Digital Commons Network^™

Research Models, Primo, & The First Year Experience, Kimberly Willson-St. Clair

Library Faculty Publications and Presentations

Research can be daunting for freshman who are challenged to gather scholarly information beyond Google for their research projects. Applying and blending two research models, ASE (Analyze, Search, Evaluate) with BEAM (Background, Exhibit, Argument, and Method), students can think critically about their topics and strategically search PRIMO for relevant results. This approach addresses several ACRL Framework threshold concepts, especially research as strategic exploration and scholarship as conversation. In this presentation, I will show how effective Primo can be for first year experience students especially in regards to discovering keywords, understanding and organizing citations, finding relevant scholarly resources, and discovering other …

Research Models, Primo [Psu Library Catalog], And The First Year Experience, Kimberly Willson-St. Clair

Library Faculty Publications and Presentations

Research can be daunting for freshman who are challenged to gather scholarly information beyond Google for their research projects. Applying and blending two research models, ASE (Analyze, Search, Evaluate) with BEAM (Background, Exhibit, Argument, and Method), students can think critically about their topics and strategically search PRIMO for relevant results. This approach addresses several ACRL Framework threshold concepts, especially research as strategic exploration and scholarship as conversation. In this presentation, I will show how effective Primo can be for first year experience students especially in regards to discovering keywords, understanding and organizing citations, finding relevant scholarly resources, and discovering other …

Intentionality And Transparency As Pedagogical Techniques In The Information Literacy Classroom, Beth Fuchs

Library Presentations

When you build a lesson plan for a class session, how do you decide on its content and activities? What if you started to peel back the curtain a bit and let students in on some of your thinking and intentions? Recent research from The Transparency in Learning and Teaching in Higher Education Project at the University of Nevada, Las Vegas has shown that students benefit when teachers articulate the thought processes behind instructional decisions and goals with them. This relatively small intervention, traditionally applied to assignment design, has shown to have a big impact. How can the results of …

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

Jeffrey Henry

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.

Evaluating Information: Where Do Librarians And Skeptics Align?, Evan Meszaros, Mandi Goodsett

Michael Schwartz Library Publications

Although librarians may not realize it, they have many shared goals and values with those who consider themselves “Skeptics.” The presenters of this poster intend to survey a variety of types of librarians who teach patrons how to evaluate sources. The survey will investigate the librarians’ knowledge of concepts in skepticism, awareness of resources available to skeptics, and general attitude towards those who consider themselves skeptics. The poster will synthesize and analyze the results of this survey to reveal where librarians and skeptics align, and how that alignment compares with the attitudes librarians have overall toward the skeptic community.

"The Library Catalog Is Definitely The Best Place To Find Articles!” Overconfidence Among Undergraduate Library Users, Katelyn Angell

ACRL New England Chapter Annual Conference

Investigators in several academic subjects have conducted research focused on determining if undergraduate students are overconfident regarding their knowledge of disciplinary subject matter. Up until recently, most of these studies have investigated students of psychology or economics. However, a handful of academic librarians have begun to conduct similar studies with undergraduate library users, curious whether this population shows similar overconfidence in their grasp of academic research. Overconfidence is a major problem for students because it interferes with both learning and an authentic self-awareness. The present study surveyed 34 undergraduates to assess if they were overconfident about their knowledge in key …

Reining In Information Literacy Instruction: Using Faculty Survey Data To Guide The Process, Veronica Bielat, Judith Arnold, Lumarie Guth, Maria A. Perez-Stable, Patricia Fravel Vander Meer

University Libraries Faculty & Staff Presentations

Administering a successful and sustainable information literacy program depends upon dialog between librarians and disciplinary faculty as key stakeholders. Two academic institutions surveyed their faculties on the importance of information literacy for student success, the applicability of the ACRL Framework, and attitudes toward collaborating with librarians. This session will present quantitative and qualitative data and discuss how the institutions will use it to align instruction with the expressed values of faculty to help strategically guide integration of the Framework into programs and leverage strengths in an environment of constricting budgets and staffing.

The presentation will examine survey responses, reviewing similarities …

Beyond Passive Learning: Utilizing Active Learning Tools For Engagement, Reflection, And Creation, Teresa E. Maceira, Danitta A. Wong

Joseph P. Healey Library Publications

The twenty-first-century student frequently engages with mobile environments to fulfill his or her information needs. Reports from the Pew Research Center (Duggan, 2015) indicate an increasing trend in the use of mobile social media platforms in the US adult population. According to the report, Social Media Usage: 2005–2015 (2015), 65 percent of American adults use social networking sites, and young adults (ages 18–29) reported the highest social media usage for all age groups, at 90 percent. Among the young adult age group, social media usage in 2005 was reported to be 12 percent (Perrin, 2015). This sharp 650 percent rise …

Instruction @ The Uri Libraries - May 2017, Mary Macdonald, Amanda Izenstark

Instruction @ the URI Libraries

No abstract provided.

