Education Commons^™

The Relationship Between Metaliteracy Pretest, Posttest, And Metacognitive Strategies For Library Research Skills Scale: Creating A Metaliteracy Course For Online Ed.D. Students, Melissa D. Atkinson

Library Research and Publications

The purpose of this quantitative, quasi-experimental, exploratory study was to create a metaliteracy course for online Ed.D. students and determine if there was a relationship between the Metacognitive Strategies for Library Research Skills Scale, Metaliteracy Pretest, and Metaliteracy Posttest. Library literature is lacking on assessment of information literacy skills as determined by a new term, metaliteracy, and the goals and objectives associated with this new term. A course was created in the researcher’s institution’s learning management system, Canvas, using metaliteracy goals and objectives. The researcher developed a pretest and posttest using the goals and objectives of metaliteracy to assess students’ …

The Information-Fluent English Language Learner: Cultural And Pedagogical Considerations, Megan Hodge

VCU Libraries Faculty and Staff Publications

No abstract provided.

Librarians In Community Colleges: Strategies For Promoting Information Literacy, Sharon Telise Silverman

Graduate Research Theses & Dissertations

This qualitative case study analyzed Inner-City Community College librarians’ pedagogical approach as they facilitate information literacy and the embedded librarian–faculty collaboration. Librarians traditionally provided library instruction in a brick-and-mortar classroom, but classrooms have changed over the past few decades to include the latest technology. This change makes librarians leaders in implementing the latest technology in classrooms. Embedding entails taking the librarian from a traditional classroom environment and supplementing class appointments with the librarian in the library with visits to the classroom by the librarian, which may entail more than one class session, with the librarian even co-teaching the class in …

Bridging The Gap: Engaging Business Sophomores To Ensure Information Literacy Competency, Heather A. Crozier, Harry J. Wilson

Heterick Faculty Scholarship

This project showcases a two-week series of assignments that are designed to illustrate the value of information literacy skills to undergraduate sophomore business students. We demonstrate how the project integrates with our business curricula and show how leveraging the expertise of librarians ultimately improves the quality of education for our students.

How To Create A Stunning Video Orientation By Hand, Rachel S. Evans

Articles, Chapters and Online Publications

This article describes the multi-faceted approach UGA Law Library took with their fall 2018 first year student orientation. It describes the process of the creating a virtual tour experience, pairing it with a hybrid face-to-face event, and assessing the impact of all aspects of the orientation. The creation of the video itself involved a multi-media approach using a combination of visual arts and technology to animate a product that has a longer expiration than traditional video or in-person library orientations offer.

Analogy As Pedagogy: Using What Students Already Know In Library Instruction, Maggie Helen Murphy

Georgia International Conference on Information Literacy

Science teachers often employ analogies to help students understand new ideas and complicated processes. Orgill and Bodner (2004) write that “effective analogies can clarify thinking... and give students ways to visualize abstract concepts” (p. 15). Students are much more attentive in science class when instructors speak “a language that is more familiar and accessible” by using analogies and other similar rhetorical strategies (Lemke, 1990, p. 136).

Brandt (1996) wrote about developing a library instruction activity for “teaching the internet” to college students through analogy in the early days of the web: “It does not focus on the technical details of …

Free, Quick & Easy: Utilizing Google Apps To Assess & Communicate Learning, Josette M. Kubicki, Thomas Weeks, Jennifer Putnam-Davis

Georgia International Conference on Information Literacy

The Reese Library team utilizes a range of Google’s free applications (apps) to create, evaluate, and share assessment results of library instruction to faculty and students. The apps have also been utilized for team project work. Reception from faculty has consistently been positive, due to the ease of collaboration in developing assessment and sharing results so they can see at a glance the learning that has taken place in sessions.

Attendees will gain a comprehensive overview of the workflow undertaken of the creation, delivery, analysis, and dissemination of assessment and results, with time for hands-on practice. Finally, strategies will be …

Research As Inquiry, Social Justice, And The Particularist Challenges Of Religious Traditions In An Age Of Terror And Hate, Desirae Zingarelli-Sweet

LMU Librarian Publications & Presentations

No abstract provided.

Research As Inquiry, Social Justice, And The Particularist Challenges Of Religious Traditions In An Age Of Terror And Hate

Desirae Zingarelli-Sweet

Let’S Go Deeper! Creating Threshold Learning Opportunities With The Il Framework, Amanda Starkel, Sally Neal

Scholarship and Professional Work

No abstract provided.

