Social and Behavioral Sciences Commons^™

Information Literacy Instruction In Asynchronous Online Courses: Which Approaches Work Best?, Elizabeth F. Pickard, Sarah L. Sterling

Library Faculty Publications and Presentations

Which modes of information literacy instruction (ILI) work best in asynchronous online courses? Recent national trends and COVID-19 have made it critical to answer this question, but there is little research comparing different modes of ILI specifically in asynchronous contexts. This multi-year study employed 5 different modes of ILI in different sections of an asynchronous online anthropology course and compared the modes' effects on students' coursework. Ethnographic analysis of students' bibliographies revealed nuanced changes to students' approaches to searching and source-selection. These findings can inform librarians' development of ILI curricula and pedagogy for the unique circumstances asynchronous instruction presents.

Librarians As Campus Partners: Supporting Culturally Responsive And Inclusive Curriculum, Kimberly D. Pendell, Robert Schroeder

Library Faculty Publications and Presentations

Diversity and inclusion initiatives are expanding on campuses across the United States. These initiatives can take many forms, such as the hiring and retention of diverse faculty, student recruitment, and a thoughtful examination of pedagogy and course curriculum. As a librarian, you may be aware of these efforts, but perhaps not as directly involved as disciplinary faculty, particularly in regards to course curriculum development and redesign. How librarians can participate and support this work on our campuses is not always clear; however, we found fertile opportunities for librarian involvement and leadership.

International Students And The Ase Research Process: A Language Acquisition Approach To Research, Kimberly Willson‐St. Clair

Library Faculty Publications and Presentations

The ASE research model, Analyze, Search, Evaluate, developed by Don Latham PhD and Melissa Gross PhD with IMLS funding for teaching community college students remedial information literacy and research skills works remarkably well with international students studying English. The ASE research model can be incorporated into LibGuides and used to structure library classroom instruction especially in regards to vocabulary building within the disciplines.

Achievement Unlocked! A Digital Badge Primer & Workshop, Emily Ford

Library Faculty Publications and Presentations

Video of the workshop is available online at: http://vimeo.com/96035501

Digital badges--much like their analog predecessor the scouting badge-- can tell us a lot about a badge bearer’s accomplishments and skills. We all know that someone who has earned a First Aid badge is proficient in doctoring small wounds, and perhaps even providing CPR! Digital badges function the same way. They certify and communicate an individual’s knowledge, skills, and/or achievements.

Digital badges have been adopted by social media sites such as 4Square to recognize users’ achievements and are growing in popularity. They are being used by educational institutions as a way …

Library Service And The International Student, Laurie Bridges, Kimberly Willson-St. Clair, Uta Hussong-Christian

Library Faculty Publications and Presentations

What do China, Saudi Arabia, Japan, South Korea, and India have in common? They're the five leading countries of origin for international college and university students in Oregon. Currently there are over 10,000 international higher education students in the state and the number is expected to grow. In this session you will get an introduction to the academic culture of the five mentioned countries, discuss the rewards and challenges of working with international students, and see how OSU and PSU Libraries are connecting with these students.

Digital Badges In Libraries: Skills-Based Instruction, Code-Shifting, And Collaboration, Emily Ford, Nicholas Schiller, Dawn Richardson

Library Faculty Publications and Presentations

Digital badges present librarians with new ways of engaging with patrons including recognizing patron achievement and improved communication. This session will provide an overview of digital badges--including an explanation of underlying pedagogical aims--and will address badging as “code-shifting” or using different communication methods for different audiences. Finally, it will present a major collaboration between Portland State University Library and disciplinary faculty to integrate badges in undergraduate courses, providing librarian and disciplinary faculty perspectives.

