Social and Behavioral Sciences Commons^™

Mapping For Change: Re-Imagining Assessment With Concept Maps, Heidi Gauder, Fred W. Jenkins

Fred W Jenkins

Facilitate student creativity and assess information skills at the same time with concept maps. Learn how to administer these easy assessments and analyze them for evidence of learning. The presenters will demonstrate how this assessment technique can be used in multiple situations and how it is possible to transform these maps into results that can be easily understood by stakeholders.

Sing A Song Of Sixpence: The Birds We Found In The Web-Scale Discovery Pie, Sarah Fabian, Susann Devries, Sara Memmott

LOEX Conference Proceedings 2012

The use of the web-scale discovery product Summon has changed the ways in which EMU librarians provide research instruction to students, from beginner to graduate. Librarians were pleasantly surprised to realize that they could spend more time focusing on making sense of academic sources and less time teaching database-specific searching tips. This has strengthened instruction librarians’ emphasis on evaluation of sources in all instruction sessions, regardless of whether they involve the use of Summon. Presenters will also discuss user feedback and the other benefits and challenges of using a web-scale discovery product.

I Want To Eat Your Brains: Engaging Students With Brain-Based Strategies When Zombies Have Taken Over Your Classroom, Jennifer Quinlan

LOEX Conference Proceedings 2012

Educational neuroscience, also called Mind, Brain, and Education, is an emerging discipline that brings together research in neuroscience, psychology and education. Research from this emerging field can lead educators to effective brain-based teaching strategies. These strategies can be particularly valuable in our information literacy classrooms and help us create engaging and active interactions with our students.

This presentation will discuss these brain-based teaching strategies and how to use them in an information literacy classroom. Assignments that employed these strategies will be shared. Finally, students’ responses to learning in this way will be presented.

Ipod Apps, Mobile Learning And Game Dynamics: This Ain’T Your Typical Library Orientation, Anne Burke, Adrienne Lai, Aam Rogers

LOEX Conference Proceedings 2012

Hoping to enliven traditional library orientation, three NCSU Librarians developed the NCSU Libraries’ Mobile Scavenger Hunt, a team-based game that uses iPods with free cloud-based apps to orient students to library spaces, collections, and technologies. The main goal of this project is to demystify this often-overwhelming new environment and reduce library anxiety by using situated, problem-based learning. The activity provides a low-stakes means to promote resources and services critical to academic success and invites students to explore the building and interact with staff. Presenters will share tools, work flow management strategies and feedback with attendees who wish to develop a …

New Literacies In Our Global Society: Teaching Literacies Beyond Text, Kristine N. Stewart, Alex Mudd

LOEX Conference Proceedings 2012

In our globalized world, students now have access to a variety of viewpoints in a variety of formats from around the globe. This creates new challenges for students in the evaluation and understanding of information. As a result, it is becoming increasingly more important for our students to understand where their information is coming from and be able to read and interpret the format of this information. This entails having literacies that go beyond text and includes cultural, social, critical, and digital literacies.

This presentation will provide an overview of opportunities to integrate the teaching of new literacies into existing …

A Gateway To Outcomes Assessment: Collaborating On A Multi-Session Library Instruction Program, Jennifer Hatleberg, Niyati Pandya

LOEX Conference Proceedings 2012

The Gateway to College (GtC) program at Montgomery College serves at-risk high school students who complete their high school diploma requirements while simultaneously earning college credit.

In Fall 2010, the GtC Program Director, faculty, and instruction librarians launched a semester-long library instruction program. Librarians worked closely with faculty to design six two-hour sessions for GtC students, aligning ACRL Information Literacy Competency Standards with the course’s theme and assignments. The program has been repeated each semester, and expanded to all three campuses. In this presentation, we will share details about our collaboration and the resulting opportunities for evaluating student learning outcomes.

Criticism Is Not A Four-Letter Word: Best Practices For Constructive Feedback In The Peer Review Of Teaching, Jaena Alabi, William H. Weare Jr.

LOEX Conference Proceedings 2012

Suppose a colleague has asked you to provide feedback on an instruction session you have observed, and the session was less than ideal: the instructor was poorly prepared; technical difficulties forced your colleague to improvise; the students did not pay attention, much less participate. In essence, things went wrong. She has asked for your opinion, but you are not sure how to respond. Should you tell your colleague what you really think? What obligation do you have to her? Can you provide honest feedback without causing her to become defensive or hurt?

