Social and Behavioral Sciences Commons^™

A Collaborative Approach To Teaching Information Literacy In First-Year Agriculture Courses, Jason Keinsley, Beth Reeder, Lauren Robinson, Melinda Borie

Lauren E. Robinson

We will discuss our redesign of the information literacy component of the first-year general agriculture course at the University of Kentucky. More specifically, we will share how we are customizing content to meet individual instructor needs by team teaching, providing more active learning opportunities, and adapting our pedagogical toolkit. Challenges include varying numbers of sessions requested per course section, location disparities, and time constraints.

Books And Websites, E-Journals Or Print: If The Source Fits, Use It, Todd J. Wiebe

Todd J Wiebe

Despite the ever-growing range of media types, formats, and information-access options, students are often instructed to only use specific sources in their research. They are sometimes even given strict guidelines, prescribing how many of each they need to, or may, cite. It is important not to lead students to believe there is a formula for the ideal works cited for all research topics. In contrast, students should learn to think critically about the content and appropriateness of each potential source rather than choosing it only because it is a book, a journal article, a Website, etc. This article argues that …

Leveraging The "Google Mentality": 1search And The New (Inter)Face Of Library Discovery, Todd J. Wiebe, Jessica Hronchek

Todd J Wiebe

1Search is a "discovery tool" that allows users to explore a large and diverse range of library content (e.g., books, e-books, full-text articles, other digital collections)—all from a single search box. Librarians plan to leverage the simplicity of 1Search as a library gateway to open up new opportunities for teaching information literacy.

Seminar Report: Demonstrating The Value Of Information Literacy To Staff And Students, Philip Russell

Conference Papers

In June 2014, the Institute of Technology Tallaght (ITT Dublin), South Dublin County, Republic of Ireland, held a one day national seminar on information literacy (IL) – ‘Demonstrating the Value of Information Literacy to Staff and Students’. This was one of the first IL seminars in Ireland that included speakers and representatives from all sectors: the educational sector (second and third level), community organisations, and industry. The event was funded by the recently formed National Forum for the Enhancement of Teaching and Learning in Higher Education in Ireland. The aim of the seminar was to help staff to develop the …

International Computer And Information Literacy Study 2013: Australian Students’ Readiness For Study, Work And Life In The Digital Age, Lisa De Bortoli, Sarah Buckley, Catherine Underwood, Elizabeth O'Grady, Eveline Gebhardt

ICT - Digital Literacy

The International Computer and Information Literacy Study (ICILS) is the first international comparative study that examines students’ acquisition of computer and information literacy (CIL): ‘the ability to use computers to investigate, create and communicate in order to participate effectively at home, at school, in the workplace and in society’ (Fraillon, Schulz, & Ainley, 2013, p. 17). Information and communication technologies (ICT) are an essential part of 21st-century society. As a result, it has become increasingly important for citizens to understand and be able to use ICT in order to effectively participate in life in the digital age. Although students use …

Painting On An Electronic Easel: Strategies For Using A Smart Board In Library Instruction, Lindy Scripps-Hoekstra

Lindy Scripps-Hoekstra

No abstract provided.

The Information Literacy “Flipped Classroom” – A Lesson Planning Lab, Madeline Cohen, Alison Lehner-Quam, Robin Wright

Georgia International Conference on Information Literacy

This workshop will introduce participants to the “flipped classroom” and provide them with hands-on experience planning a library session that uses this new approach. In the flipped classroom, lectures are replaced with pre-class assignments, usually in the form of videos or online tutorials. Class time can then be used for active learning exercises that deepen students’ knowledge of the material.

Participants will be asked to complete a pre-assignment, which can be finished just prior to the session. Workshop leaders will begin by reviewing the flipped classroom and describing the flipped lessons they have used at their academic library (15 minutes). …

Information Literacy Scaffolds In The 9-12 Classroom, Kelly Crisp Paynter

Georgia International Conference on Information Literacy

Despite being dubbed the Digital Generation, information literacy skills do not come automatically to high school students. Teachers and library media specialists must work together to provide quality strategies and scaffolds that help students evaluate sources authentically. Whether modeling the digital search process, creating pathfinders to direct students toward authoritative sources, or initiating discussions with students about quality resources, the library media specialist can become a valuable instructional partner to the classroom teacher.

