Digital Commons Network^™

Bridging The Gap: Engaging Business Sophomores To Ensure Information Literacy Competency, Heather A. Crozier, Harry J. Wilson

Heterick Faculty Scholarship

This project showcases a two-week series of assignments that are designed to illustrate the value of information literacy skills to undergraduate sophomore business students. We demonstrate how the project integrates with our business curricula and show how leveraging the expertise of librarians ultimately improves the quality of education for our students.

How To Create A Stunning Video Orientation By Hand, Rachel S. Evans

Articles, Chapters and Online Publications

This article describes the multi-faceted approach UGA Law Library took with their fall 2018 first year student orientation. It describes the process of the creating a virtual tour experience, pairing it with a hybrid face-to-face event, and assessing the impact of all aspects of the orientation. The creation of the video itself involved a multi-media approach using a combination of visual arts and technology to animate a product that has a longer expiration than traditional video or in-person library orientations offer.

The Archives As Classroom: A Primary Source Mini-Course, Kayla Harris, Stephanie Shreffler, Heidi Gauder

Kayla Harris

Archival and Primary Source Research (UDI 204) is a one-credit course at the University of Dayton designed to introduce students to the themes of historical empathy, visual literacy, privacy, and silences in the archives. This case study explores the pilot iteration of this mini-course, taught collaboratively with a team of six librarians and archivists. With the intention of furthering the goals of the University Libraries’ strategic plan, the course was developed to move beyond what can be accomplished during a one-shot instructional session in regard to primary source literacy. In addition to discussing the inherent challenges of developing and teaching …

The Archives As Classroom: A Primary Source Mini-Course, Kayla Harris, Stephanie Shreffler, Heidi Gauder

Marian Library Faculty Publications

Archival and Primary Source Research (UDI 204) is a one-credit course at the University of Dayton designed to introduce students to the themes of historical empathy, visual literacy, privacy, and silences in the archives. This case study explores the pilot iteration of this mini-course, taught collaboratively with a team of six librarians and archivists. With the intention of furthering the goals of the University Libraries’ strategic plan, the course was developed to move beyond what can be accomplished during a one-shot instructional session in regard to primary source literacy. In addition to discussing the inherent challenges of developing and teaching …

Analogy As Pedagogy: Using What Students Already Know In Library Instruction, Maggie Helen Murphy

Georgia International Conference on Information Literacy

Science teachers often employ analogies to help students understand new ideas and complicated processes. Orgill and Bodner (2004) write that “effective analogies can clarify thinking... and give students ways to visualize abstract concepts” (p. 15). Students are much more attentive in science class when instructors speak “a language that is more familiar and accessible” by using analogies and other similar rhetorical strategies (Lemke, 1990, p. 136).

Brandt (1996) wrote about developing a library instruction activity for “teaching the internet” to college students through analogy in the early days of the web: “It does not focus on the technical details of …

Free, Quick & Easy: Utilizing Google Apps To Assess & Communicate Learning, Josette M. Kubicki, Thomas Weeks, Jennifer Putnam-Davis

Georgia International Conference on Information Literacy

The Reese Library team utilizes a range of Google’s free applications (apps) to create, evaluate, and share assessment results of library instruction to faculty and students. The apps have also been utilized for team project work. Reception from faculty has consistently been positive, due to the ease of collaboration in developing assessment and sharing results so they can see at a glance the learning that has taken place in sessions.

Attendees will gain a comprehensive overview of the workflow undertaken of the creation, delivery, analysis, and dissemination of assessment and results, with time for hands-on practice. Finally, strategies will be …

Kill The One-Shot: Using A Collaboration Rubric To Liberate The Librarian-Instructor Partnership, Nora Belzowski, Mark Robison

Library Faculty Publications

Subject faculty sometimes put information literacy into a box when they ask a librarian to give “the library talk.” On the librarian’s end, this unimaginative request translates into a traditional one-shot, often focused on point-and-click skills training rather than building deeper IL competency. The authors developed a collaboration rubric to liberate librarians from this deadlock. This rubric document uses 9 lenses to focus the librarian-instructor collaboration on relevant sub-categories that show a variety of instruction modes. Some of these lenses include assignment design, the timing of instruction, librarians’ visibility in virtual class spaces, and librarians’ involvement in assessment. The rubric …