In recent years, the peer review of teaching …

Hiding Peas In Their Mashed Potatoes: Teaching Faculty Information Literacy On The Sly, Amy E. Kammerman

LOEX Conference Proceedings 2012

Are your faculty picky eaters? Do your faculty members make a face when they hear the phrase “information literacy”? In an effort to get faculty to use information literacy skills and pass this knowledge to their students, sometimes librarians must use stealth and ingenuity. This session will focus on innovative ways that information literacy can be incorporated into already existing programs with faculty and also provide ideas on trying something a little different to get faculty to try even a tiny bite of information literacy.

From Limp Lettuce To Kaleidoscope Salad: Making Your Instruction Sessions Pop For All Patrons With Universal Design For Learning Principles, Christina C. Wray

LOEX Conference Proceedings 2012

Universal Design for learning is an instructional design framework that promotes inclusive classrooms and environments where multiple learners at multiple levels are learning together in a general education setting. The fundamental idea of universal design is that you can teach material in a way that is accessible to ALL learners instead of being designed for a specific ability level. The Universal Design for Learning framework takes it a step further and introduces three key concept. When designing instruction we should:

• Provide multiple means of representation

• Provide multiple means of expression

• Provide multiple means of engagement

This can …

Information Literacy For Global Leadership: Constructing A Pedagogical Activity To Address A Global Crisis Utilizing Global Literacies And Acrl Standards, Brenda Chappell-Sharpe

LOEX Conference Proceedings 2012

Preparing faculty for their role in global leadership is a collaborative effort. Administrators, faculty, IT, media specialists and librarians all have an important part to play. In 2011, I was asked to develop and teach a one-week information literacy module via Blackboard for the faculty participating in the Teacher Scholars Program (TSP). TSP is a yearlong collaborative project between The Center for Teaching and Learning, and the academic departments on campus. I believe that this called for a new approach to thinking about information literacy (IL) and literacy itself. This presentation provides an overview on the collaborative project, Teachers Scholar …

A Revamped Menu For Information Literacy Instruction: Catering To Newly Admitted Doctoral Students, Michelle T. Allen

LOEX Conference Proceedings 2012

A review of the library literature has uncovered very little research about effective instruction for newly admitted university doctoral students. Library instruction for these students is mainly focused on workshops for conducting a literature review. This assistance is relevant later in their studies, when they are publishing journal articles and writing a dissertation proposal, but doctoral students also have unique needs their first year, when they are adjusting to the program demands and preparing for comprehensive exams.

Faculty buy-in and enthusiasm were the most important factors for getting approval from my department in the spring of 2011 to develop an …

Instructor College Virtual Swap Meet: A Model For Developing An Instruction Community, Jo Angela Oehrli, Peter Timmons

LOEX Conference Proceedings 2012

Many educators, newbies and veterans alike, find themselves facing the same problems as their students; there is an overabundance of helpful information available, and getting started can be overwhelming and disorienting. In an effort to fill the need for constant professional development in the area of instruction, the University of Michigan Libraries have created the Instructor College. The Instructor College has attempted several versions of an institutionally-curated repository of resources to support library instruction.

This year the Instructor College Steering Committee is working with a School of Information University Library Associate to create a more flexible repository for these materials. …

From Prix Fixe To A La Carte: Using Lesson Study To Collaborate With Faculty In Customizing Information Literacy, Eric Jennings, Hans Kishel, Jill Markgraf

LOEX Conference Proceedings 2012

The one-shot, prix fixe library instruction session has long been the reality for many information literacy programs. Learn how one library used lesson study, a collaborative process of planning, observing and assessing a single lesson, to put in motion ongoing collaboration with faculty across several disciplines. Through the collaborative process of redesigning a single lesson, librarians and teaching faculty confronted their respective expectations for and challenges in providing library instruction, and ignited the interest of faculty from English, nursing and the sciences. Through work with a variety of faculty, librarians learned that a single instruction model does not work for …

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

Lindy Scripps-Hoekstra

No abstract provided.

Beyond The Numbers: What You Can Say With Instruction Evaluation Data, Ashley Rosener, Barbara Harvey, Emily Frigo, James Gulvas, Anne Merkle

Barbara C. Harvey

While data driven decision making is a hot topic in librarianship, collecting, analyzing and interpreting data can be intimidating. Where and how to begin? Instruction librarians from Grand Valley State University will discuss how they scaled up from unshared, nonstandard evaluations to a standard form that would make participant perceptions of library instruction more widely accessible in order to make data driven decisions within the Instruction Program.

