Curriculum and Instruction Commons^™

Working Information: Developing A Qep For Campus-Wide Information Literacy Infusion, Susan N. Moore

Georgia International Conference on Information Literacy

When Spartanburg Community College was looking for a new QEP (Quality Enhancement Plan) for their reaccreditation, the SCC Library saw a great opportunity to widen our faculty collaborations across the curriculum. The Library wrote the proposal that eventually became the College’s new QEP and worked with a diverse team to develop a college-wide information literacy program entitled WIn: Working Information.

Now in its second year, this five-year program aims to make information literacy part of the institutional culture by having faculty work with librarians to infuse information literacy skills and assignments throughout their curriculum.

The overall goal of …

What Does It Mean To Be Embedded?, Elena Rodriguez

Georgia International Conference on Information Literacy

Having helped develop one type of Embedded Librarian Program at a Technical College, and then transitioning to a four-year college with an already established program, it has become more apparent that there is not one universal definition of an Embedded Librarian. The reason for these differences can be seen in the number of students and programs at an institution, the number of staff available, and other responsibilities that librarians have within their library organizations. What this shows is that careful consideration should be given when an academic library is considering starting their own Embedded Librarian Program to ensure their specific …

Who’S Evaluating The Evaluators? Cognitive Biases, Fake News, And Information Literacy, Jon C. Pope, Kim Becnel

Georgia International Conference on Information Literacy

In response to the increased attention to “fake news” and “alternative facts” as information challenges in the wake of the recent election cycle, librarians and educators have dramatically stepped up efforts to cultivate basic information literacy skills, especially prioritizing the careful evaluation of online sources of information. While these critical source evaluation skills are an essential component of functional information literacy, the recent emphasis on them is predicated on a model of communication that assumes that the readers of these online sources are capable—and desirous—of making informed, objective judgments about the credibility of an external information source. Rhetorical theories, however, …

Making Library Instruction More Interactive With Kahoot!, Vincent S. Larkin

Georgia International Conference on Information Literacy

This presentation will describe our efforts to increase student participation and enthusiasm during library instruction sessions in a small college setting using Kahoot, a free online polling application. Kahoot, which can be accessed on mobile devices or PCs, allows the instructor to poll students and check for understanding at multiple points during an information literacy (IL) session.

The polling application, which can be used individually or with teams, has generated noticeable excitement/participation during library instruction sessions, garnering positive responses from students and faculty alike, and allows us to check for understanding throughout IL sessions. The ease of customization/changing of questions …

Digital Storytelling: A New Approach To Boost Information Literacy In First-Year Writing Courses, Yvonne B. Wichman

Georgia International Conference on Information Literacy

While the principles of rhetoric have changed little over the ages, the methods of delivery have changed, and at the heart of this evolution is modern technology. Traditional-age college students, ages 18 to 25, are part of the iGeneration. Rarely, do we see students walking around our campuses without some sort of technology in their hands. Be it an iPod or iPhone, today’s students are plugged in.

Clearly, the dissemination of information is moving from textual to visual, which means that students must learn to view visual and aural information in the same way that they view the printed word, …

Research And Writing In The Disciplines: A Model For Faculty-Librarian Collaboration, Erika Scheurer, Talia Nadir

Georgia International Conference on Information Literacy

In our collaborative faculty-librarian presentation, we will offer a model for institutionalizing information literacy (IL) instruction through our university’s Writing in the Disciplines courses. In this model, developed through primary and secondary research, we facilitate and support faculty-librarian collaborations, guiding pairs to maximize the potential for IL instruction as a means of supporting student writing.

As the extensive literature on faculty-librarian collaboration suggests, the "one shot" approach to IL instruction is not ideal for several reasons. Chief among them is that without shared understandings of the role of librarians and of what IL is (and is not), IL can become …

Double Shots, Not Decaf! Going Beyond The One-Shot As An Embedded Librarian, Michelle Abbott, Susanna R. Smith

Georgia International Conference on Information Literacy

The typical one-shot method of library instruction challenges a librarian to teach students everything they need to know in one session, before the students doze off in the first few minutes. An alternative has a librarian in an online environment providing assistance though chat or discussion boards. These embedded librarians are also challenged because it requires the student to make the connection, and they often snooze through that opportunity too. This caffeinated presentation offers a different solution to the age-old librarian problem: “How do I get students to interact with me and learn a little in the process?”

