Digital Commons Network^™

Move Aside Scotty, Jing Is The Thing: Individualized Student-Created Tutorial Collections, Performance Assessment, And Easy Instructor Feedback, Stephanie Wiegand

LOEX Conference Proceedings 2011

If only Scotty could beam us around the world, to wherever and whenever students need our help… But, wait, there's Jing freeware! Engage students in video creation for performance assessment as they build personalized libraries of research tutorials. But, wait, there's more! Address and correct errors in class assignments in seconds. But, wait, there's more! Create individualized instruction for students not enrolled in information literacy courses and videos as follow-ups to one-shot sessions. Attend this session and discover a new frontier of easy and efficient online video utilization for instruction.

Making The Most Of Teachable Moments: Livening And Enhancing The Virtual Reference Experience, Heidi Steiner

LOEX Conference Proceedings 2011

This presentation will address the undeniable presence of instructional opportunities in reference interactions. From small teachable moments to impromptu instruction sessions at the reference desk, reference is instruction and virtual reference is no exception. In virtual reference exchanges, however, these moments can be far more challenging to harness and engage. Due to barriers of time, communication, and technology between librarian and patron, virtual reference interactions frequently must be approached differently than those occurring in person. The overarching challenge of providing visual demonstration during teachable moments of virtual reference interactions will be emphasized.

Despite the barriers between librarian and patron in …

Creating A Leaner, Meaner Database Collection To Leverage Instruction, Mary Anne Erwin, Emily Scharf

LOEX Conference Proceedings 2011

In spring 2010, Librarians reviewed each of Webster University Library's 150 subject and multidisciplinary databases to ensure they continue to support the curriculum, . This successful collaboration began with subject liaisons and reference librarians and extended to meaningfully include faculty, other library staff, students, and vendors. Examples and results are presented in the context of our largest subject collection, the 40+ business-related databases. We will showcase how this review has, and continues to, inform and strengthen library instruction and collection development across the Walker School of Business & Technology. This session describes the review process and outcomes in detail so …

Bridging The Gaps: Transliteracy As Effective Pedagogy, Lane Wilkinson

LOEX Conference Proceedings 2011

'Transliteracy' is a topic that is quickly spreading around the library world. However, there is little agreement about what, exactly, transliteracy is. This presentation will situate transliteracy within the context of library instruction as an enhanced approach to information literacy. Students are surprisingly information literate as they make effortless cognitive shifts between Facebook and e-mail, smart-phones and desktops, or text-messaging and speaking. Yet, they often hit a wall with library databases, indexes, or other research tools. Transliteracy addresses this issue pedagogically by emphasizing and harnessing the cognitive processes underlying preexisting media and information use. The presentation will begin with an …

Back To School: The Challenges And Rewards Of A Research Library's Instruction Program For A Charter High School In Chicago, Rebecca Starkey

LOEX Conference Proceedings 2011

No abstract provided.

Formative Assessment: Transforming Education In The Library, Teague Orblych, Michelle Kathleen Dunaway

LOEX Conference Proceedings 2011

How can librarians provide effective research instruction to groups of students with widely varying information competencies? How can we engage students in the process of creating library instruction that responds to their individual learning needs? This presentation will demonstrate the process of using assessment-elicited evidence of students' information literacy skills to tailor each instruction session based on the information proficiencies of the students in each instruction session. Using formative assessment in one-shot library instruction sessions makes information literacy instruction significantly more practical for students, and therefore improves students' learning.