Keeping The Wind In The Sails Of A Workshop Program - Learning And Motivating, Tim Miller, Sarah Fay Philips, Victoria Bruner

Tim Miller

Asking Questions In The Classroom: An Exploration Of Tools And Techniques Used In The Library Instruction Classroom, Sara Maurice Whitver, Leo S. Lo

Libraries Faculty & Staff Publications

This study explores the tools and techniques used within the library instruction classroom to facilitate a conversation about teaching practices. Researchers focused on the questioning methods employed by librarians, specifically the number of questions asked by librarians and students. This study was comprised of classroom observations of a team of librarians working towards standardized learning outcomes; members of the team had the freedom to independently develop lesson plans and choose teaching approaches for each class. Observations measured the frequency of questions asked of and answered by librarians and students in library instruction sessions via oral discussion, worksheets, and polling. Researchers …

A Fireworks Display Of Library Instruction, Terri M. Rickel

Kansas Library Association College and University Libraries Section Proceedings

Instructing students on how to use the library and the databases in one setting, especially when there is only 50 minutes, can be extremely overwhelming for the students and instructor. This session covered tips that can be used in the interview process with the professor, creating a flipped classroom or blended instruction opportunities to enhance the learning process ( including pre or post-session), as well as demonstrating guides for assisting students in database searching techniques. Finally, the session ended with ways to get buy-in from professors about tutorials and guides used outside the lessons.

A Fireworks Display Of Library Instruction, Terri M. Rickel

Nebraska Library Association: Conferences

Instructing students on how to use the library and the databases in one setting, especially when there is only 50 minutes, can be extremely overwhelming for the students and instructor. This session covered tips that can be used in the interview process with the professor, creating a flipped classroom or blended instruction opportunities to enhance the learning process ( including pre or post-session), as well as demonstrating guides for assisting students in database searching techniques. Finally, the session ended with ways to get buy-in from professors about tutorials and guides used outside the lessons.

Scalable Equals Asynchronous And Asynchronous Equals Boring. Or Does It?, Liz Thompson, Howard Carrier

Libraries

This paper reports on recent work to introduce a model of scalable, asynchronous library instruction into the First Year Writing program at James Madison University, inspired by the premise: Scalable equals asynchronous. And asynchronous equals boring. Or does it? The authors describe how a small team from Libraries & Educational Technologies at James Madison University planned and built an asynchronous, modular tutorial series, primarily designed to motivate students to engage with the library instruction contained within it. Information literacy instruction was provided using a tool called “Guide on the Side” and employed short scenario videos and additional content, followed by …

We’Ve Got You Covered! Using An Umbrella Approach For Research And Beam To Build Student Research Papers: How Library Instruction And English Composition Classes Lay The Foundation For Information Literacy And Research Skills, Samantha Mcneilly, Amy Locklear

Georgia International Conference on Information Literacy

The Library and English instructors have typically utilized traditional ‘one-shot’ sessions to introduce students in Composition classes to the library databases and other resources available to them. Typically, there is little discussion as to how to formulate research strategies other than using keywords and Boolean operators in the search boxes of the various databases. Librarians expect the English instructors to prepare their students ahead of time on how to formulate keywords that will be used during their research. While most writing instructors are familiar with how to conduct research, they may not spend much time on teaching how to conduct …

Developing Blended Learning In Library Instruction To Cultivate Research And Critical Thinking Skills In The Undergraduate Student Population, Bernadette López-Fitzsimmons

Georgia International Conference on Information Literacy

The ever-evolving digital resources in multiple types and formats have introduced numerous opportunities for enhanced teaching-and-learning environments focused on student–driven activities. Many of these strategies have already been implemented at educational institutions throughout the world.

This presentation will demonstrate how blended learning pedagogies in a library’s one-shot and for-credit courses cultivate research and critical thinking skills. The presenter will discuss how to customize library instruction for diverse student populations who have a complex history of multiple learning styles and varying literacy levels.

The presenter will describe several strategies that activate prior knowledge so that building new knowledge is seamlessly organic. …

Information Literacy And The Interface, Carrie Moran

Georgia International Conference on Information Literacy

Librarians are often working to find a balance between instruction that teaches the conceptual information about research skills and the practical information on how to use the myriad library interfaces presented to students during the research process. The first interface a user encounters is often the library’s website, but users also navigate catalogs, databases, federated searches, research guides, third party vendor websites, and more as they track down information.

This session will discuss the application of user experience design and usability testing to library controlled interfaces. The presenter will share the outcomes of a user centered design process for a …

Taking The First Step To Develop Scalable, Asynchronous Library Instruction, Liz Thompson, Bethany Mickel, Howard Carrier

Libraries

Scalable equals asynchronous. And asynchronous equals boring. Or does it? The First Year Writing program at JMU offers more than 60 sections of the foundational first‐year writing course each semester to more than one thousand students and is supported by one librarian. In an effort to reach more than the usual 20 one‐shot sessions each semester, a small team from the library planned and built an asynchronous, modular tutorial series. Now, information literacy instruction is provided using a tool called Guide on the Side (GotS) and uses short scenario videos and additional content followed by activities and assessment to improve …

New Frameworks, New Friends: New Literacies Alliance (Nla), Open Access Information Literacy Instruction & Collaboration, Heather Healy, Julie Hartwell