The presenter, who has served as a high school media specialist, will discuss specific lesson plans she has co-taught with classroom teachers (as time allows). Topics may …

Partnerships For Outreach: Center For Student Learning And Library Study Skills And Information Literacy Program, Jolanda-Pieta Van Arnhem, Melissa Hortman

Georgia International Conference on Information Literacy

This poster session is a case study of the College of Charleston Libraries and Center for Student Learning partnership to design and deliver a series of complementary study skills and information literacy workshops during 2013-2014 academic year. Workshops in the “101” series were designed for the general undergraduate student population wanting more information on study skills. Workshops pairings in the “201” series were designed with information literacy topics geared toward upperclassman, graduate students, faculty, and staff interested in more advanced skills. Sessions were facilitated by campus instructors with unique insight, interesting experiences, or special knowledge and capability in workshop topics.The …

Design With Diversity In Mind: Online Information Literacy Instruction For Nontraditional Students, Holly Mabry, Natalie E. Bishop

Georgia International Conference on Information Literacy

Web-based, online learning options through Blackboard, Moodle, Desire2Learn, and other learning management systems are increasingly popular for students and library patrons who are unable to attend traditional face-to-face courses on a college campus due to geographical, financial, or family obligations. Librarians are also retooling their information literacy courses to adapt to the rapidly evolving online learning environment. Just like in a physical classroom or library that provides assistive technology and interpreters, online information must be accessible for a variety of backgrounds and abilities. Inaccessible online courses that aren't developed with plain language, good color contrast, captions or alternative text formats, …

Beyond Library Resources: How To Implement Integrated Learning Across The Curriculum With Information Literacy Components Using Hybrid Delivery, Bernadette Maria Lopez-Fitzsimmons

Georgia International Conference on Information Literacy

As an academic librarian at Manhattan College, Riverdale, New York, I collaborate with teaching faculty and academic support centers on campus to provide holistic support to students. In the last year a cross collegial group including teaching faculty, library faculty and Instructional Designers has been created to explore ways in which to provide a “flexible structure” in curriculum across disciplines (e.g., Arts, Science, Engineering, Education, Information Literacy, etc.). Two instructional designers and a faculty member from the English Department lead the monthly in person workshops. After each workshop, scholarly and professional articles are posted in Moodle for all participants to …

Building Community In The Library: Partnerships For Outreach, Jolanda-Pieta Van Arnhem, Melissa Hortman

Georgia International Conference on Information Literacy

During the 2013-2014 academic year the College of Charleston Library and Center for Student Learning partnered to design and deliver a series of complementary workshops in order to build community, increase workshop attendance, and provide outreach at the Library. This was the first time that the two organizations had teamed up to co-design, sponsor, and market a year long program of complementary information literacy and study skills offerings.

Workshops in the “101” series were designed for the general undergraduate student population wanting more information on study skills. Workshops pairings in the “201” series were designed with information literacy topics geared …

Using Rubrics To Assess Authentic Learning Products From One-Shot, Course-Integrated Library Instruction, Jennifer Stout, Laura Gariepy

Georgia International Conference on Information Literacy

Librarians face numerous challenges when designing effective, sustainable assessment methods for student learning outcomes in one-shot, course-integrated library instruction sessions. In this presentation, we will share how librarians at Virginia Commonwealth University (VCU) use a rubric to assess students’ authentic learning products from one-shot instruction sessions for a research and writing course required for all undergraduate students. We will share how rubric-based assessment enhances student learning and explain how we use this type of assessment to demonstrate our information literacy program’s effectiveness.

University 200: Inquiry and the Craft of Argument is a sophomore-level writing and research course required for all …

Cuban Research On Information Literacy: An Analysis Of Published Literature, Carlos Luis González-Valiente

Carlos Luis González-Valiente

Objective: perform a bibliometric characterization of Cuban research on information literacy (INFOLIT) based on the literature published from 2000 to 2013. Methods: substantiation was provided for conceptual notions about INFOLIT in the field of library and information sciences, and some interesting research antecedents were explored. Sixty-seven papers identified by the Ibero-America-Cuba INFOLIT Wiki-Repository were examined with the bibliometric indicators yearly productivity, authors, journals and term co-occurrence analysis, as well as type of documents cited, and most commonly cited journals and authors. Bibliometric maps and graphs were used to present the results obtained. Results: the topic has expanded since 2007. The …

Spanning Boundaries To Identify Archival Literacy Competencies, Sharon A. Weiner, Sammie L. Morris, Lawrence J. Mykytiuk

Libraries Faculty and Staff Presentations

This paper is a report of a collaborative research project that identified the competencies undergraduate history majors should have related to finding and using archival materials. The boundary-spanning collaboration involved archivists, librarians, and history faculty.

