Education Commons^™

Information Literacy Scaffolds In The 9-12 Classroom, Kelly Crisp Paynter

Georgia International Conference on Information Literacy

Despite being dubbed the Digital Generation, information literacy skills do not come automatically to high school students. Teachers and library media specialists must work together to provide quality strategies and scaffolds that help students evaluate sources authentically. Whether modeling the digital search process, creating pathfinders to direct students toward authoritative sources, or initiating discussions with students about quality resources, the library media specialist can become a valuable instructional partner to the classroom teacher.

The presenter, who has served as a high school media specialist, will discuss specific lesson plans she has co-taught with classroom teachers (as time allows). Topics may …

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). …

Design With Diversity In Mind: Online Information Literacy Instruction For Nontraditional Students, Holly Mabry, Natalie E. Bishop

Georgia International Conference on Information Literacy

Web-based, online learning options through Blackboard, Moodle, Desire2Learn, and other learning management systems are increasingly popular for students and library patrons who are unable to attend traditional face-to-face courses on a college campus due to geographical, financial, or family obligations. Librarians are also retooling their information literacy courses to adapt to the rapidly evolving online learning environment. Just like in a physical classroom or library that provides assistive technology and interpreters, online information must be accessible for a variety of backgrounds and abilities. Inaccessible online courses that aren't developed with plain language, good color contrast, captions or alternative text formats, …

Partnerships For Outreach: Center For Student Learning And Library Study Skills And Information Literacy Program, Jolanda-Pieta Van Arnhem, Melissa Hortman

Georgia International Conference on Information Literacy

This poster session is a case study of the College of Charleston Libraries and Center for Student Learning partnership to design and deliver a series of complementary study skills and information literacy workshops during 2013-2014 academic year. Workshops in the “101” series were designed for the general undergraduate student population wanting more information on study skills. Workshops pairings in the “201” series were designed with information literacy topics geared toward upperclassman, graduate students, faculty, and staff interested in more advanced skills. Sessions were facilitated by campus instructors with unique insight, interesting experiences, or special knowledge and capability in workshop topics.The …

Building Community In The Library: Partnerships For Outreach, Jolanda-Pieta Van Arnhem, Melissa Hortman

Georgia International Conference on Information Literacy

During the 2013-2014 academic year the College of Charleston Library and Center for Student Learning partnered to design and deliver a series of complementary workshops in order to build community, increase workshop attendance, and provide outreach at the Library. This was the first time that the two organizations had teamed up to co-design, sponsor, and market a year long program of complementary information literacy and study skills offerings.

Workshops in the “101” series were designed for the general undergraduate student population wanting more information on study skills. Workshops pairings in the “201” series were designed with information literacy topics geared …

Beyond Library Resources: How To Implement Integrated Learning Across The Curriculum With Information Literacy Components Using Hybrid Delivery, Bernadette Maria Lopez-Fitzsimmons

Georgia International Conference on Information Literacy

As an academic librarian at Manhattan College, Riverdale, New York, I collaborate with teaching faculty and academic support centers on campus to provide holistic support to students. In the last year a cross collegial group including teaching faculty, library faculty and Instructional Designers has been created to explore ways in which to provide a “flexible structure” in curriculum across disciplines (e.g., Arts, Science, Engineering, Education, Information Literacy, etc.). Two instructional designers and a faculty member from the English Department lead the monthly in person workshops. After each workshop, scholarly and professional articles are posted in Moodle for all participants to …

Using Rubrics To Assess Authentic Learning Products From One-Shot, Course-Integrated Library Instruction, Jennifer Stout, Laura Gariepy

Georgia International Conference on Information Literacy

Librarians face numerous challenges when designing effective, sustainable assessment methods for student learning outcomes in one-shot, course-integrated library instruction sessions. In this presentation, we will share how librarians at Virginia Commonwealth University (VCU) use a rubric to assess students’ authentic learning products from one-shot instruction sessions for a research and writing course required for all undergraduate students. We will share how rubric-based assessment enhances student learning and explain how we use this type of assessment to demonstrate our information literacy program’s effectiveness.

University 200: Inquiry and the Craft of Argument is a sophomore-level writing and research course required for all …