Open Access. Powered by Scholars. Published by Universities.®
Social and Behavioral Sciences Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
- Institution
Articles 1 - 14 of 14
Full-Text Articles in Social and Behavioral Sciences
University Of New Hampshire: Renaissance In Action, Kathrine C. Aydelott
University Of New Hampshire: Renaissance In Action, Kathrine C. Aydelott
Faculty Publications
This chapter, from Association of College and Research Library's (ACRL) Hidden Architectures of Information Literacy Programs, details the multi-year shift of service delivery and structure of the University of New Hampshire's Research & Learning Services department. The chapter further outlines plans to re-imagine the embedded liaison program and details the nascent rebirth of a unified library instruction program.
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.
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 …
Eyes Toward The Future: Framing For-Credit Information Literacy Instruction, Emily P. Frank, Amanda B. Macdonald
Eyes Toward The Future: Framing For-Credit Information Literacy Instruction, Emily P. Frank, Amanda B. Macdonald
Faculty Publications
LSU Libraries recently redesigned its one-credit hour information literacy course taught by librarians for undergraduate students. This redesign coincided with a shift from face-to-face to online course delivery at a local level alongside the implementation of the University’s Quality Enhancement Plan (QEP) on undergraduate research that would lead to increased course enrollment at the university level. At the national level, there was a transition to ACRL’s Framework for Information Literacy for Higher Education (Framework). The Libraries’ Instruction Committee engaged in a holistic reconceptualization of the course, beginning with debating and designing new student learning outcomes (SLOs) and attributes before considering …
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 …
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.
The Postmodern Shift In Library Instruction, Terry Dwain Robertson
The Postmodern Shift In Library Instruction, Terry Dwain Robertson
Faculty Publications
Fifty years ago, prior to the digital revolution, library instruction consisted of a knowledgeable librarian guiding students through the various classes of documents, with examples of recognized authorities. Each bibliographic tool was handcrafted by competent individuals, published by reputable publishers, and recommended by disciplinary practitioners. While working through these various tools was time consuming, and getting access to materials not held locally often proved slow, the student researcher could reasonably assume the sincerity and integrity of the sources. With the digital revolution, much has changed. Now, instead of bibliographic instruction, librarians engage in “information literacy”(IL) training. Rather than point students …
Rendering Information Literacy Relevant: A Case-Based Pedagogy, Andy Spackman, Leticia Camacho
Rendering Information Literacy Relevant: A Case-Based Pedagogy, Andy Spackman, Leticia Camacho
Faculty Publications
The authors describe the use of case studies in a program of extracurricular library instruction and explain the benefits of case teaching in developing information literacy. The paper presents details of example cases and analyzes surveys to evaluate the impact of case teaching on student satisfaction.
Quantifying The Effectiveness Of Interactive Tutorials In Medical Library Instruction, Rozalynd P. Anderson, Steven P. Wilson
Quantifying The Effectiveness Of Interactive Tutorials In Medical Library Instruction, Rozalynd P. Anderson, Steven P. Wilson
Faculty Publications
The goal of this study was to determine whether a passive or an interactive tutorial design improves understanding of key concepts, as measured by pre- and post-test data. The authors also collected data regarding the participants’ preference for taking an interactive versus a passive tutorial. The interactive tutorial group improved statistically significantly from pre-test to post-test for all three learning questions. While the passive tutorial group improved from pre-test to post-test on all three questions, the improvement was statistically significant for just two of the three questions. The majority of the participants preferred interactive tutorials (78%) to passive tutorials (22%).
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.
Topics And Features Of Academic Medical Library Tutorials, Rozalynd P. Anderson, Steven P. Wilson, Felicia Yeh, Betty Phillips, Mary Briget Livingston
Topics And Features Of Academic Medical Library Tutorials, Rozalynd P. Anderson, Steven P. Wilson, Felicia Yeh, Betty Phillips, Mary Briget Livingston
Faculty Publications
In a 2007 study, librarians at the University of South Carolina School of Medicine Library examined freely available online tutorials on medical library Web sites. The team identified tutorial topics, determined common design features, and assessed elements of active learning in library-created tutorials; the team also generated a list of third-party tutorials to which medical libraries link. This article updates the earlier study, describing changes and trends in tutorial content and design on medical libraries’ Web sites; the project team plans to continue to track trends in tutorial development by repeating this study annually.
Characteristics And Content Of Medical Library Tutorials: A Review, Rozalynd P. Anderson, Steven P. Wilson, Mary Briget Livingston, Allison D. Locicero
Characteristics And Content Of Medical Library Tutorials: A Review, Rozalynd P. Anderson, Steven P. Wilson, Mary Briget Livingston, Allison D. Locicero
Faculty Publications
No abstract provided.
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 …