Education Commons^™

Leveraging Resources Across Units And Universities To Address Academic Literacies And Research Skills In Ontario Graduate Students, Melanie Mills, Elan Paulson

Melanie Mills

Adventures In Assessment: Lib100 @ Clemson University, Anne Grant

Anne Grant

See presentation description.

Negotiating The Archive: Redefining The Event Of The Book Through Collaborative Engagement, Annie Smith, Christa Albrecht-Crane

Annie Smith

This collaborative paper draws on Jacques Derrida’s philosophical notion of the “archive” to argue that reading in the classroom becomes a historical and institutional activity that animates the archive as a method of organizing and referring to texts. Thus, instruction centers on intertextuality between and among texts—as in close reading, citation, quotation, and cross-referencing. The paper argues that undertaking library research means looking beyond the book to emphasize the contingent nature of the archive, focusing on the methods of information transmission and the cultural production of knowledge. Consequently, library instruction goes beyond basic searching skills to include a recognition of …

Collaborating To Write Scholarly Communications: Find Inspiration From One Librarian’S Journey, Jennifer Little Kegler

Jennifer Little Kegler

During this session perspective authors will learn how one librarian wrote and published articles, as a sole author, co-author and with a group of authors. Creative opportunities and projects abound on a college campus; the harder part is converting these projects into publishable material. Learn how to take ideas and projects and publish them in scholarly journals as a librarian. Bring your own ideas and/or drafts, and we will work on them together. We will also identify publishing opportunities: both "traditional" journals and open access titles and provide links for more information.

Growing A Culture Of Assessment At The Drake Memorial Library, Kenneth R. Wierzbowski, Jennifer Little Kegler, Claire Goverts, Michael Dentino

Jennifer Little Kegler

The Drake Memorial Library is 1 of 75 libraries across North America to participate in ACRL’s Assessment in Action program. The 14-month program entails the development and implementation of an action learning project examining the library’s impact on student success and contribution to assessment activities on campus. Brockport’s four person team includes members from outside of the library to foster cross-campus collaboration. This poster describes the program and the goals, methods, results and conclusions of the Drake Memorial Library's action learning project.

Increasing First-Year Information Literacy Sessions, Jennifer Little Kegler

Jennifer Little Kegler

No abstract provided.

Embedded Librarians: Supporting Student Research, Jennifer Little Kegler, Charlie Cowling, Logan T. Rath, Allison Wright

Jennifer Little Kegler

Collaborative partnerships between faculty and librarians to support student research is not a new idea; however, the practice of embedding a librarian within a course, department, or curriculum began in the early 2000s as library resources became more accessible in the virtual environment. Embedded librarians help to strengthen students’ engagement both in and outside of the classroom and helps to create a high impact learning opportunities for students. Panelists will describe a few of the many ways in which librarians are embedded here at Brockport: in face-to-face courses, completely online courses, in a department, and in the general education curriculum. …

Sources As Topoi: Making A Place For Information Literacy, Grace Veach

Grace Veach

See presentation description.

Beyond Graduation: Teaching Students About Open Access Resources, Teresa Williams

Teresa Williams

Poster presentation at the 2015 American Library Association Annual Conference, June 27, San Francisco, CA.

The Beginning Of Digital Wisdom, Michael J. Paulus Jr., Ryan Ingersoll

Ryan Ingersoll

Marc Prensky, who popularized the term “digital natives” more than ten years ago, now emphasizes the need for “digital wisdom”: using digital technologies wisely to become wiser. Recent research reveals that so-called digital natives are often “digital naïves”—familiarity with digital technologies does not translate into facility with them. Incoming college students report declining confidence in their computer skills and report very modest improvements by the time they graduate. Employers report deficiencies in the technological skills of college graduates and, perhaps most troubling, studies of youth and young adults show that ethical and moral reasoning does not extend much beyond self-protection. …

The Beginning Of Digital Wisdom, Michael J. Paulus Jr., Ryan Ingersoll

Michael J. Paulus, Jr.

Marc Prensky, who popularized the term “digital natives” more than ten years ago, now emphasizes the need for “digital wisdom”: using digital technologies wisely to become wiser. Recent research reveals that so-called digital natives are often “digital naïves”—familiarity with digital technologies does not translate into facility with them. Incoming college students report declining confidence in their computer skills and report very modest improvements by the time they graduate. Employers report deficiencies in the technological skills of college graduates and, perhaps most troubling, studies of youth and young adults show that ethical and moral reasoning does not extend much beyond self-protection. …

Breathing Life Into Information Literacy Skills: Results Of A Faculty-Librarian Collaboration, Divonna M. Stebick, Janelle L. Wertzberger, Margaret E. Flora, Joseph W. Miller

Janelle Wertzberger

When an education professor and a reference librarian sought to improve the quality of undergraduate student research, their partnership led to a new focus on assessing the research process in addition to the product. In this study, we reflect on our collaborative experience introducing information literacy as the foundation for undergraduate teacher education research. We examine the outcomes of this collaboration, focusing on the assessment of the process. Using a mixed methods approach, we found that direct instruction supporting effective research strategies positively impacted student projects. Our data also suggest that undergraduate students benefit from not only sound research strategies, …