For the …

Meeting The Needs Of Freshmen And Transfer Students: Using Library Guides And Instruction As Platform, Janet S. Ward, Justin Davis

Georgia International Conference on Information Literacy

The presentation focuses on methods used for developing a one-stop-shop that provides resources and vital information for students in their first year on campus. During the presentation, presenters will deliver methods used in designing a LibGuide that contains various assignments and research activities so that students gain an understanding of library research, critical thinking, evaluation skills, financial literacy, registration, ethics, and more. The presenter developed Student Success @ Limestone College LibGuide specifically for freshman students. The guide has been so popular it has been designated as a required tool in freshman day and online courses.

Informed Learning And The Acrl Framework: What Faculty Teach And How Students Learn., Lorna M. Dawes

Georgia International Conference on Information Literacy

Faculty are increasingly implementing pedagogies that create cultures of inquiry in their classes and teach information use as a part of their discipline subject content. Informed Learning is a pedagogy that focuses on “learning subject content through engaging with academic or professional information practices” (Bruce et al, 2010) and is the most effective way of teaching information literacy. Evidence gathered via interviews with 24 teaching faculty reveal how information literacy is a part of the teaching and learning that occurs serendipitously and intentionally in first-year courses. The faculty describe five qualitatively different ways that students experience information use throughout their …

Recomposition And Information Literacy, Bailey Mcalister

Georgia International Conference on Information Literacy

To be successful in the ever-transforming world of writing, students must be familiar with new media and multimodal composition. New media, for most students, is something they are used to - they are frequently introduced to new social media features that enhance their online social experiences. But multimodal composition is more difficult to absorb. It’s not that students don’t compose multimodally everyday; it’s that many students don’t see the connections between informal multimodal composition on social media, academic composition in the classroom, and practical composition in the professional world. Having students compose a multimodal piece for an academic assignment allows …

Four Glos Walk Into A Classroom: The Challenge Of Supporting Critical Skill Growth, Megan O'Neill, Grace Kaletski

Georgia International Conference on Information Literacy

In this presentation, we outline the challenges faced when we adopted a LEAP-inspired general education curriculum with several critical skills as outcomes but created no support structure to deliver and foster them. Our General Learning Outcomes (GLOs) include writing, information literacy, speaking, and critical thinking; however, we had faculty leadership, expertise, and tutoring support only for writing. While writing assessment showed strong results and ultimately created curriculum change, the outsourced assessments of info lit, critical thinking, and speaking gave us widely divergent and unsatisfactory results. As one consequence, assessment efforts stalled in those areas. Looking at the successful development model …

Mi Casa Es Su Casa: Supporting Student-Created, Collaborative Learning Environments With Libguides Cms, Jeffrey M. Mortimore, Ruth L. Baker

Georgia International Conference on Information Literacy

As faculty seek innovative ways to develop student-created, blended learning environments, librarians have an opportunity to provide technical tools, training, and support that enhances faculty-librarian collaboration and promotes library instructional services.

LibGuides CMS provides a flexible platform for supporting student-created work, including student profiles, blogs, and simple html/scripting projects. This session discusses how librarians at Georgia Southern University opened up their LibGuides CMS platform to faculty in two programs to provide an online home for a variety of class and program-based projects. In each case, faculty and students were invited onto the platform as collaborative content creators and editors, while …

Fake News Is Not The Problem: Addressing Issues With Information Consumption In A Digital Environment, Brandy R. Horne

Georgia International Conference on Information Literacy

Since the last presidential election, fake news has become a topic of much discussion, and Librarians, seeing an opportunity to share their information literacy expertise, have been eagerly creating and sharing articles about and guides for spotting fake news. So many have been created that lists of these resources are now beginning to circulate, such as this one from the ALA Public Programs Office: http://www.programminglibrarian.org/articles/fake-news-library-round

While these are all good resources with good information, they are being deployed as a solution to fake news, but fake news is not the real problem. It is often said that the best thing …

What The Craap?: Comparing Approaches To Teaching Web Evaluation In Fye Programs, Victoria Elmwood

Georgia International Conference on Information Literacy

Before the 2017-18 academic year, instruction librarians at Loyola University New Orleans’ Monroe Library had been using the highly popular CRAAP test to give students a framework for evaluating open Web resources. The traits of currency, relevance, authority, accuracy, and purpose are meant to help undergraduates determine a source’s appropriateness for use in their academic work. The possible limitations of this model became evident to us at the conclusion of our assessment of incoming freshmen’s ability to apply the CRAAP test to a topic of their own choosing.

