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Social and Behavioral Sciences Commons™
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- Keyword
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- Information literacy (7)
- Library instruction (7)
- Active learning (5)
- Flipped classroom (5)
- Online tutorials (4)
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- Instruction assessment (3)
- Advanced writing (1)
- Analog (1)
- Assessment (1)
- Book history course (1)
- Business education (1)
- Clickers (1)
- Course design (1)
- Digital (1)
- Experiential learning (1)
- First year writing (1)
- Focus groups (1)
- HBLL (1)
- Information literacy; life sciences; health sciences (1)
- Instruction planning (1)
- Liaison relationships (1)
- Library (1)
- Library resources (1)
- Library tour (1)
- Licensing agreements (1)
- Mobile (1)
- One-shot library instruction session (1)
- Personal Response System (1)
- Rare books (1)
- Research skills (1)
Articles 1 - 12 of 12
Full-Text Articles in Social and Behavioral Sciences
Stories Of Scribbling Women: Hands-On Research In Book History With Women's Studies Students, Maggie Kopp
Stories Of Scribbling Women: Hands-On Research In Book History With Women's Studies Students, Maggie Kopp
Faculty Publications
BYU Special Collections curators taught an Honors Western Civilization survey course with our collections for over two decades, but after a reboot of the Honors curriculum the course was dropped. A new opportunity arose in 2014 when the Women’s Studies program wanted to expand their offerings. But the course needed a major overhaul. This poster describes some of the changes that were made.
Search Strategy Development In A Flipped Library Classroom: A Student-Focused Assessment, Michael C. Goates, Gregory M. Nelson, Megan Frost
Search Strategy Development In A Flipped Library Classroom: A Student-Focused Assessment, Michael C. Goates, Gregory M. Nelson, Megan Frost
Faculty Publications
Librarians at Brigham Young University compared search statement development between traditional lecture and flipped instruction sessions. Students in lecture sessions scored significantly higher on developing search statements than those in flipped sessions. However, student evaluations show a strong preference for pedagogies that incorporate elements from both lecture and flipped methodologies. Reasons for lower flipped-session scores may include a lack of student accountability, strong preference for a live demonstration, and disconnections between online tutorial content and in-class collaborative activities. Librarians using a flipped classroom should consider ways to help students make meaningful connections between online tutorials and in-class activities.
Client-Based Experiential Learning And The Librarian: Information Literacy For The Real World, Andy Spackman
Client-Based Experiential Learning And The Librarian: Information Literacy For The Real World, Andy Spackman
Faculty Publications
Business schools have increasingly turned to client-based experiential learning to better prepare their graduates with skills and abilities that translate to the workplace. The shift from academic learning to experiential learning requires a corresponding shift in the way librarians approach information literacy. This article explores this trend through the literature and through personal interviews and proposes ways in which library instruction, collection development, and liaison relationships can be tailored to meet the needs of experiential learners.
Traditional Vs. Flipped Library Instruction For The Life Sciences, Michael C. Goates, Megan Frost, Gregory M. Nelson
Traditional Vs. Flipped Library Instruction For The Life Sciences, Michael C. Goates, Megan Frost, Gregory M. Nelson
Faculty Publications
We compared search statement development between traditional lecture and flipped instruction sessions using two separate flipped models. Students in lecture sessions scored significantly higher on developing search statements than those in the flipped model 1 sessions. However, student scores were not significantly different between the lecture and the flipped model 2 sessions. Reasons for lower flipped-session scores may include a lack of student accountability, strong preference for a live demonstration, and disconnections between online tutorial content and in-class collaborative activities. Students in all sessions expressed a strong preference for pedagogies that incorporate elements from both lecture and flipped methodologies. Librarians …
Using Student Performance To Evaluate An Online Tutorial: Is Flipping Really Worth It?, Michael C. Goates, Gregory M. Nelson
Using Student Performance To Evaluate An Online Tutorial: Is Flipping Really Worth It?, Michael C. Goates, Gregory M. Nelson
Faculty Publications
How effective are online tutorials at providing library instruction? Are students really getting as much out of these tutorials as we think they are? What advantages, if any, do students and librarians gain from incorporating online tutorials into information literacy sessions? This presentation will describe a study comparing two library instruction models for an undergraduate advanced writing course at Brigham Young University. The first model follows a traditional instruction session while the second model uses a flipped classroom approach to deliver instruction in the form of an online tutorial. Results from student assignments, evaluations, and focus groups will be discussed …
The Flipped Classroom For Library Instruction: A Student Focused Assessment, Michael C. Goates
The Flipped Classroom For Library Instruction: A Student Focused Assessment, Michael C. Goates
Faculty Publications
