Library and Information Science Commons^™

Named But Not Known: Teaching And Assessing The Research-Writing Process, Ruth Boeder

Wayne State University Dissertations

In lived experience, the two processes of secondary research and writing overlap and intertwine interminably, creating an overarching complex system as research becomes expressed in writing and writing generates new research. This classroom study explores the two processes as one—the research-writing process—through coding of student journal responses and assessment of student research papers. Analysis reveals students to be thoughtful but not yet as nuanced in their descriptions of their research process as much be desired. They more frequently discuss writing with weaknesses in their research process than with research strengths. Further findings indicate that although it is difficult to assess …

Use Of The Research Readiness Self-Assessment (Rrsa) To Evaluate Medical Students’ Competencies In Finding And Evaluating Online Health Information (Poster Presented At Mhsla Annual Conference), Katherine G. Akers, Laventra E. Danquah, Ella Hu, Sandra Martin, Wendy Wu, Patricia Vinson

Library Scholarly Publications

To maintain awareness of current medical evidence and clinical practice guidelines in order to provide the best possible patient care, physicians must be able to locate, critically evaluate, synthesize, and make clinical decisions based on health information from multiple digital sources. Concerningly, however, medical students and junior doctors have been found to exhibit poor information literacy skills, including an inability to conduct efficient literature searches, find randomized controlled trials and systematic reviews, or evaluate study quality. Here, we describe our medical library’s experience in administering the Health version of the Research Readiness Self-Assessment (RRSA) tool to two cohorts of first-year …

Crossroads For Success: University Mission, Community Partnerships And Information Literacy, Judith Arnold, Veronica Bielat, Katrina B. Rouan

Library Scholarly Publications

Urban-based higher educational institutions often embrace an outreach mission that not only “gives back” to the community supporting the university but also fosters a relationship that may lead to recruiting local talent. This presentation examines what happens when that community engagement mission intersects with the library, and traditional and non-traditional partnerships are formed, offering information literacy a role in the goal of helping high school and middle school students prepare to succeed in college.

Re-Thinking Information Literacy Instruction With The Acrl Framework, Judith Arnold, Veronica E. Bielat

Library Scholarly Publications

As academic librarians transition from a teaching and learning paradigm for Information Literacy (IL) that is reliant on the ACRL Competency Standards to the new ACRL Framework, how can librarians support and learn from each other as a community during this transition? This program will share the examples of reframing successful, standards-based IL instruction for two discipline-focused research assignments to a framework-based approach. Attendees will participate in a hands-on activity that helps them strategize how to re-think existing instruction to integrate the threshold concepts into instruction, and discuss options for assessing student learning as part of a new instruction paradigm.

Engaging Faculty In Information Literacy, Judith M. Arnold, Veronica E. Bielat

Library Scholarly Publications

How can librarians engage faculty in information literacy? This session demonstrates how a faculty workshop can be used as a strategy to motivate change in how faculty design research assignments. We will discuss using current research to draw faculty into the information literacy conversation, perform assignment analysis to illuminate the “burdens” placed on the student, and illustrate how assignment re-design can mitigate the subsequent student struggles that may lead to patchwork papers or plagiarism.

Information Literacy Skills As A Critical Thinking Framework In The Undergraduate Engineering Curriculum, James E. Van Loon, Heather L. Lai

Library Scholarly Publications

Information Literacy (IL) instruction embedded into the engineering design curriculum can provide a framework for the development of critical thinking skills which are essential for students to master to solve open-ended engineering problems. At Wayne State University, a lecturer in biomedical engineering (BME) and a science librarian are collaborating in an ongoing effort to integrate IL instruction into the BME undergraduate design curriculum. The paper will provide a vision and rationale for integrating IL instruction into the engineering design curriculum, and discuss aspects of the Wayne State effort to effect this integration. A review of the place of critical thinking …

Redesigned With Them In Mind: Evaluating An Online Library Information Literacy Tutorial, Rebeca Befus, Katrina Byrne

Library Scholarly Publications

This study investigates Wayne State University Library System’s redesigned information literacy tutorial: re:Seach. Seventy-two students participating in the 2010 Wayne State Federal TRIO Student Support Service Summer Residential Program participated in the questionnaire. The questionnaire measured student learning via a multiple choice knowledge based test. Confidence and satisfaction were also measured using a five point Likert scale. Students received an overall average score of 71% on the knowledge portion and student responses varied on the confidence and satisfaction portions of the questionnaire. Results clearly indicated the necessity for future revisions. The discussion will address the specific revisions being undertaken and …

Motivating Faculty To Integrate The Library: We Can Work Together!, Judith Arnold, Veronica E. Bielat

Library Scholarly Publications

Faculty may be unaware of how many library resources are available to support their course assignments. Additionally their assignments may not be designed in a way that makes the best use of library resources. “Shopping list” assignments may cause students to spend too much time searching and not enough time engaging with the material and developing higher order thinking skills.

Two Wayne State Librarians share their experiences in developing a workshop for faculty to help them integrate the library in a meaningful way, to support student learning and development of information literacy skills. Using persistent linking to embed articles, book …

The Abc's Of Building Information Partnerships: Factors For Success In Building Active And Engaged Partnerships, Deborah H. Charbonneau, Carrie F. Croatt-Moore

Library Scholarly Publications

Building strong information partnerships is an essential first step to effective information literacy programs and services. The overall goal of this paper is to highlight several factors that are especially useful for establishing productive relationships with a range of potential partners including students, faculty, and other campus or community partners. Five key factors for success will be discussed to help guide the development of active and engaged partnerships.

Faculty-Librarian Collaboration To Teach Research Skills: Electronic Symbiosis, Navaz P. Bhavnagri, Veronica Bielat

Teacher Education Faculty Publications

This article discusses faculty-librarian collaboration to integrate technology in a course that focuses on teaching empirical research methodologies and library research skills to elementary and early childhood education graduate students. Vygotsky’s theory, standards in teacher education, and information literacy standards form the conceptual framework that supports this collaboration. The purpose and procedures of this collaboration, as well as student, faculty, and librarian outcomes, are discussed. This present collaboration on bibliographic instruction and the use of Blackboard courseware is framed within the context of past history of collaboration and future plans to expand this collaboration.