Historians have long relied upon archives as essential source material, and recent studies confirmed the continued significance of archives to research in this field. However, there is no detailed listing of the archival research competencies that college history students should attain. Without a clearly defined list upon which history faculty, archivists, and library liaisons to history departments agree, teaching about archives research is difficult and …

Journeying Into Library Assessment: A Case Study Measuring Value Of An Information Literacy Programme At The Li Ka Shing Library, Rajendra Munoo, Wei Xia

Research Collection Library

No abstract provided.

A Collaborative Approach To Teaching Information Literacy In First-Year Agriculture Courses, Jason Keinsley, Beth Reeder, Lauren Robinson, Melinda Borie

Library Presentations

We will discuss our redesign of the information literacy component of the first-year general agriculture course at the University of Kentucky. More specifically, we will share how we are customizing content to meet individual instructor needs by team teaching, providing more active learning opportunities, and adapting our pedagogical toolkit. Challenges include varying numbers of sessions requested per course section, location disparities, and time constraints.

Using A Train-The-Trainer Model And Active Learning To Reach Biology Freshmen, Valerie E. Perry, Beth Reeder, Melinda Borie

Library Presentations

Using the train-the-trainer model as our foundation, we created a new information literacy program in an introductory lab course. We will describe the program’s development, implementation, and evolution since first implemented in Spring Semester 2013.We also will share the advantages of using the train-the-trainer model in an information literacy program, particularly regarding its potential to reduce librarians’ time commitment and help librarians build lasting relationships with teaching faculty and graduate students.

Improving Instruction: Metaliteracy Through Crowdsourcing In The Classroom, Chris Gibson, Ilana R. Stonebraker

Libraries Faculty and Staff Presentations

Crowdsourcing is cooperation between individuals to create content. This allows for multiple insights into a problem to reach a more complete answer. Metaliteracy is “a unified construct that supports the acquisition, production, and sharing of knowledge in collaborative online communities.” (Mackey & Jacobson, Reframing Information as a Metaliteracy, 2011, 62-62) By using crowdsourced information in tandem with metaliteracy, questions can be answered more rapidly and correctly than before. Academic institutions are in the early phases of implementing crowdsourced answer systems. Crowdsourcing is already commonplace among top academic and research institutions. Projects like CERN are proof that combining resources and non-traditional …

Teaching “Format As A Process” In An Era Of Web-Scale Discovery, Kevin Seeber

Library Instruction West 2014

Purpose- Advancements in online discovery require academic librarians to develop new means of teaching and assessing information literacy, with an emphasis on having students employ critical thinking to evaluate sources.

Design/methodology/approach- This conceptual paper analyzes how the threshold concept “format as a process” could be incorporated into information literacy instruction sessions which address web-scale discovery services and other online search tools. General guidelines for applying this concept are included, along with potential classroom activities and assessments.

Findings- Format as a process provides a valuable framework for evaluating information, though librarians need to be mindful of how they present the concept …

Bring Your Own Device In The Information Literacy Classroom, Ilana Stonebraker, M Brooke Robertshaw, Hal Kirkwood, Mary Dugan

Libraries Faculty and Staff Scholarship and Research

In the 2013 school year, a team of librarians in the Parrish Library of Management and Economics at Purdue University taught a business information literacy course to approximately 500 management students in eight 70-person sessions. Due to limitations on a set of iPads borrowed from another department, one of two concurrent classes was taught with a set of iPads, while another had a Bring Your Own Device (BYOD) policy, where students brought their own laptops or iPads. Focus groups, observations of behavior, and final evaluations were utilized to evaluate the comparative perceived effectiveness of the two technology approaches. This paper …

An Examination Of Embedded Librarian Ideas And Practices: A Critical Bibliography., Carl R. Andrews

Publications and Research

Although this annotated bibliography is primarily targeted to library science professionals in an academic setting, the literature examined can very easily support secondary and college level general education teaching initiatives. The majority of the literature examined in the list comes from journal articles. The author focused primarily on actual case studies that take place in an undergraduate academic setting. Attention was paid to community colleges and schools where there are students in need of remediation. The author was also interested in seeking out literature that addressed the needs of student academic success after an embedded program was implemented. Non-traditional embedded …