Librarians at Brigham Young University conducted an assessment to evaluate student performance in developing effective search strategies between flipped classroom and traditional library instruction models. In the flipped classroom model, students completed an interactive online tutorial prior to attending a face-to-face instruction session in the library. During the face-to-face session, students collaborated on projects designed to reinforce concepts explained in the online tutorial. In this presentation, participants will learn about the history of the flipped classroom teaching model for library instruction. Next, the presenter will explain the process of developing a flipped library instruction session for undergraduate students in the …
Library Tour Evolution: Analog, Digital, Mobile, Michael J. Whitchurch
Library Tour Evolution: Analog, Digital, Mobile, Michael J. Whitchurch
Faculty Publications
Evolution is a progressive change from something inadequate in a given circumstance or environment to a new or modified state with the ability to perform better in that new environment or situation. Evolution occurs in organizations, organisms and processes. One aspect of evolution is the ‘survival of the fittest’ which is that the most adept at survival will continue and propagate. In technology it is much the same as one technology becomes obsolete (dies), it gives way to the next better able to serve. For examples consider the cassette tape or the LP record and their demise. Often technology changes …
Evolution Of The One-Shot Library Instruction Session, Michael C. Goates
Evolution Of The One-Shot Library Instruction Session, Michael C. Goates
Faculty Publications
The one-shot library instruction session is a balancing act between faculty expectations and student attention spans. Concerned with limited instruction time, many teaching faculty request that librarians relay as much information as possible during a single instruction session. Students, however, quickly experience information overload and disengagement during information-heavy instruction sessions. Determining what information to present and how to present it can be a challenge for many librarians. This workshop will address some of the varying methodologies to one-shot library instruction, including the flipped-classroom. Examples of library instruction models will also be shared, highlighting both successful and less-effective approaches.
Important Information Literacy Standards For Life And Health Sciences, Betsy S. Hopkins
Important Information Literacy Standards For Life And Health Sciences, Betsy S. Hopkins
Faculty Publications
Information literacy in the life and health sciences is a dynamic field, with challenges, opportunities, and rewards for the successful practitioner. This chapter will describe the big picture of information literacy in these disciplines, list relevant performance indicators from the ALA/ACRL/STS Task Force on Information Literacy for Science and Technology [STS-TFILST] (2006) Information Literacy Standards for Science and Technology (hereafter Standards), and give some practical advice for life and health sciences librarians and librarians with instructional responsibilities in those disciplines. The focus is on undergraduates at research universities, although many principles and strategies will apply to other circumstances.
An Evaluation Of An Upper-Division, General Education Information Literacy Program, Elizabeth S. Hopkins, Suzanne Julian
An Evaluation Of An Upper-Division, General Education Information Literacy Program, Elizabeth S. Hopkins, Suzanne Julian
Faculty Publications
The Advanced Writing library instruction program at Brigham Young University's Harold B. Lee Library (HBLL) is intended to teach junior-level students advanced information literacy and research skills. The university general education curriculum requires students to participate in the program as part of their Advanced Writing course. When anecdotal feedback from librarians and students identified problems with the program, the authors conducted a qualitative evaluation of the program in order to identify problems and possible solutions. The evaluation included a student survey and focus groups with students, librarians, and English faculty. This paper describes the HBLL Advanced Writing instruction program, identifies …
Clicking Your Way To Library Instruction Assessment: Using A Personal Response System At Brigham Young University, Suzanne Julian, Kimball Benson
Clicking Your Way To Library Instruction Assessment: Using A Personal Response System At Brigham Young University, Suzanne Julian, Kimball Benson
Faculty Publications
An assessment of the use of a Personal Response System (clickers) during library instruction sessions. A discussion on the use of clickers as a method of assessing student learning.
Utilizing Focus Groups To Evaluate An Information Literacy Program In A General Biology Course, Betsy S. Hopkins
Utilizing Focus Groups To Evaluate An Information Literacy Program In A General Biology Course, Betsy S. Hopkins
Faculty Publications
The Harold B. Lee Library at Brigham Young University (BYU) recently implemented a number of information literacy strategies to help students in Biology 100, a large general education class, find resources for their term assignment. The library's services for Biology 100 students were evaluated using focus groups composed of both teaching assistants and students. This paper will describe the class and the assignment, discuss the impact the class had on library staff, detail the efforts of the staff to meet the needs of Biology 100 students, and present results of focus groups used to evaluate the library's outreach and teaching …