In our presentation for Online Northwest we hoped to provide a basic overview of digital badges, discuss theoretical underpinnings of badges that lead to using badges for …

Returning To Learn: Research And The Prodigal Student, Emily Ford, Meredith G. Farkas, Molly Blalock-Koral

Library Faculty Publications and Presentations

Returning students - those with a significant lapse in time during their formal education - make up a large and growing percentage of the student population at Portland State University (PSU). Over 40% of PSU undergraduates are over 26 years of age and 21% of graduate students over 39. Given returning students’ experiences in the work force, motivations for learning, and the lapse of time since conducting academic research, returning students may approach research differently than traditional students. Despite the size of this student population at PSU and the growth of the returning student demographic in higher education, very little …

Assessing Through Reflection: Valuing Our Wisdom And Trusting Our Gut, Robert Schroeder

Library Faculty Publications and Presentations

Reflection on teaching and learning of information literacy

Building And Sustaining A Culture Of Assessment: Best Practices For Change Leadership, Meredith G. Farkas

Library Faculty Publications and Presentations

Purpose – The purpose of this paper is to explore the idea of using Kotter's eight-step model for change leadership to create a culture of assessment that is embedded in the organizational culture of an academic library. Design/methodology/approach – This is a conceptual paper that examines the potential application of a business change model to an academic library change context. Each step of Kotter's model is described within the context of building a culture of assessment, supported by examples and suggestions from the literature of libraries, higher education, organizational behavior and change leadership. Findings – While building a culture of …

Web Conferencing Software, Meredith G. Farkas

Library Faculty Publications and Presentations

Web conferencing software -- also known as webinar, videoconferencing, online meeting, and virtual classroom software -- is a web-­based technology that allows groups to synchronously communicate online. Most web conferencing software offers collaboration through text, voice and video chat, screen-­sharing, collaborative whiteboards, and file-­sharing. Tips and Trends, written by Instructional Technologies Committee members, introduces and discusses new, emerging, or even familiar technology which can be applied in the library instruction setting.

Troublesome Concepts And Information Literacy: Investigating Threshold Concepts For Il Instruction, Amy R. Hofer, Lori Townsend, Korey Brunetti

Library Faculty Publications and Presentations

Librarians regularly encounter students who struggle to understand and apply information literacy concepts. A qualitative survey administered to information literacy practitioners asked about troublesome content and analyzed results using the threshold concepts pedagogical framework first described by Jan Meyer and Ray Land. A threshold concept transforms the learner’s view of content and helps integrate previously learned material; threshold concepts are portals that, once traversed, bring insight into how to think and act like a practitioner within a discipline. This project uses the data collected to propose seven threshold concepts for information literacy.

The Ase Research Model: A Lightning Talk, Kimberly Willson-St. Clair

Library Faculty Publications and Presentations

This PowerPoint describes the Analyze, Search, Evaluate (ASE) model for building a research strategy. This pedagogical model was field tested by Dr. Melissa Gross and Dr. Don Latham in a large, IMLS funded study of Florida college students who were targeted for remedial instruction regarding research skills and information literacy. Using this method at the Portland State University Library in research classes for freshman and international students, I have found the ASE research model to be an engaging way to organize an hour library class so that students learn an efficient and easy way to construct their research strategies.

Merging Critical Thinking And Information Literacy Outcomes - Making Meaning Or Making Strategic Partnership?, Robert Schroeder

Library Faculty Publications and Presentations

The following book chapter will look at critical thinking, how librarians perceive its relationship to information literacy, and what useful strategies can result when these two concepts are combined. To set the stage a few of the major psychological and philosophical theories of critical thinking will be briefly noted. In order to gauge our profession's understanding of critical thinking and its relationship to information literacy, a survey of library literature will be performed. The more rigorous articles from this survey will then be discussed in order to discern the range of positions librarians have taken on the relationship of these …

Research Guide Technologies, Meredith G. Farkas

Library Faculty Publications and Presentations

Research guides (also known as subject guides, course guides, or pathfinders) provide targeted information on a particular topic to support student or faculty research in that area. Similar instructional tools have been around since before the birth of the web, but are now almost exclusively provided by libraries online as part of the library’s web presence. Research guide software enables librarians without web design skills to quickly and easily create and update web content. The technologies for creating research guides run the gamut from proprietary and open source software specifically designed for creating guides to open source and third-party-hosted applications …

Participatory Technologies, Pedagogy 2.0 And Information Literacy, Meredith G. Farkas

Library Faculty Publications and Presentations

Purpose: This paper seeks to explore the impact participatory technologies have had on education and the information environment in which students operate. It seeks to define a pedagogical approach that will capitalize on the benefits of participatory technologies in the classroom and applies this "pedagogy 2.0" to information literacy instruction.

Design/methodology/approach: A thorough literature review was conducted on the use of participatory technologies in education as well as theories related to collaborative learning. This review formed the basis of the proposed pedagogy 2.0 model.

