Social and Behavioral Sciences Commons^™

From Information Literacy To A Spirit Of Inquiry: A Tale Of Two Librarians, Maura Mandyck

Georgia International Conference on Information Literacy

With just two teaching librarians at our small liberal arts college on the Gulf Coast, we needed to create a coherent, reproducible, adaptable, and student-centered information literacy curriculum that would best serve the freshman English courses we work with most closely. Over the course of the last four years, we have blended the long experience and deep institutional knowledge of one of our librarians with the fresh-from-the-trenches (that is, high school librarianship and experience as an adjunct English instructor) perspective of the other to create the program of a Spirit of Inquiry, which we describe this way:

Active curiosity, diligent …

Creative Research Assignments: It Doesn’T Always Have To Be A Paper, Susan N. Moore

Georgia International Conference on Information Literacy

To teach and reinforce information literacy concepts, students need varied and repeated practice in applying critical thinking skills with research.This session introduces alternative and creative research assignment options supporting information literacy concepts, including assignment design best practices.

This presentation will attempt to communicate how varied and interesting assignments can reinforce information literacy concepts while engaging students in research. Suggestions for research assignments include using gamification techniques, alternate presentation styles such as Pecha Kucha, and additional techniques such as mind maps, infographics, podcasts, etc. will be discussed.

1. Attendees will be introduced to a variety of research-based assignments reinforcing information literacy …

Do You Know What They Don’T Know? : How Students Conduct Research, Peggy L. Nuhn, Min Tong

Georgia International Conference on Information Literacy

When developing student research assignments, many faculty may make the assumption that the current generation of computer-savvy students will intuitively determine how to effectively use library resources, and incorporate that information into a thoughtful and properly cited research paper -- after all, students frequently express a high level of confidence in their research abilities. But is this realistic? Do students understand the difference between a keyword and a subject search and how that understanding can help them? Do students really understand that research is a process rather than a scavenger hunt?

Any faculty member who has received student research papers …