Let’S Go Deeper! Creating Threshold Learning Opportunities With The Il Framework, Amanda Starkel, Sally Neal

Scholarship and Professional Work

No abstract provided.

Exploring Motivation: Integrating The Arcs Model With Instruction, Krista M. Reynolds, Lindsay Michelle Roberts, Janet Hauck

CUP Faculty Research

This paper provides an overview of Keller's attention, relevance, confidence and satisfaction model of motivational design and reveals that there are several areas librarians may investigate to improve the profession's understanding of students' motivation in developing their information literacy abilities.

Methods, Effect And Challenges Of Library Instruction In Academic Libraries, Saturday U. Omeluzor, Alarape Asimi Akibu Ph.D, Sunday Ikhimeakhu Dika, Clement Chinemerem Ukangwa

Library Philosophy and Practice (e-journal)

This study investigated library instruction methods, effect and the challenges in academic libraries using the Federal University of Petroleum Resources Effurun (FUPRE) students as the target population. Library instruction is a core activity of academic libraries that entails educating, enlightening, guiding and helping the library users to identify, understand and utilize library information resources effectively. A survey research design was adopted for the study. The population is consisted of seven hundred and seventy-three 100 level students who registered for Use of Library (GSE 112) course in the first semester of 2015/2016 academic session. Questionnaire was the instrument used for data …

What's Social Justice Got To Do With Information Literacy?, Lisa Burgert, Margaret Brown-Salazar, Elisa Acosta, Joe Garity

LMU Librarian Publications & Presentations

Social justice is a critical component of information literacy (IL). As librarians we have an obligation to critique the power structures that control information. Instruction librarians at four medium to large, private, Catholic institutions; collaborated to develop IL instruction grounded in social justice. The project involved applying a social justice construct to IL; creating lesson plans and instructional strategies; assessment; and sharing lessons in an open access database.

What's Social Justice Got To Do With Information Literacy?, Lisa Burgert, Margaret Brown-Salazar, Elisa Slater Acosta, Joe Garity

Elisa Slater Acosta

Keeping The Wind In The Sails Of A Workshop Program - Learning And Motivating, Tim Miller, Sarah Fay Philips, Victoria Bruner

Tim Miller

Going Beyond The One-Shot: Spiraling Information Literacy Across Four Year, Shawna E. Egan, Alan Witt, Shawna M. Chartier

Milne Library

Many institutions overwhelm the first year seminar with “one-shot” library instruction sessions, which are not necessarily linked to any form of assignment or assessment. So how can librarians maintain information literacy instruction throughout a student's academic career? Data collected by the Rivier University librarians showcases the ability to implement information literacy more effectively by streamlining and leveling it out over a four-year period.

The Language Of Information Literacy: Do Students Understand?, Gayle Schaub, Patricia Bravender, Cara Cadena, Christopher Kierkus

Scholarly Papers and Articles

In order to effectively access and utilize the resources of the academic library and to become information literate, students must understand the language of information literacy. This study analyzes undergraduate students’ understanding of fourteen commonly used information literacy terms. It was found that some of the terms least understood by students are those most frequently found in faculty-created research assignments and syllabi and which are used by librarians during library instruction. It is recommended that librarians work with faculty to make them aware of students’ lack of understanding of information literacy terms and that librarians also reinforce their meaning during …

Search Strategy Development In A Flipped Library Classroom: A Student-Focused Assessment, Michael C. Goates, Gregory M. Nelson, Megan Frost

Faculty Publications

Librarians at Brigham Young University compared search statement development between traditional lecture and flipped instruction sessions. Students in lecture sessions scored significantly higher on developing search statements than those in flipped sessions. However, student evaluations show a strong preference for pedagogies that incorporate elements from both lecture and flipped methodologies. Reasons for lower flipped-session scores may include a lack of student accountability, strong preference for a live demonstration, and disconnections between online tutorial content and in-class collaborative activities. Librarians using a flipped classroom should consider ways to help students make meaningful connections between online tutorials and in-class activities.

