Library and Information Science Commons^™

Specters In The Archive: Faculty Digital Image Collections And The Problems Of Invisibility, Joan E. Beaudoin

School of Information Sciences Faculty Research Publications

This paper argues that the devaluation of visual information in favor of textual information will result in a loss of visual information in a digital form that has personal, institutional and cultural ramifications. Framing this discussion is a study of the digital preservation practices among two faculty user groups, archaeologists and art historians. The study examined the faculty users’ knowledge, perception, emotions and processes surrounding the digital images they had created and, or collected to support their professional activities. What was discovered is a worrisome situation where an important part of the cultural record is at serious risk of being …

E-Learning At The Li Ka Shing Library: Another Step Forward, Yuyun W. Ishak, Rajendra Munoo, Chrissy Tan, Devika Sangaram, Janelle Chin

Research Collection Library

No abstract provided.

No Lectures, No Demos, No Tests! How To Succeed In The Classroom Without Even (Doing What You Thought Was) Teaching, Diane Zwemer

LOEX Conference Proceedings 2009

“Less is more” is the oft heard rallying cry in library instruction. But how does this apply to a credit bearing information literacy course? Less what? And how do you decide? Learn how to encourage deeper learning and make your class more meaningful by replacing lectures, demos and tests with activities, practice and feedback. Cognitive development studies show that traditional teaching techniques aren’t as affective with today’s undergraduates. This presentation reveals how backwards course development and authentic assessment can successfully re-focus and strengthen an overstuffed course.

Trail Mix: Buffet Style Offerings Using Delicious Bookmarking, E. Anne Kelly

LOEX Conference Proceedings 2009

This "recipe based and food themed" presentation will focus on the effective use of freely available web 2.0 technology on the web (delicious), and how it has transformed student access, engagement, and library use of the education materials available at Laurier’s library.

Because traditional cataloguing is limited in how in-depth subject headings can realistically be and practice has proven that subject description decided upon by non-practitioners can serve to obscure rather than clarify access to great materials. Finding curriculum related materials has proven very difficult for teacher education students given their needs (grade 2 math, about fractions), so a "delicious" …

A New Model For Evaluating The Online Tutorial: Does Your Tutorial Reflect Your Mission?, Paulette Kerr, Jana Valejs

LOEX Conference Proceedings 2009

The online tutorial has emerged as a ubiquitous representation of information literacy instruction and often is the visible face of these programs. Academic libraries currently boast an expanding array of tutorials which are presented as effective alternatives and supplements to face-to-face instruction. A growing body of literature exists about the design and evaluation of the online tutorial (Atwater-Singer & Metcalf, 2006; Dewald, 1999; Hrycaj, 2005; Tronstad, Phillips, Garcia, & Harlow, 2009). Typically, evaluations focus on the quality of the tutorial or its effect on student learning. Quality questions ask whether it is engaging, easy to navigate, and up-to-date. Effectiveness questions …

Letting The Inmates Run The Asylum: Student Engagement In The Progressive Classroom, Tracey Mayfield, Katy Farrell French

LOEX Conference Proceedings 2009

One of the biggest challenges in library instruction today is engaging students in the one-shot library instruction setting. Students are bored, incommunicative and motivating them to participate proves difficult. These challenges with students beg the question: how do we initiate and maintain student engagement in the one-shot library instruction?

Our approach is a simple one: let the students set the learning agenda.

This presentation will address how librarians can partner with students during the library instruction session to chart a unique and customized path towards learning. The presenters will demonstrate their method of letting students set the agenda that identifies …

The Map Is Useless Unless You Know Where You Are: Information Literacy Pre-Assessment As A Tool For Understanding And Collaboration, Jason Ertz

LOEX Conference Proceedings 2009

The objective of this presentation is to provide librarians with a potential outline for beginning an information literacy assessment strategy, starting with pre-assessment. Librarians unsure about where to start when it comes to assessment will find that developing a pre-test can be a great way to start such a strategy collaborating with classroom faculty. Pre-assessment also is nonjudgmental pertaining to faculty’s teaching abilities and students’ learning making it an easier sell for collaboration or even initiating collaboration where none existed. If we can’t know where students end up after a class, at least we can get a sense of where …

Using Student Feedback To Improve Course Specific Libguides Content, Karen W. Brown

LOEX Conference Proceedings 2009

Librarians feel that LibGuides provide the opportunity to create user centered and intuitive research guides for students. However, relatively little feedback has been gathered from LibGuides’ intended audience. A LibGuides evaluation was conducted for upper level History courses during Fall 2008. The evaluation is an initial attempt to determine whether students found their course LibGuide useful, how many times during the semester a student accessed the LibGuide for his/her course, and ways in which course specific LibGuides content can be improved. Results of the evaluation will be shared along with a discussion and examples of how the results have impacted …

