Social and Behavioral Sciences Commons^™

First, Greatest, Or Last: Does The Sequence Of A Library One-Shot Instruction Session Affect Students' Retention Of Concepts?, Arthur J. Boston

Arthur J. Boston

Integrating Theory Into Library Instruction To Help Students Understand Themselves, Anne Larrivee

Anne Larrivee

No abstract provided.

Embedded Librarianship: Questions And Answers From Librarians In The Trenches, Cassandra Kvenild, Beth E. Tumbleson, John J. Burke, Kaijsa Calkins

Cassandra Kvenild

This paper aims to share the current state of embedded librarianship in learning management systems as reported by academic librarians. The paper highlights the best practices, as well as continuing questions, in the field of embedded librarianship.

Beyond Simple, Easy, And Fast, Catherine Cardwell, Vera J. Lux, Robert J. Snyder

Vera J Lux

The authors present their experiences implementing Summon, a web-based search engine similar to Google produced by the software company Serial Solutions, at Bowling Green State (BGSU) University Libraries (UL). The authors discuss using the teaching method of reflection, described by Char Booth in the book "Reflective Teaching, Effective Learning: Instructional Literacy for Library Educators," to train librarians, students, and faculty to use the software. The authors describe personal and group instruction, training undergraduates to use Summon for research, and alternative search tools such as the EBSCO Publishing database.

How Do You Count That?: Statistical Reporting Of Online Library Instruction Activities, Tim Bottorff, Andrew Todd

Andrew Todd

Until recent years, library instruction (LI) was usually conducted in face-to-face (F2F) settings. Statistical reporting of LI activities tends, therefore, to focus on measures relevant to F2F settings -- for example, the number of "sessions" (classes) and the number of "participants" (students). However, newer forms of LI conducted in the online realm (from librarians embedded in classes through courseware, to online library tutorials, to for-credit online library research courses, and beyond) may be difficult to count in traditional ways, with significant implications: the way librarians quantify their activities can affect everything from advocacy efforts to funding decisions to individual or …

How Do You Count That?: Statistical Reporting Of Online Library Instruction Activities, Tim Bottorff, Andrew Todd

Andrew Todd

Until recent years, library instruction (LI) was usually conducted in face-to-face (F2F) settings. Statistical reporting of LI activities tends, therefore, to focus on measures relevant to F2F settings -- for example, the number of "sessions" (classes) and the number of "participants" (students). However, newer forms of LI conducted in the online realm (from librarians embedded in classes through courseware, to online library tutorials, to for-credit online library research courses, and beyond) may be difficult to count in traditional ways, with significant implications: the way librarians quantify their activities can affect everything from advocacy efforts to funding decisions to individual or …

Working Information Literacy : The Instruction Librarian Specialty In Job Advertisements, 1973-2013., Claudene Sproles, Robert Detmering

Robert Detmering

As information literacy has developed into one of the library profession‟s most important guiding principles, library instruction programs have increased in complexity and academic librarian job duties have expanded. This paper broadly tracks the evolution of information literacy instruction through an examination of select literature, as well as teaching-related requirements listed in select professional job advertisements published in ten-year increments from 1973-2013. These advertisements reflect the growing diversity of teaching-oriented positions appearing over time and the increasingly specialized nature of the required qualifications for those positions. The advertisements also demonstrate how information literacy continues to provide a conceptual rationale by …

Exploring The Political Dimensions Of Information Literacy Through Popular Film., Robert Detmering

Robert Detmering

Certain popular films contextualize the access, use, and interpretation of information within a political and social framework. As a result, these films function as alternative pedagogical sites for analysis and critique, facilitating critical thinking about information beyond the library and the classroom, and leading students to a deeper understanding of the fundamental need for information literacy. A conceptual basis for the consideration of film in politically engaged information literacy instruction is provided, supported by a discussion of three relevant films: Jason Reitman’s Thank You for Smoking (2006), Joel and Ethan Coen’s Burn after Reading (2008), and Oliver Stone’s W. (2008).

Reflective Assessment: Opportunities And Challenges, Anne Jumonville Graf, Benjamin R. Harris

Anne Jumonville Graf

Purpose: Librarians engage in assessment for several purposes, such as to improve teaching and learning, or to report institutional value. In turn, these assessments shape our perspectives and priorities. How can we participate critically in the assessment of information literacy instruction and library programming while broadening our view and making room for questions about what we do? This paper explores self-reflection as a method for building on existing assessment practices with a critical consciousness.

Design/Methodology/Approach: In tracing the trajectory of assessment and reflective practice in library literature, the authors conducted a selective literature review and analyzed the potential …

Notes From Unusual Outreach And Instruction: Examples, Tips, And Strategies, Amanda Izenstark, Rachel Hamelers

Amanda Izenstark

Patience, Persistence, And Process: Embedding A Campus-Wide Information Literacy Program Across The Curriculum, Glenn Johnson-Grau, Susan [Gardner] Archambault, Elisa Acosta, Lindsey Mclean

Susan Gardner Archambault

Patience, Persistence, And Process: Embedding A Campus-Wide Information Literacy Program Across The Curriculum, Glenn Johnson-Grau, Susan [Gardner] Archambault, Elisa Acosta, Lindsey Mclean

Elisa Slater Acosta