The Language Of Information Literacy: Do Students Understand?, Gayle Schaub, Patricia Bravender, Cara Cadena, Christopher Kierkus

Cara Cadena

The Language Of Information Literacy: Do Students Understand?, Gayle Schaub, Patricia Bravender, Cara Cadena, Christopher Kierkus

Gayle Schaub

Teaching With The Framework: A Cephalonian Approach, David A. Hurley, Robin Potter

University Libraries & Learning Sciences Faculty and Staff Publications

Purpose

This paper aims to provide academic instruction librarians with a model for integrating concepts from the Association of College and Research Libraries (ACRL) Framework into “one-shot” library instruction sessions without losing the practical experience of searching the library resources.

Design/methodology/approach

The authors adapted the Cephalonian method as the structure of first-year library instruction sessions for an English composition class. The sessions were re-designed to emphasize the core concepts of information literacy while incorporating active learning activities and discussion.

Findings

The authors found the Cephalonian method to be a useful structure for incorporating aspects of the ACRL Framework into the …

What Does It Take To Make Discovery A Success?: A Survey Of Discovery Tool Adoption, Instruction, And Evaluation Among Academic Libraries, Aaron Nichols, Emily A. Crist, Graham Sherriff, Megan Allison

University Libraries Faculty and Staff Publications

Discovery tools have been widely adopted by academic libraries, yet little information exists that connects common practices regarding discovery tool implementation, maintenance, assessment, and staffing with conventions for research and instruction. The authors surveyed heads of reference and instruction departments in research and land-grant university libraries. The survey results revealed common practices with discovery tools among academic libraries. This study also draws connections between operational, instructional, and assessment practices and perceptions that participants have of the success of their discovery tool. Participants who indicated successful implementation of their discovery tool hailed from institutions that made significant commitments to the operations, …

Asking Questions In The Classroom: An Exploration Of Tools And Techniques Used In The Library Instruction Classroom, Sara Maurice Whitver, Leo S. Lo

Libraries Faculty & Staff Publications

This study explores the tools and techniques used within the library instruction classroom to facilitate a conversation about teaching practices. Researchers focused on the questioning methods employed by librarians, specifically the number of questions asked by librarians and students. This study was comprised of classroom observations of a team of librarians working towards standardized learning outcomes; members of the team had the freedom to independently develop lesson plans and choose teaching approaches for each class. Observations measured the frequency of questions asked of and answered by librarians and students in library instruction sessions via oral discussion, worksheets, and polling. Researchers …

Teaching Google Scholar: A Practical Guide For Librarians, Siobhan K. Mccarthy

Sprague Library Scholarship and Creative Works

No abstract provided.

Putting The Cart Before The Horse: Creating Online Information Literacy Modules For A Reluctant Faculty. Loex Conference Proceedings 2017, Cecelia Parks

Library Publications

Many libraries face the challenge of meeting increasing demand for information literacy instruction with decreasing library resources. This paper explores one library’s answer to that challenge: using online modules to replace in-person instruction for a required undergraduate writing course, addressing the development of the modules and assessment of faculty perceptions of the modules. Though the modules went through several cycles of feedback and revision, a recent faculty survey showed persistent instructor reluctance to embrace online information literacy instruction in the place of in-person library instruction. This paper examines ways to balance faculty feedback and desires with the realities of library …

Creating A Sustainable Graduate Student Workshop Series, Bettina Peacemaker, Martha Roseberry

VCU Libraries Faculty and Staff Publications

Purpose - This paper reports on librarians’ experience creating and sustaining a workshop and webinar series for graduate students over the course of four years.

Design/methodology/approach - Difficulties hosting and promoting stand-alone graduate workshops and a collaborative method for planning workshop days and webinars are described in this case study. Attendance data were collected and recorded for each event and additional quantitative data were collected via registration forms and post-event surveys.

Findings - Working collaboratively as a department eased planning and promotional responsibilities, allowing for a sustainable workshops series. Focusing on a limited number of events per semester and developing …

Instructional Design: Toolkits For Paraprofessional Staff And Graduate Assistants, Lora Del Rio

SIUE Faculty Research, Scholarship, and Creative Activity

After attending the 2012 ACRL Immersion Teacher Track Program in Burlington, Vermont, I had a greater understanding of how and why careful planning relates directly to student engagement and learning. Perhaps not quite as obvious is how instructional design (ID) corresponds to the confidence of an instructor. In order to meet the demands of our library instruction program, we rely on graduate teaching assistants and library paraprofessionals to teach the one-shot sessions requested by teaching faculty. However, these employees do not always come with teaching experience and they come from outside the library science discipline, so information literacy is many …

Library Instruction And Information Literacy 2016, Latisha Reynolds, Amber Willenborg, Samantha Mcclellan, Rosalinda H. Linares, Elizabeth Alison Sterner

Works by Oberlin College Libraries Staff

Purpose: This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.

Design/methodology/approach: This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

Findings: The paper provides information about each source, describes 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.