Music Education Commons^™

Text And Data Mining For Pianists? Bringing Digital Humanities To A Graduate Music Research Methods Course Through Topic Modeling, Taylor J. Greene

Library Articles and Research

This article provides an example of the successful integration of text and data mining (TDM) into the Research Methods for Performers course, a required course for students in the Keyboard Collaborative Arts (KCA) Master of Music (MM) program at Chapman University. This course is similar in scope and content to the course frequently titled Music Bibliography at other institutions, and the methods described also apply to such courses. Incorporating TDM into this course effectively introduced data-focused research methods to performing arts students and expanded the students’ understanding of the scope and possibilities of research in music through the application of …

Hybrid Teaching For Music Information Literacy, Taylor Greene

Library Presentations, Posters, and Audiovisual Materials

The Music Information Literacy course taught by the Performing Arts Librarian at Chapman University’s Hall-Musco Conservatory of Music has evolved in its format and pedagogical approach over the period of 8 years. In this talk, I discuss this evolution from its inception into its present version; a hybrid of online asynchronous learning modules and in-person instruction and activities. This presentation is an update to a previous talk (2016) and poster (2018) at Music Library Association Annual Meetings, both of which focused on specific aspects of the Music Information Literacy course. I discuss the benefits that became evident during the online …

How Students Information Literacy Skills Change Over Time: A Longitudinal Study, Veronica Wells

Veronica Wells

How do students’ information literacy skills change over the course of their undergraduate education? We assume or at least hope they will improve. But do they? And if so, by how much? At the University of the Pacific, we are using the SAILS (Standardized Assessment of Information Literacy Skills) Test to assess undergraduate students’ information literacy skills and to see how they have changed over time. The SAILS Test is a multiple-choice test that has been used by more than 200 universities across the world. According to their website, the SAILS Test can “determine how well your students can navigate …

Lessons In Diversity And Bias, Grace Haynes, Angela Pratesi, Veronica Wells

Veronica Wells

There is an urgent need for social justice. This need expands far beyond the walls of an information literacy classroom, but there is important work that can be done in these spaces. Lessons designed to stimulate student’s critical thinking about their personal assumptions and latent biases by using different kinds of information sources is one way music and instruction librarians can advance equity and inclusion through teaching. In this active-learning session, attendees will participate in several condensed lessons designed to challenge their worldview in order to facilitate the uncovering of unknown biases. At the same time, they will learn pedagogical …

How Students Information Literacy Skills Change Over Time: A Longitudinal Study, Veronica Wells

University Libraries Librarian and Staff Presentations

How do students’ information literacy skills change over the course of their undergraduate education? We assume or at least hope they will improve. But do they? And if so, by how much? At the University of the Pacific, we are using the SAILS (Standardized Assessment of Information Literacy Skills) Test to assess undergraduate students’ information literacy skills and to see how they have changed over time. The SAILS Test is a multiple-choice test that has been used by more than 200 universities across the world. According to their website, the SAILS Test can “determine how well your students can navigate …

Open Access Archives In The Music Classroom; Examining Primary Sources And Information Privilege, Taylor Greene

Library Presentations, Posters, and Audiovisual Materials

The Performing Arts Librarian at Chapman University incorporated open access archives into his Music Information Literacy course in order to accomplish several learning objectives: a) introduce students to recognizing the importance of primary sources; b) interact with open access archival resources; and c) create an opportunity to discuss information privilege. This discussion takes inspiration from the “Information Has Value” frame from the ACRL Framework for Information Literacy for Higher Education, specifically related to the knowledge practice to “recognize issues of access or lack of access to information sources” and the disposition to “examine their own information privilege.”

In class, students …

Lessons In Diversity And Bias, Grace Haynes, Angela Pratesi, Veronica Wells

University Libraries Librarian and Staff Presentations

There is an urgent need for social justice. This need expands far beyond the walls of an information literacy classroom, but there is important work that can be done in these spaces. Lessons designed to stimulate student’s critical thinking about their personal assumptions and latent biases by using different kinds of information sources is one way music and instruction librarians can advance equity and inclusion through teaching. In this active-learning session, attendees will participate in several condensed lessons designed to challenge their worldview in order to facilitate the uncovering of unknown biases. At the same time, they will learn pedagogical …

What High School Students Want To Know About Music: An Information Literacy Instruction Course For A High School Music Camp, Michael J. Duffy Iv

University Libraries Faculty & Staff Publications

The SEMINAR High School Summer Music Camp at Western Michigan University provided an opportunity to offer intensive music related information literacy instruction to a small group of high school students over a two-week session. These students participated in an assessment study in which they provided answers to questions related to information literacy learning outcomes before and after the course of instruction. This case study presents a model for lessons and curricular structure for an information literacy course in music for high school students.

Acrl Framework Assignments For Music Information Literacy, Taylor Greene

Library Presentations, Posters, and Audiovisual Materials

Though the ACRL Framework was adopted two and a half years ago, music librarians continue to wonder how to integrate the six frames described by this guiding document into our information literacy instruction while also covering the necessities of music information literacy. In this presentation, I will discuss the approach that I used to incorporate the six frames into my instruction for the Music Information Literacy course I teach at Chapman University while still retaining essential music instruction, such as searching for music, navigating particular resources like Grove Music Online, and citation formatting. Specifically, I will focus on the in-class …