, The Pogil Method, And Ipads Into A Foundational Studies Program, Carrie Moore, Jennifer Black, Barbara C. Glackin, Margie Ruppel, Elaine Watson

Library Faculty Publications and Presentations

This article provides an overview of the design, implementation, revision and informal assessment of an information literacy curriculum embedded in a new University Foundations (UF) program at a mid‐sized public university. The library information literacy sessions incorporated teambased learning and Process Oriented Guided Inquiry Learning (POGIL) elements using iPads. Each session provided students an opportunity to develop and apply information literacy skills, and included critical thinking questions which led students to think about underlying concepts. A focus group with the librarians assessed the UF library curriculum, its impact on student engagement, and the training activities for librarian teaching preparation.

Acrl Instruction Section Website: Primo Bonus Site Of The Month, Kimberly Willson-St. Clair, Claudia Irla, Amanda Clossen

Library Faculty Publications and Presentations

Interview by Amanda Clossen about the site, Analyze Your Research Strategy Tutorial

Project description: Part of a suite of five tutorials developed to provide online research support for freshman just learning academic research skills, as well as sophomore and junior transfer students who might need remedial instruction about the research process and academic library services. This 25-minute tutorial helps students identify a paper topic that is not too narrow or too broad, select evidence that will answer their research question, and brainstorm keywords to find pertinent resources.

Pedagogy For Librarians, Megan Hodge

VCU Libraries Faculty and Staff Publications

Most librarians are required to take classes on reference, collection development, and information organization in library school; courses on pedagogy, on the other hand, are usually optional, if they’re offered at all. This leads most librarians who end up with instruction duties to learn on the job. Activities and assessments can be learned on the fly fairly easily, but these often have little to no bearing on how much students actually absorb and recall weeks later because alone, they are usually insufficient to ensure deep learning. This chapter seeks to add the basics of pedagogy, a subject comprehensively covered in …

Library Instruction And Information Literacy 2014, Robert Detmering, Anna Marie Johnson, Claudene Sproles, Samantha Mcclellan, Rosalinda H. Linares

Works by Oberlin College Libraries Staff

Purpose: This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

Design/methodology/approach: It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

Findings: It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

Originality/value: The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.