Nebraska Library Association: Conferences

The New Literacies Alliance (NLA) consortia collaboration creates online, open access lessons that are based on ACRL’s Framework for Information Literacy for Higher Education. The lessons are designed to teach students the literacies needed for academic success and lifelong learning. Discover how librarians and instructors can freely embed these lessons into their courses and become members of the collaboration to actively participate across institutional borders in the creation of new lessons. Listen to two librarians share how they implemented NLA lessons in an online course and in a flipped classroom environment. The session examines planning for initial lesson use, differing …

Fireworks Display Of One-Shot Library Instruction, Terri Rickel

Nebraska Library Association: Conferences

Instructing students on how to use the library and the databases in one setting, especially when there is only fifty minutes, can be overwhelming for the students and instructor. This session covers tips that can be used in the interview process with the professor, creating a flipped classroom, or blended instruction opportunities to enhance the learning process (including pre- or post-session), as well as demonstrating guides for assisting students in database searching techniques. The session ends with ways to get buy-in from professors about tutorials and guides used outside the lessons.

Librarians’ Use Of Instructional Design Methods In Creating Information Literacy Instruction, Michael W. Wilson

Theses and Dissertations

The purpose of this sequential explanatory mixed methods study was to determine whether instruction librarians in the United States and Canada were using instructional design (ID) methods, and to identify potential explanations for their adoption or rejection of those methods. The theory of planned behavior (Ajzen, 1985) served as the theoretical framework for the study. Research questions examined the relationship between respondents’ reported use of ID methods and the following factors: (a) behavioral, normative, and control beliefs, (b) demographic factors, and (c) professional identity as teachers. A survey adapted from Ajjan and Hartshorne (2008) and from Julien and Genuis (2011) …

Moving Students To The Center Through Collaborative Documents In The Classroom, Maura A. Smale, Stephen Francoeur

Publications and Research

Collaborative document creation allows groups of people to create and edit text in a shared space, and educators across all subject areas have embraced these tools in their classes. Library instructors are no exception—the authors have used collaborative documents with students in multiple instructional settings. We believe that collaborative documents can embody critical pedagogy in the library classroom. Creating and editing collaborative documents can acknowledge students’ prior experiences with research and the library and de-center the library instructor as the sole research expert in the room.

Information Literacy & First Year Students: Programmatic Instructional Approaches & Assessment, Sally Neal, Sarah Lowe, Catherine Pellegrino, Bill Orme, Sean Stone

Scholarship and Professional Work

No abstract provided.

Play A Game, Make A Game: Getting Creative With Professional Development For Library Instruction, Maura A. Smale

Publications and Research

Using games in the library classroom is an active learning strategy that can increase student engagement. However, not all librarians are equally familiar and comfortable with bringing game-based learning to the library. Game On for Information Literacy is a brainstorming card game to help librarians create games for information literacy and library instruction. Inspired by other successful brainstorming card games, this game was developed, playtested, and iterated over several years in workshops, graduate-level MLIS courses, and professional development programs. Game materials are all available to download, use, remix, and share.

Breathing Life Into Information Literacy Skills: Results Of A Faculty-Librarian Collaboration, Divonna M. Stebick, Janelle L. Wertzberger, Margaret E. Flora, Joseph W. Miller

Janelle Wertzberger

When an education professor and a reference librarian sought to improve the quality of undergraduate student research, their partnership led to a new focus on assessing the research process in addition to the product. In this study, we reflect on our collaborative experience introducing information literacy as the foundation for undergraduate teacher education research. We examine the outcomes of this collaboration, focusing on the assessment of the process. Using a mixed methods approach, we found that direct instruction supporting effective research strategies positively impacted student projects. Our data also suggest that undergraduate students benefit from not only sound research strategies, …

The Shortest Distance Between Two Points: Distance Learning Library Instruction, Lugene Rosen

Library Presentations, Posters, and Audiovisual Materials

This presentation offers advice on providing effective library instruction for distance learners, and discusses the benefits of using a federated search tool such as EBSCO Discovery Service.

Breathing Life Into Information Literacy Skills: Results Of A Faculty-Librarian Collaboration, Divonna M. Stebick, Janelle L. Wertzberger, Margaret E. Flora, Joseph W. Miller

Education Faculty Publications

When an education professor and a reference librarian sought to improve the quality of undergraduate student research, their partnership led to a new focus on assessing the research process in addition to the product. In this study, we reflect on our collaborative experience introducing information literacy as the foundation for undergraduate teacher education research. We examine the outcomes of this collaboration, focusing on the assessment of the process. Using a mixed methods approach, we found that direct instruction supporting effective research strategies positively impacted student projects. Our data also suggest that undergraduate students benefit from not only sound research strategies, …

Pedagogy For Librarians, Megan Hodge

VCU Libraries Faculty and Staff Publications

Most librarians are required to take classes on reference, collection development, and information organization in library school; courses on pedagogy, on the other hand, are usually optional, if they’re offered at all. This leads most librarians who end up with instruction duties to learn on the job. Activities and assessments can be learned on the fly fairly easily, but these often have little to no bearing on how much students actually absorb and recall weeks later because alone, they are usually insufficient to ensure deep learning. This chapter seeks to add the basics of pedagogy, a subject comprehensively covered in …

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). …