Social and Behavioral Sciences Commons^™

Robust (And Backward) Instructional Design For An Online Information Literacy Course, Brian D. Leaf

LOEX Conference Proceedings 2012

Online information literacy courses have been taught for credit at The Ohio State University for over a decade with only minor or technology-driven changes. A small team of librarians within the Teaching & Learning Unit overhauled the course using the latest research and emerging trends in information behavior to create a more engaging, evidence-based class. Preparation for and development of the new course also included workshops and consultations with various departments on campus, including the University Center for the Advancement of Teaching, the Center for the Study and Teaching of Writing, and the Digital Union (a learning technology department). In …

Integrating The Credit-Bearing Information Literacy Course Into The Curriculum: Goals, Benefits And Challenges, Dominique Daniel, Elizabeth W. Kraemer

LOEX Conference Proceedings 2012

This presentation provides a model for the design and implementation of a successful credit-bearing information literacy course that addresses the most common objections against stand-alone library instruction. It emphasizes two key principles, making it relevant to students and university administrators alike: integration into the university general education program, and the contextualization of information-seeking mechanics by introducing students to the economic, political and social context in which information is produced, managed and used. These principles lay the foundation for the development of critical information literacy skills that students can transfer to other courses and beyond. Offering stand-alone instruction while integrating it …

Instant Classroom: Teach Anywhere With A Classroom In A Box, Meridith Wolnick, Todd Burks

LOEX Conference Proceedings 2012

What do you do when your classroom equipment and set-up are obstacles to effective, powerful and memorable instruction? The University of Virginia Library saw that challenge and sought a solution to teach undergraduate students effective research skills without compromising the amount or quality of instruction. What started as a half-baked idea sprung into reality in the form of a an iPad equipped, fully mobile classroom in a box.

Faced with an ever shrinking supply of computer-equipped classrooms, we increasingly relied on student-supplied technology to teach research tools and skills. This presents new challenges; not everyone has access to a mobile …

Collaborating Across Campuses And Continents: Welcome To The Future!, Kimberly Brady, Nita Bryant

LOEX Conference Proceedings 2012

Historically, information literacy has depended on collaborations between librarians and resident faculty in specific disciplines, but new models are needed to accommodate multidisciplinary research and multi-institutional degree programs. This session describes how one model evolved to support the research needs of graduate students enrolled in the International Programme in Addiction Studies offered simultaneously by three universities on three continents: the University of Adelaide, Virginia Commonwealth University, and Kings College, London. The presenters will discuss opportunities and challenges posed by collaborating across campuses, disciplines, institutions, and time zones, and conclude by considering the potential of this model for future collaborations.