Using A Pre- And Post-Survey Method To Assess The Effectiveness And Usability Of An Online Information Literacy Tutorial, Lesley M. Moyo

LOEX Conference Proceedings 2009

The presentation is a case study reporting on the assessment of Virginia Tech’s online Information Skills Modules (ISM): http://info-skills.lib.vt.edu/. The ISM is an information literacy tutorial developed for use either as a teaching tool or independently. The evaluators used a pre and post survey method to determine the ISM impact on research skills of agricultural economics students who used the tutorial as a textbook for a component of their course. The session will cover methods and instruments employed in collecting both quantitative and qualitative data, and how the data was analyzed. Discussion will include detailed findings and recommendations.

Re-Tooling The Factory: Scaffolding For Library Labs In Large First Year Courses, Joanna Szurmak

LOEX Conference Proceedings 2009

The objectives of this session are two-fold: (1) To share and analyze the effectiveness of tool-based vs. concept-based pedagogical approaches to scaffolding for library labs in a large first year class at the University of Toronto Mississauga (UTM); (2) To elicit a discussion of my results and next steps in the light of the literature on the subject and my audience’s experiences and insights.

The quantitative study from which I am presenting data is the effectiveness assessment of two scaffolding pedagogies for a library assignment in PSY100 at UTM. Two groups of students in summer PSY100 labs were given a …

Using Web 2.0 Tools Such As Google Apps In Library Instruction Sessions With Non-Traditional Students, Alyssa Martin, Jana Slay, Kent Snowden

LOEX Conference Proceedings 2009

Much has been written about traditional undergraduate students and their familiarity with Web 2.0 tools. But how “tech savvy” are non-traditional students? How can tools such as Google Apps be used in library instruction with these students?

Troy University Montgomery Campus serves an especially diverse student body; roughly two-thirds are adult, non-traditional students (average age of 28). Librarians on this campus surveyed students in library instruction classes to find out their knowledge and use of Web 2.0 technologies such as social networking, image and video sharing, collaborative authoring tools, communication tools, social games/spaces and blogs. Survey results show that many …

The Embedded Librarian: Integrating Library Resources Into Course Management Systems, Emily Daly

LOEX Conference Proceedings 2009

Duke University librarians have collaborated with Instructional Technology staff to integrate subject-specific library resources into Blackboard, the university’s course management system. What began as a manual process on a small scale has grown to an automated process in which every course offered at Duke is linked to a subject-specific LibGuide developed by a subject specialist or instruction librarian. Guides may include instructional tutorials on using Duke’s databases, tips for conducting subject-specific searches and librarians’ contact information. Success of the project has been assessed through student surveys, faculty interviews and focus groups; feedback from students, faculty and librarians alike has been …

Problem-Based Learning Meets Web 2.0: Using A Youtube Video To Teach Information Literacy In A Problem-Based Learning Format, Frances A. May, Annie Downey

LOEX Conference Proceedings 2009

We are often taught to analyze verbal and written communication, but the analysis of visual communication, (for example, in advertising, art, media, and film,) is often neglected or ignored. This presentation is intended to show attendees the ways in which pictures and videos affect them, and how to analyze and decode images in order to construct meaning from the visuals. They can then pass this information on to their students.

Patricia Senn Breivik argues that information literacy should incorporate multiple types of literacy, including computer, library, media, network, and visual literacy (2005). In an era of massive exposure to visual …

Wikipedia, Ipods, And Chickens: An Active Learning Exercise To Teach Evaluation Of Information, Latisha Reynolds, Anna Marie Johnson

LOEX Conference Proceedings 2009

Librarians at the University of Louisville developed an evaluation of information exercise that is completely interactive. Students learn evaluation skills by participating in a small-group exercise, after which, the groups teach their classmates what they have learned.

Each small-group is assigned a different publication to evaluate such as a book, a website, a scholarly article, magazine or newspaper. They also have questions to answer in order to evaluate each source. After they evaluate the sources, each group chooses a student to present the information in front of the class.

The librarian acts as a facilitator to guide the students and …

Git Along Li’L Dogies: A Collaborative Approach To Library Instruction For First-Year Writing Students, Jim Kinnie, Kerry Caparco

LOEX Conference Proceedings 2009

This presentation outlines the collaboration between URI Libraries and the URI Department of Writing and Rhetoric that has been designed to improve library skills for first-year writing students who all come to the library for an information literacy session. In ongoing discussions, URI librarians and Writing chairs updated the goals and outcomes of the library sessions and during the spring 2008 semester piloted a concept mapping pre-activity for students to enhance their research projects & prepare them for library research. The project design and assessment are detailed as well as the overall URI library instruction program for writing students.