Illustrating A Technical Manual: Copyright And Fair Use In A Real World Professional Context, Karyn Hinkle

Library Faculty and Staff Publications

This lesson was developed for students preparing to enter professional practice who were assigned to write and/or illustrate a technical howto manual on a topic of their choice (how to put on ski boots, draw blood, use a fitness tracking app, etc.). The teaching librarian conducts a class session on finding and creating images to illustrate the manuals and teaches differences between using copyrighted and non-copyrighted images. The students work on finding images in the public domain, creating their own images, and incorporating copyrighted images via Creative Commons licenses and the principle of fair use. Librarians can teach this lesson …

Technology Use For Extra-Curricular Activities And Academic Performance In Library Instruction Sessions, Lutishoor Salisbury, Abayomi Omotola Omolew, Jeremy J. Smith

University Libraries Faculty Publications and Presentations

This poster reports on a study that investigated:

a. The impact of students’ use of technology for extracurricular purposes during instruction sessions and its effects on their learning and retention of information.

b. Whether attendance at a previous library instruction session provided the students with the advantage of scoring higher in the assessment, and

c. Whether the use of these technologies in class sessions was disruptive to other students.

Advancing Information Literacy In A Semester-Long Library Instruction Course: A Case Study, Derek Stadler, Ian Mcdermott

Publications and Research

The following case study investigated the efficacy of Information Literacy (IL) pedagogy on undergraduate research in a credit-bearing library instruction class. More specifically, the study analyzed student success and sought to determine whether written reflection and practice strengthen IL skills, including the fundamental ability to develop a research question and thesis statement. Developing research questions and formulating thesis statements are among the most challenging duties of a young researcher. From high school through undergraduate, students often have minimal experience conducting research. They may not know where to begin the research process and what steps are necessary. Student frustration is exacerbated …

Facets: Drivers Of Discovery, Kimberly Willson-St. Clair

Library Faculty Publications and Presentations

This presentation covers how facets can drive user discovery in Primo whether students have library instruction or not. At the Portland State University Library, the new Primo UI was launched August 2016. The design team decided which facets to turn on, their order, and which ones should be open or closed. The pedagogical perspective addressed the student user who does not receive formal library instruction face to face or online. This presentation covers the decision-making process, statistical analysis, and how enhancements informed subsequent changes to the facets.

High Impact Librarianship: A Showcase Of Collaborative And Experiential Learning Initiatives, Gayle Schaub, Hazel Mcclure, Lindy Scripps-Hoekstra, Mark Schaub, Vinicius Lima

Presentations

Librarians and disciplinary faculty showcase four collaborative projects that have provided students with a high-impact learning experiences in information literacy. These projects cover a range of methods, including a service-learning program that allows education students a chance to teach information literacy skills to a cohort of public school students, a summer scholars research program, the creation of an open education resource by a writing class, and a class built around designing materials to teach college students information literacy terminology. These projects achieve many of the practices identified by the Association of American Colleges and University as high-impact learning practices.

High Impact Librarianship: A Showcase Of Collaborative And Experiential Learning Initiatives, Gayle Schaub, Hazel Mcclure, Lindy Scripps-Hoekstra, Mark Schaub, Vinicius Lima

Gayle Schaub

If At First You Don't Succeed In Your Instruction Methodology, Try, Try Again, Katelyn Angell, Eric Shannon

ACRL New England Chapter Annual Conference

Teaching, by its very nature, is a trial and error process. Experimenting with a variety of methods of pedagogies is an integral part of determining which strategies demonstrate the greatest possible learning outcomes. One would be hard-pressed to meet an academic instruction librarian without at least one concrete example of a teaching method or educational activity that was not a success within the library instruction classroom. However, these incidents are critical learning experiences that inspire instruction librarians to grow and develop their teaching practice, hopefully in tandem with student feedback, opportunities for assessment, and the support of departmental colleagues.

