Social and Behavioral Sciences Commons^™

Spanning The University To Improve Information Literacy E-Instruction, Lindsay Miller, Robert Withers, Eric Resnis

LOEX Conference Proceedings 2010

In Fall 2009, the interactive information literacy module "integrity Quickstart"(iQ) was introduced to first and second-year students at Miami University. iQ, which teaches information literacy and academic integrity concepts using the dynamic Flash-based presentation tool Prezi, is a companion to the existing eScholar, a more passive, in-depth tutorial.

iQ was created through a unique campus collaboration between the Libraries, University IT and Student Affairs. This session will recount the creation and implementation of iQ, everything from scripting and storyboarding to grant support and dealing with differences of opinion involved with any collaboration. We will discuss how iQ and eScholar work …

From Pre-Defined Topics To Research Questions: An Inquiry-Based Approach To Knowledge, Michelle T. Allen, Benjamin M. Oberdick

LOEX Conference Proceedings 2010

In this interactive presentation, MSU librarians will replicate a library instruction session for first-year students. Audience members will participate in a Cephalonian Method icebreaker activity and use clickers to demonstrate the different ways both techniques can be used in the classroom.

Participants will view a short (3-4 min.) video, develop critical questions, and construct keywords to begin finding answers. Instruction librarians will show how the answers are the basis of their thesis statements. Next, audience members will be divided into groups and directed to find information on the Web, the route a first-year student would naturally take. Then, groups will …

Telling The Story: Using Narratives To Explain Why Information Literacy Education Is Important And Get Students Invested In What We Do, Heather Barrow-Stafford

LOEX Conference Proceedings 2010

When your instruction sessions seem to be on autopilot and your students' eyes begin to glaze over, telling a story can be an excellent way to reclaim their attention and capture that sought after, elusive goal: student buy-in.

More often than not, our instruction sessions are focused on a particular project or a discrete set of skills, and we fail to impart to students the BIG PICTURE of what we do. Stories can bridge the gap between the practical skills we teach and our larger goal -helping students become informed information seekers and users- by offering students context.

This session …