Treading New Paths: How Creative Collaboration Transformed Teaching The Research Process To Usc Upstate’S First-Year Students, Andrew Kearns

LOEX Conference Proceedings 2009

What are the special needs of first-year students in learning the research process? How will students come to see information literacy as a process rather than a set of discrete skills? What research and information literacy skills need to be intentionally taught in the classroom and library instruction sessions? How do we as librarians make sure that our instruction session fits organically into the course of which it is ostensibly a part? At USC Upstate, we have addressed these questions through creation of our First-Year Information Literacy Program in three first-year courses, involving creative collaboration between the library, the University …

Instruction 2.0: Engaging Students And Faculty Through Course Wikis, Kristine Esch Kasbohm, Hazel A. Mcclure

LOEX Conference Proceedings 2009

Merriam-Webster online defines a "wiki" as "a Web site that allows visitors to make changes, contributions, or corrections". Librarians at Canisius College have used a variety of web-based collaborative resources such as wikis, Google applications, and Angel course management software to improve student engagement and faculty interest in information literacy instruction. These collaborative resources offer instructional support beyond the one-shot session in the library. They also provide an avenue for librarians to interact with students and faculty.

We have used wikis in several different ways. When students do not completely understand something discussed in the library session, or when they …

Shifting The Language Of Research Using Problem-Based Learning, Mark Dibble

LOEX Conference Proceedings 2009

When librarians teach students how to conduct research, we need to use language which reflects how faculty conducts research. Faculty do not research topics, instead they are researching problems and questions. Students are often confused about how to apply the research skills they already have to academic research. Generally, they are unsure about how to get started when faced with a large topic. Instead of focusing on a topic, they should be focusing on a particular problem. Using problem-based learning as a teaching method allows librarians to model and instruct students on how research is done.

Save A Horse, Ride A New Train Of Thought: Using Threshold Concepts To Teach Information Literacy, Lori Townsend, Korey Brunetti, Amy R. Hofer

LOEX Conference Proceedings 2009

The sun beat down on a high, lonesome hilltop in Hayward... where three librarians at Cal State East Bay were redesigning a credit-bearing first-year Information Literacy course in order to move the content online. They reckoned that creating this online hootenanny would require rustling up some fresh lessons and activities and distilling the class down to a few essential learning objectives, based on ACRL standards. One librarian thundered into town with talk of "threshold concepts," a pedagogical strategy developed by Jan Meyer and Ray Land. Could threshold concepts serve as a lasso for students to snare a deeper understanding of …

Doing It Right: Collaboration, Shared Workspaces, Syndication And Broadcasting At The Animated Tutorial Sharing Project, Carmen Kazakoff-Lane, Paul Betty

LOEX Conference Proceedings 2009

In Information Literacy, collaboration is a catch phrase for librarians working together with others within their institutions - but important collaboration must occur across institutions as well, if we are to meet increasing user demands for 24/7, point-of-need, instruction.

Learn how the ANimated Tutorial Sharing Project (ANTS) facilitates inter-institutional collaboration and enables libraries to build a critical mass of open source tutorials (aka Open Educational Resources) that can be uploaded, downloaded, customized, subscribed to, embedded, or syndicated via sites like Facebook, iTunes or Libguides. Also learn:

- How ANTS works to eliminate duplication of effort across institutions,

- How ANTS …

Training The Conductor: Providing Professional Development For Duke University Instruction Librarians, Courtney Mack

LOEX Conference Proceedings 2009

Duke University Instruction & Outreach department has created a programmatic module to provide instruction librarians continuous opportunities to strengthen and enhance their teaching and information literacy skills. Initially began as monthly meetings that were attended by few, has blossomed into a year-long of engaging programs that are attended by anyone within the library system interested in instruction. With pedagogy, teaching strategies, active learning, faculty collaboration and assessment serving as the overall themes of this module, these opportunities contributed to the quality of library instruction provided at Duke. This presentation session will detail the planning and collaborative efforts of the Instruction …

To The Instruction Cave, Librarian! Graphic Novels And Information Literacy, Steven Hoover

LOEX Conference Proceedings 2009

Graphic novels emerged as highly visible additions to many academic library collections over the last few years. Much has been written about the pedagogical value of graphic novels in K-12 settings, but their potential applications in relation to information literacy in higher education have not been seriously addressed. Graphic novels provide an ideal backdrop for teaching students a variety of skills, especially with regard to the ACRL’s Information Literacy Competency Standard Three and visual literacy. In addition, graphic novels are excellent source material for projects that require students to conduct research, evaluate source quality, engage in reflective writing, compare versions …