Successful Strategies For Teaching Undergraduate Research, Steve Brantley

Faculty Research & Creative Activity

Book review of _Successful Strategies for Teaching Undergraduate Research_ Brantley, S. (2014). Successful strategies for teaching undergraduate research. Editors Marta Deyrup and Beth Bloom. Public Services Quarterly, 10(3), 217-218. DOI: 10.1080/15228959.2014.932225

Assessing Hands-On Learning In Special Collections: A Pilot Study, Sarah M. Horowitz, Stefanie R. Bluemle, Ellen Hay, Mark Salisbury

Library and Information Science: Faculty Scholarship & Creative Works

This Assessment in Action project addressed the effect of using original primary materials on first-year students’ information literacy (IL) and critical thinking skills. IL and critical thinking are among Augustana College’s college-wide student learning outcomes. More than 25% of Augustana first-years use Special Collections each year, yet we had little data on how this affected student learning. The study evaluated a worksheet given as a pre- and post-test around class visits to work in Special Collections, and papers by students who did and did not visit Special Collections with class.

Flipping The Lehman College Classroom A Library – Business Department Collaboration, Madeline Cohen, Jennifer Poggiali, Deborah Sanders

Publications and Research

No abstract provided.

Great Expectations: Results From A Faculty Survey Of Students' Information Literacy Proficiency, Brian Jackson, Margy Macmillan, Michelle Sinotte

Proceedings of the IATUL Conferences

In the fall of 2012, our library surveyed teaching faculty to gauge their expectations around students’ use of information. We asked instructors what they thought was important for students to know in each year of study, how proficient they felt students were in performing tasks associated with research, how they expected students to acquire that proficiency, and how they assessed students’ skills. The survey also polled faculty on the types of resources they felt were important for each year of study. The results of the study are informing the development of the library’s strategic plan and the inclusion of information …

Teaching The Digital Divide: Connecting Students To Community, Knowledge, And Service Learning., Rebecca M. Marrall

Library Philosophy and Practice (e-journal)

This article addresses the purpose, the organization, and results of an experimental credit-bearing upper division service-learning course at a Master’s granting university, entitled LIBR 397: The Digital Divide. In addition to reviewing collegiate efforts on teaching the Digital Divide within the United States, this article also provides an overview of the challenges and successes associated with teaching such a course. In conclusion, the unique nature of the LIBR 397 course prompted students to see firsthand the complexities inherent in the Digital Divide phenomenon within the United States. Incorporation of service learning projects into a college course takes additional effort, primarily …

The 360° Of Information Fluency Delivery To Freshman Engineering Students, Marian G. Armour-Gemmen, Robin A.M. Hensel, Mary L. Strife

Faculty & Staff Scholarship

For three years, engineering librarians from West Virginia University (WVU) have been teaching information fluency skills to 700-1000 freshman engineering students per year, using a specific information fluency cycle. The librarians’ responsibilities in the Fall 2013 course syllabus included teaching once in each section, providing a two-hour, in-library group sessions to accommodate almost 700 students, delivering an intellectual property Blackboard™ module for students to complete over a specific period of time, and requiring students to complete a Plagiarism Avoidance Tutorial with quiz. Some of these components are similar to those of past semesters. However, past collection of the data was …

Welcome To The University Libraries Poster Session!, Erin E. Rinto, Melissa Bowles-Terry, Rachelle Weigel, Nancy E. Fawley, Rosan Mitola, Amanda Melilli, Amy Jo Hunsaker, Jennifer L. Fabbi

Lied Library Open House for the 2014 American Library Association Conference

Over the past eight years, the UNLV Libraries have led and contributed to campus initiatives to revise the undergraduate curriculum and student learning outcomes at UNLV. Through formal and informal leadership roles, librarians helped to create the University Undergraduate Learning Outcomes (UULOs) in the areas of Intellectual Breadth and Lifelong Learning, Communication, Inquiry and Critical Thinking, Global/Multicultural Knowledge and Awareness, and Citizenship and Ethics and a revised model for general education.

In Fall 2011, the Faculty Senate approved a vertical pathway of key courses, which serve to integrate and assess the UULOs from a student’s first year of college through …

What’S In The Box? Introducing Research Environments To First-Year Students, Crystal Boyce

Scholarly Publications

No abstract provided.