The …

When Your Info Café Fails, Think Of Your Lms As Take-Out: Learning From The Services Students Won’T Use To Create The Services They Will, Elizabeth Chase, Patricia Mcpherson, Heather Perry

ACRL New England Chapter Annual Conference

In 2012 we transformed our obsolete periodicals desk into The Info Cafe, and planned a series of information skills workshops for that meeting space. In an effort to encourage attendance at those drop-in sessions, we partnered with the our institution’s merit point program to offer points to each student who attended a twenty-minute workshop on topics ranging from searching a specific database to using a particular citation style. The merit point system, which was discontinued in 2015, provided a range of opportunities for students to amass points that contributed to their odds of getting their preferred choice in the institution's …

From Chaos To Planned Future: Transforming Libguides From Pathfinders To Learning Objects, Marisol Ramos

UConn Library Presentations

This presentation shares how the LibGuides Management Team at UConn Library applied the lessons learned from previous mistakes to build more accessible and pedagogical sound research guides using LibGuides v2. I will share the issues, challenges, and successes of applying guidelines and best practices in a consistent way to improve the user experience while accessing our research, course, general and topic guides.

Pointing A Telescope Toward The Night Sky: Transparency And Intentionality As Teaching Techniques, Beth Fuchs

Library Presentations

How often do you provide your students with a telescope to better view your instructional 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 their instructional decisions and goals. How can transparent teaching practices enhance the professional practice of instruction librarians, even when leading a one-shot session? This workshop will explore the research behind transparent teaching, consider the assumptions that underlie it, and provide practical ways to implement it.

Participants will:

• define transparent teaching in order …

Writing Effective Annotated Bibliographies Using Blackboard’S Discussion Board [Library], Derek Stadler

Open Educational Resources

This assignment is the midterm for the one-credit course LRC103, a library instruction course that teaches analytical thinking, problem-solving, and information literacy skills necessary for academic research and digital citizenship. It is aligned with LaGuardia’s Inquiry and Problem Solving Core Competency and Digital Communication Ability rubrics. This assignment was peer reviewed and revised in the “Learning Matters: The Pedagogy of the Digital Ability” CTL seminar in 2017-2018. In the seminar, my work was reviewed by each of the participants as well as the leaders. I used their feedback to revise the assignment. In this sense, the seminar not only helped …

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. By 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 [Library catalog] for relevant results. This approach addresses several ACRL Framework threshold concepts, especially research as strategic exploration and scholarship as conversation. This presentation shows how effective Primo can be for first year experience students in regards to discovering relevant scholarly resources, and discovering other pertinent, authoritative resources.

Information Literacy And Mathematics Education Students: A Case Study In Library Instruction, M. H. Albro, K. Megan Sheffield, Anne Grant, Renna Tuten Redd

Publications

Prior to 2016 library instruction for mathematics courses was nonexistent at Shippensburg University. The hiring of the STEM librarian in August 2016 led to an initiative to engage the mathematics faculty and students in using resources and services offered by the Ezra Lehman Memorial Library. This outreach resulted in two sessions of the Fundamentals of Mathematics course coming into the library for instruction in the fall semester. These first sessions found that detailed instruction in how to search and identify articles related to key concepts from the desired journal type was particularly useful to the students; however, these sessions also …

Fair Use As Creative Muse: An Ongoing Case Study, Malin Abrahamsson, Stephanie Margolin

Publications and Research

In this chapter, the authors describe various copyright-related lessons that they've presented to faculty and students at their institution.

Evaluating Journal Quality, Elizabeth Dyer

Library Services Faculty Presentations

Slides accompany a class developed to teach graduate students in health professions programs about journals related to their fields, as well as a heads-up on the explosion of new ejournals, some of which are fraudulent. Includes information about trends in scholarly communication, particularly open access. Offers tools to help evaluate unfamiliar journals for quality and trustworthiness, and includes a small group exercise to evaluate specific journals using a worksheet. This class has been taught to graduate students in pharmacy, dental medicine, and physical therapy, but this presentation is a general template to adapt to any audience.