The Information Literacy User’S Guide: A Remixed Open, Online Textbook, Lusiella Fazzino, Michael Kahn, Marie Octobre, Julie Turley, Natalia Sucre
Nov 2016
The Information Literacy User’S Guide: A Remixed Open, Online Textbook, Lusiella Fazzino, Michael Kahn, Marie Octobre, Julie Turley, Natalia Sucre
Lusiella Fazzino
This text is a remixed version, derived from SUNY's "The Information Literacy User’s Guide: An Open, Online Textbook". The text has been tailored to reflect the educational objectives of The College of New Rochelle and its School of New Resources. Feel free to remix and adapt in accordance with the CC-BY-NC-SA 3.0 license.
The Information Literacy User’S Guide: A Remixed Open, Online Textbook, Lusiella Fazzino, Michael Kahn, Marie Octobre, Julie Turley, Natalia Sucre
Oct 2016
The Information Literacy User’S Guide: A Remixed Open, Online Textbook, Lusiella Fazzino, Michael Kahn, Marie Octobre, Julie Turley, Natalia Sucre
Michael Kahn
This text is a remixed version, derived from SUNY's "The Information Literacy User’s Guide: An Open, Online Textbook". The text has been tailored to reflect the educational objectives of The College of New Rochelle and its School of New Resources. Feel free to remix and adapt in accordance with the CC-BY-NC-SA 3.0 license.
One Tutorial, Two Universities: How Technology Can Be Adapted To Meet The Needs Of Multiple Libraries, Eric A. Kowalik, Valerie Beech, Betsy A. Williams, Rita Kohrman
May 2016
One Tutorial, Two Universities: How Technology Can Be Adapted To Meet The Needs Of Multiple Libraries, Eric A. Kowalik, Valerie Beech, Betsy A. Williams, Rita Kohrman
Eric A. Kowalik
How many times have you participated in this scenario?
Student: I can’t find this article in the databases (she shows you a citation).
You: Oh, this citation is for a book. Let’s check the catalog.
Helping students understand citations seems to be an on-going activity, but learning about citations can be boring and requires attention to detail. In order to address this problem, we created a fun tutorial using drag-and-drop technology that can be used in an online environment or in the classroom. The tutorial helps students identify the elements of a citation, place them in the correct order, and …
Leveraging Articulate Storyline And An Lms To Go Beyond The One Shot Il Session, Eric A. Kowalik, Elizabeth Andrejasich Gibes, Valerie Beech
Apr 2016
Leveraging Articulate Storyline And An Lms To Go Beyond The One Shot Il Session, Eric A. Kowalik, Elizabeth Andrejasich Gibes, Valerie Beech
Elizabeth Andrejasich Gibes
Covering necessary information literacy topics in a one shot session can be difficult. To address this challenge, the Marquette Raynor Memorial Libraries moved to a new instruction model for the First Year English program. The new model involved embedded librarianship and interactive Articulate Storyline tutorials pre-loaded into the Learning Management System (LMS). These new initiatives provided flexibility in teaching information literacy concepts and fostered stronger relationships between librarians and their instructors. Learn about the development, implementation and evaluation of this new program. (Transcripts of the presentation can be found in the Notes field of the PowerPoint slides).
The tutorials used …
Leveraging Articulate Storyline And An Lms To Go Beyond The One Shot Il Session, Eric A. Kowalik, Elizabeth Andrejasich Gibes, Valerie Beech
Apr 2016
Leveraging Articulate Storyline And An Lms To Go Beyond The One Shot Il Session, Eric A. Kowalik, Elizabeth Andrejasich Gibes, Valerie Beech
Eric A. Kowalik
Covering necessary information literacy topics in a one shot session can be difficult. To address this challenge, the Marquette Raynor Memorial Libraries moved to a new instruction model for the First Year English program. The new model involved embedded librarianship and interactive Articulate Storyline tutorials pre-loaded into the Learning Management System (LMS). These new initiatives provided flexibility in teaching information literacy concepts and fostered stronger relationships between librarians and their instructors. Learn about the development, implementation and evaluation of this new program. (Transcripts of the presentation can be found in the Notes field of the PowerPoint slides).
The tutorials used …
Information Literacy Threshold Concepts And The Acrl Framework For Information Literacy For Higher Education, Gayle Schaub, Hazel Mcclure
Mar 2016
Information Literacy Threshold Concepts And The Acrl Framework For Information Literacy For Higher Education, Gayle Schaub, Hazel Mcclure
Gayle Schaub
In this session, McClure and Schaub, editors of Teaching Information Literacy Threshold Concepts: Lesson Plans for Librarians will discuss the idea of threshold concepts and how conceptual teaching has been transformative in their work as information literacy instructors and library liaisons. The editors began their research in threshold concepts as a way to focus on the core, elemental ideas rather than procedural skills in library instruction. At the same time, the use and discussion of information literacy threshold concepts increased in the United States as a variety of thinkers and organizations published research and incorporated threshold concepts into high profile …
“I Felt Like Such A Freshman:” Reflections On Depaul University Library’S Assessment In Action Project, Heather Jagman
Dec 2015
“I Felt Like Such A Freshman:” Reflections On Depaul University Library’S Assessment In Action Project, Heather Jagman
Heather Jagman
No abstract provided.
“I Felt Like Such A Freshman”: First-Year Students Crossing The Library Threshold
Dec 2015
“I Felt Like Such A Freshman”: First-Year Students Crossing The Library Threshold
Heather Jagman
Qualitative analysis of reflective essays by first-year students in an academic skills course documented outcomes related to the Association of College and Research Libraries Framework for Information Literacy for Higher Education. Student narratives showed how novices encounter the clusters of concepts described in the Framework as “Scholarship as Conversation,” “Searching as Strategic Exploration,” and “Research as Inquiry.” Assessing students’ metacognition—that is, their thinking about the learning process—revealed that they connected personal identity with academic conversations, developed strategies for exploring subject classification, and balanced persistence with help-seeking. The open-ended exercise was effective as a collaborative approach to academic engagement and information …