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). …

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 …

The Proof Is In The Worksheets: Assessing Information Literacy Outcomes From Library Instruction In An Evolved Fye Program, Robin Johns Grant

Georgia International Conference on Information Literacy

In the past, Middle Georgia State College’s assessment of library instruction mainly consisted of post-instruction evaluations in which students answered questions about the class’s usefulness and gave comments. However, we wanted to be able to tie our library instruction sessions to learning outcomes based on ACRL Information Literacy Standards—not just student impressions of the class. For three years, the college had been conducting two library instruction sessions for each section of our new First Year Experience class, and we were using a standardized instruction outline and worksheet for each of those classes already. The FYE program, therefore, was the ideal …

When Will We Use This In Real Life?: Problem-Based Learning And Its Use In Effective Information Literacy Instruction, Bridget S. Farrell, Adelia B. Grabowsky

Georgia International Conference on Information Literacy

Chances are that at some point in your career, you have heard a student ask, “When will we use this in real life?” For most instructors, those can be hard words to hear, especially after careful thought and planning has gone into developing a library session geared toward a class assignment or project. One way to decrease questions about real world applicability is to incorporate aspects of problem-based learning in library instruction. Problem-based learning (PBL) has been defined by Berkel and Schmidt as “an approach to professional education that stresses the use of real-life problems, encourages learners to discuss them, …

Reflective Teaching: Improving Library Instruction Through Self-Reflection, Mandi Goodsett

The Southeastern Librarian

Increasingly, the role of librarians in higher education is shifting from primarily librarian-as-expert to include librarian-as-educator (Holt, 2002). As a result, academic librarians with a wide variety of job titles are finding themselves contributing to the instructional services of their library (Hall, 2013). Even those librarians who have instruction as a principal responsibility may have little to no training or experience in instruction when they begin teaching students in one-shot or credit-bearing instruction situations. In a recent study of employer’s expectations for library instruction training, nearly 90 percent of respondents found instruction to be important to their library (Hall, 2013). …

Building A Unified Data And Information Literacy Program: A Collaborative Approach To Instruction, Megan Bresnahan, Andrew Johnson

Library Instruction West 2014

As information literacy needs of graduate students change and expand, library initiatives should respond with approaches that align holistically with users’ perspectives by incorporating areas like research data into existing information literacy instruction programs. This presentation will provide a model for subject and instruction librarians to use to promote their skills and expertise within their organizations’ existing or yet to be developed research data efforts. For institutions that already have positions dedicated to research data, subject and instruction librarians can learn how to market their value in enhancing research data instruction. At libraries where research data services are nascent or …

Flashlight: Using Bizup's Beam To Illuminate The Rhetoric Of Research, Kate Rubick

Library Instruction West 2014

Have you noticed that the way we typically describe information sources has more to do with what the sources are than on what writers might do with them? In Fall 2013, an instruction librarian at Lewis & Clark College partnered with a professor teaching Rhetorical Criticism to depart from the traditional, search-oriented library instruction session. Instead the librarian guided students as they critically appraised the works cited in a peer reviewed journal article using the rhetorical vocabulary of BEAM.

Join us as we explore BEAM as one tool for framing processes of academic research and writing. And be a part …

More Than Words: Survey Software For Active Learning, Flipped Instruction And Formative Assessment, Meredith Farkas

Library Instruction West 2014

Survey software is used in many libraries for creating needs assessments, in-class quizzes, and more. Tools like Google Forms, Survey Monkey, and Qualtrics are not only useful for collecting information from students, but can also be powerful tools for learning. Most survey software these days allow you to insert text, images, video and links, enabling you to provide instruction within the context of an online worksheet. In this session, you will hear from a librarian -- who has used survey software to create pre-assignments, flipped instruction, full tutorials, and, yes, surveys -- how to capitalize on the sophisticated features of …

Instructional Diversity: A Blended Model For Sustainable Il Programming, Joan Morrison, Jody Nelson

Library Instruction West 2014

Faced with the challenge to reduce face-to-face instruction hours, the MacEwan University Library instruction team initiated a redesign of our IL program for first-year undergraduates. Our goal: to create a sustainable IL instruction model that could be managed by our instruction team, reduce duplication of content and effort, incorporate both online and in-person instruction and promote self-directed learning opportunities through a new Learning Commons. We successfully piloted the new model in Fall 2013, with full implementation planned for Fall 2014. In this session we will share details of our blended instruction model, which incorporates: timely face-to-face classroom visits, online learning …