Findings: Web 2.0 and the growth in use of participatory technologies has had a tremendous impact …

Threshold Concepts And Information Literacy, Lori Townsend, Korey Brunetti, Amy R. Hofer

Library Faculty Publications and Presentations

What do we teach when we teach information literacy in higher education? This paper describes a pedagogical approach to information literacy that helps instructors focus content around transformative learning thresholds. The threshold concept framework holds promise for librarians because it grounds the instructor in the big ideas and underlying concepts that make information literacy exciting and worth learning about. This paper looks at how this new idea relates to existing standards and posits several threshold concepts for information literacy. This article won the 2013 Association of College and Research Libraries (ACRL) Instruction Section (IS) Ilene F. Rockman Publication of the …

Valuing Information Literacy: Affective Learning And The Acrl Standards, Robert Schroeder, Ellysa Stern Cahoy

Library Faculty Publications and Presentations

Higher education information literacy standards have readily addressed cognitive skills, although affective competencies--the emotional abilities that students must acquire in order to successfully navigate the research process--have not yet been incorporated into standards. This paper presents examples of current information literacy standards, integrating affective competencies or dispositions, including the American Association of School Librarians (AASL) "21st Century Learning Standards," and proposes a model for affective-focused higher education information literacy standards. The role of affect in library learning, the importance of affective competencies, and the centrality of affective learning to student mastery of research skills are discussed. Viewing information literacy as …

Upstairs-Downstairs: Working With A Campus Assessment Coordinator And Other Allies For Effective Information Literacy Assessment, Amy R. Hofer, Margot Hanson

Library Faculty Publications and Presentations

At a 2008 assessment conference, Megan Oakleaf and Lisa Hinchliffe noted that one barrier librarians face when trying to conduct assessment is lack of coordination. This barrier was removed for Golden Gate University's (GGU) librarians when Lisa Kramer was hired as Director of Assessment and Evaluation and made her expertise and support available to us. She helped us understand the difference between program evaluation and learning assessment, and acted as a sounding board in the design of a new assessment study. We describe our environment at GGU, our assessment goals, and our study design, then discuss preliminary results and possible …

Save A Horse, Ride A New Train Of Thought: Using Threshold Concepts To Teach Information Literacy, Lori Townsend, Korey Brunetti, Amy R. Hofer

Library Faculty Publications and Presentations

This presentation explores the idea that threshold concepts may hold potential for information literacy instruction. It says that threshold concepts can offer an exciting way to re-envision and re-energize IL instruction by providing a simple and useful framework for questioning what we focus on in our teaching and why.

Providing Information Literacy Instruction To Graduate Students Through Literature Review Workshops, Hannah Gascho Rempel, Jeanne R. Davidson

Library Faculty Publications and Presentations

As future professionals, graduate students must be information literate; however, information literacy instruction of graduate students is often neglected. To address this need, we created literature review workshops to serve graduate students from a wide range of subject disciplines at a point of shared need. Not only did this strategy prove to be successful in reaching a large number of students from a wide range of subject disciplines, the data gathered from the students identified some of the gaps graduate students have in their knowledge about library services.

Library Mashups For The Virtual Campus: Using Web 2.0 Tools To Create A New Current Awareness Service, Linda Absher, Adriene Lim, Kerry Wu

Library Faculty Publications and Presentations

This article explores the ways academic libraries can exploit Web 2.0 technologies and techniques to create Current Awareness Service (CAS) mashups for campus virtual environments. Described are Portland State University Library's efforts to create a CAS site called "Topic Watch;" the criteria used to select humanities and business content for the project; and an overview of the technology employed to combine data from disparate sources into the service. Also summarized are the challenges and issues the library faced during development and future steps to be taken to incorporate the new resource into the campus virtual environment.

Faculty And Student Attitudes Toward Credit Courses For Library Skills, Jeanne R. Davidson

Library Faculty Publications and Presentations

Faculty, student, and library staff attitudes toward credit courses, as well as various other instructional methods, for teaching library and research skills were assessed. A surprising number of faculty and students did not know about the courses offered. Although other methods, such as Web tutorials and written guides, are preferred, credit courses may still be considered a viable option. To be successful, the courses must be well marketed to both faculty and students, and their importance and content must be clearly understood by faculty advisors.