Library and Information Science Commons^™

Apps And Technology Share - A Student Disability Services And Library Collaboration, Rebecca Arzola

Publications and Research

The Library and Office of Student Disability Services at Lehman College provide a collaborative presentation on engaging students in sharing apps and technology they use in higher education to support their educational needs for a successful academic career. Presented at the 6th Annual CUNY Accessibility Conference, Student Success in the Digital Age, May 1st, 2015, John Jay College of Criminal Justice, New York City.

The Flipped Classroom As A Tool For Engaging Discipline Faculty In Collaboration—A Case Study In Library-Business Collaboration, Madeline Cohen

Publications and Research

This case study focuses on an innovative approach to the flipped classroom as a tool for productive library-discipline faculty collaboration on information literacy instruction. The argument is presented that the flipped classroom can be a pathway into the disciplines that can be used in overcoming the disadvantages of the one-shot, and other barriers to collaboration. The case-study will outline the reasons for a successful collaboration on integrating information literacy into this undergraduate business course, and for its extension to five additional business courses. Practical examples of learning outcomes, in-class activities, and assessment are provided.

Situating Information Literacy In The Disciplines: A Practical And Systematic Approach For Academic Librarians, Robert Farrell, William Badke

Publications and Research

Purpose – The purpose of this article is to consider the current barriers to situating in the disciplines and to offer a possible strategy for so doing.

Design/methodology/approach – The paper reviews current challenges facing librarians who seek to situate information literacy in the disciplines and offers and practical model for those wishing to do so. Phenomenographic evidence from disciplinary faculty focus groups is presented in the context of the model put forward.

Findings – Disciplinary faculty do not have generic conceptions of information literacy but rather understand information-related behaviors as part of embodied disciplinary practice.

Practical implications – Librarians …