Borrow Globally, Recycle Locally: Repurposing Genius Ideas To Meet Your Goals At Your Institution, Mark Lenker, Tatiana Pashkova-Balkenhol

Library Instruction West 2014

As soon as we saw it, we fell in love with the North Carolina State University Libraries’ amazing “Mobile Scavenger Hunt.” It represents the perfect application of mobile technology (iPod Touch devices networked with the Evernote content sharing system) to engage students while they learn about NCSU’s wealth of library resources. But NCSU is a very large institution (34,000+ students) with a reputation for cutting-edge library initiatives. How could we make their program work at a smaller institution like ours (< 5,000 students)? By working really hard, refusing to take ourselves too seriously, and being willing to try things out before they were completely perfected, we were able to treat our first-year seminar students to “Library vs. Wild,” a fast-paced, active-learning game in which students work together to explore the far reaches of the information wilderness. We’ll share how we adapted NCSU’s game to work for our library, our learning outcomes, and our personality.

Data Literacy: Something For Everyone, Heather Whipple

Library Instruction West 2014

Have you ever wanted to infuse your teaching with one of your passions that is not commonly associated with information literacy? More specifically, have you ever been curious about including hip-hop themes, metaphors, or other hip-hop-related content in your IL instruction? In this panel discussion grounded in critical pedagogy, social justice discourse, and the politics of including hip-hop in the college classroom, attendees will hear the strategies and experiences of four instruction librarians with varied hip-hop familiarity, from novice to fan to emcee. Panelists will describe teaching research concepts through hip-hop metaphors, teaching library databases through interpreting/annotating rap lyrics, and …

Reuse And Recycle: Award Winning Info Lit Tutorial, Sarah Fay Philips

Library Instruction West 2014

Humboldt State University has modified the award-winning “Begin Research” online tutorial developed by the University of California, Irvine Library into a flash-free interface on Drupal. The open-source tutorial is now accessible on mobile devices and has additional options for embedded assessment. This presentation will demonstrate how the tutorial has been adapted and used at universities across the country, and how your Library can modify it to use on your campus for interactive and engaging online information literacy instruction. I will also discuss the challenges faced during the adaptation and how they were resolved through collaboration with partnerships across campus.

Code-Switching Learning Outcomes Using Digital Badges: Opening Our Learning Outcomes To Our Learners, Nicholas Schiller

Library Instruction West 2014

Many of us want our library instruction programs to be centered on our students. Many of the best practices for student centered instruction involve outcomes assessment methods. There is an unfortunate disconnect between the specialized language generated by outcomes assessment methods and the everyday language used by students. All too often the outcomes we want our students to reach are not written in language our students can read.

This session will examine how digital badges are an ideal tool for code-switching (or switching between more and less formal dialects) dense academic language into language targeted for beginning scholars. Using the …

How Librarians Are Winning The West: Development Of A Scalable Digital Learning Badges Program For Information And Research Proficiency, Bee Gallegos, Kevin Pardon

Library Instruction West 2014

Digital learning badges offer an innovative approach to foster student success within the higher education learning environment. At Arizona State University, the need to reach transfer students was the impetus for creation of a digital learning badges project that offers librarians a mechanism to sequence and assess instruction within the University’s New College curriculum, provides faculty with a menu of choices to match skills with course goals, and is sustainable across disciplines, instructional formats and campuses. A team of librarians representing multiple disciplines, in collaboration with faculty and online staff, developed this pilot program for students to learn and demonstrate …

Evaluation Of Sources: A New Sustainable Approach Using Argument Analysis And Critical Thinking, Sharon Radcliff, Elise (Yi Ling) Wong

Library Instruction West 2014

An area of information literacy instruction that has increasingly gained attention is evaluation of sources. Moving away from the checklist approach (timeliness, relevancy, bias, credibility, authority), this session describes a new approach incorporating critical thinking questions and training for students on analyzing arguments using the Toulmin method, which students apply to evaluating articles and to detecting “myside” (confirmation) bias in their own writing.

This approach was used at two institutions, a 2-unit information literacy course at CSU East Bay and several sections of an English Composition course Saint Mary’s College and incorporated a “flipped classroom” design with much of the …