What Information Literacy Means To Me: Collaborating With Faculty To Understand Student Perceptions Of Information Literacy, Eric Resnis, Katie Gibson, Arianne Hartsell-Gundy, Masha Misco

LOEX Conference Proceedings 2009

This presentation will recount the experiences of Miami University’s (Oxford, OH) Faculty Learning Community for Improving Student Research Literacy, a group of professors and librarians who work together on incorporating information literacy into the curriculum.

Faculty members wondered early on how students in their classes conceive of their own information literacy skills. These conversations led to the creation of a survey for students to self-assess the information literacy skills that faculty perceived important, including:

- How and where students are searching for information.

- Student preparation to perform information research, and its applicability outside the library.

- Location(s) where students …

Technology, Teaching And Faculty : Collaborations That Work, Valla Mclean, Carolee Pollock

LOEX Conference Proceedings 2009

In an effort to address both the drawbacks of the one-shot library session and student apathy towards the library, a reference librarian and humanities professor developed a multi-tiered plan to enhance the information literacy learning experience of students. Through just-in-time instruction taught in the students’ classroom through a library resources module in Blackboard embedded in a humanities course this unique collaborative effort transcended space and academic departments. Hear about the benefits and challenges of teaching library skills through point-of-need instruction and innovative technologies such as Blackboard and Camtasia. Walk away with strategies for blended learning and creating collaborative environments.

From Candy To Clickers: Interactive Activities To Involve Students In Library Instruction, Randy Christensen, Richard Eissinger

LOEX Conference Proceedings 2009

This highly interactive session will demonstrate teaching strategies through the use of educational gaming, audience response systems, and interactive online tools to engage students and add interest and excitement to library instruction. Educational gaming activities will range from large group interactive games useful as ice-breakers to small group activities to encourage concept brainstorming. The presenters will discuss reasons for using gaming activities, techniques for creating games, and how to improve student engagement. Clickers, an audience response system, will be used to demonstrate how this technology can be used as an ice-breaker, to improve attentiveness, to confirm student understanding, and to …

The Teaching Philosophy Framework: Learning, Leading, And Growing, Lisa Janicke Hinchliffe, Beth S. Woodard

LOEX Conference Proceedings 2009

A teaching philosophy statement is a powerful framework for exploring one's beliefs about student learning, classroom leadership, assessment, teaching and learning styles, and programmatic development. Unfortunately, developing a teaching philosophy statement can be a daunting task. Librarians may find though that having a statement is necessary (e.g., promotion dossier) and/or desirable (e.g., personal reflection). The workshop will offer a structured and scaffolded approach to drafting a philosophy statement and identifying evidence from one's teaching practice as the framework for a teaching portfolio. Participants will have the beginning of a draft personal statement at the conclusion of the workshop.

Visual And Media Literacy, The Overlooked Competencies: How We Are Influenced By What We See, Frances A. May

LOEX Conference Proceedings 2009

We are often taught to analyze verbal and written communication, but the analysis of visual communication, (for example, in advertising, art, media, and film,) is often neglected or ignored. This presentation is intended to show attendees the ways in which pictures and videos affect them, and how to analyze and decode images in order to construct meaning from the visuals. They can then pass this information on to their students.

Patricia Senn Breivik argues that information literacy should incorporate multiple types of literacy, including computer, library, media, network, and visual literacy (2005). In an era of massive exposure to visual …

Bibliobouts, Karen Markey, Christopher Leeder, Amy R. Hofer

Library Faculty Publications and Presentations

The article reviews the online social game BiblioBouts from the University of Michigan.

Sharepoint Portal - Lehman Connect Master’S Thesis Repository Library – It Strategic Partnership, Madeline Cohen, David Stevens, Rasun Williams

Publications and Research

Lehman College’s Leonard Lief Library and Information Technology Division launched the Lehman Master’s Thesis Repository on its new Sharepoint portal in September 2011. The project team consisted of two librarians and three IT engineers. The presentation will outline the project’s development including rationale, the decision to host the repository on the Sharepoint portal, access issues, migration of data, custom programming, best practices and conclusions on the benefits of Library-IT collaboration.

Lanthorn, Vol. 46, No. 28, December 1, 2011, Grand Valley State University

Volume 46, July 14, 2011 - June 18, 2012

Lanthorn is Grand Valley State's student newspaper, published from 1968 to the present.