Responding to this demonstrated entry-level information literacy need, instruction librarians began teaching …

Libguides ~ Ways To Engage Students In First Year Seminars, Carol Wittig

Georgia International Conference on Information Literacy

The University of Richmond offers students an array of First Year Seminars to choose from during the fall and spring of their freshman year. All seminars provide opportunities for critical reading and thinking and establish a foundation for effective written and oral communications skills, information literacy, and library research skills. As a common student experience and taught in lieu of a freshman composition sequence, First Year Seminars offer ways for librarians to collaborate with faculty through Library Research Sessions. The overall goals of the FYS Library Research Sessions are to introduce students to fundamental library resources and services, while developing …

Information Literacy: Literacy Across Stem Areas, Lavoris Martin

Georgia International Conference on Information Literacy

Information Literacy: Literacy Across STEM Areas

The question of “Literacy across STEM Areas” is an area that is very important to Librarians. As the providers of information, it is imperative that libraries are an integral part in the conversation of STEM. Research have shown that today's scholars are overwhelmed with an abundant of information and data—throughout the research process. One of the ways that libraries and Librarians address this issue is through Information Literacy. Association for College and Research Libraries’ Information Literacy Standards for Science and Engineering/Technology (2012) states that information literacy has been an essential component in the core …

Program Evaluation: Diffusion From Policy Literature To Improve Assessment In Information Literacy Instruction., Seth Porter

Georgia International Conference on Information Literacy

Assessment and program evaluation is a key aspect of the 21st-century academy and library, however, this critical service is often an afterthought or the responsibility of a librarian with little to no knowledge of data analysis or program evaluation. This brief lecture will cover the best practices in program evaluation through the framework of policy analysis. Diffusing best practices from outside disciplines will help build a more robust assessment program in information literacy instruction.

Embracing The Educational Value Of Imitation, Amy Burger

Georgia International Conference on Information Literacy

The threat of plagiarism accusations discourages students from using imitation in their work, and instructors from promoting it. As a result, a valuable pedagogical technique goes unused. This presentation will discuss the evidence in support of imitation as an educational tool and examine why it is widely discouraged. Imitation can serve as a valuable practice, both in course work, and for students’ overall academic success, especially for students as they undergo academic transitions, such as the beginning of their college careers, and the transition from core classes to upper-level major courses. Additionally, the reconsideration of imitation can add value to …

Flipping The One-Shot Library Workshop: Collaborations Between Librarians And Writing Program Faculty, Carrie Wastal, Crystal Goldman

Georgia International Conference on Information Literacy

At UC San Diego, instruction librarians and the Muir College Writing Program (MCWP) director collaborated to redesign the one-shot library workshops provided to the college’s first-year students enrolled in a research class. Following their discussion about student knowledge gaps about conducting research, the library instruction coordinator suggested flipping the workshop so that, prior to coming to the library, students would complete an interactive online tutorial.

The new flipped library workshops now consist of two sequential parts—an online interactive tutorial and an in-person workshop. Librarians created an online tutorial on database searching, made up of multimedia and active learning experiences for …

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 …

Conference Program [2018], Georgia International Conference On Information Literacy

Georgia International Conference on Information Literacy

N/A

Georgia International Conference On Information Literacy Conference Program 2017, Georgia Southern University

Georgia International Conference on Information Literacy

Official Conference Program. Conference was cancelled due to the impact of Hurricane Irma on the area.

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 …

Galileo: Staying Afloat In The Digital Age, Pamela Y. Mccreless

Georgia International Conference on Information Literacy

According to the Pew Research Center, 94% of teachers surveyed indicated that their students are “very likely” to use Google or other search engines ahead of all other sources when doing research for assignments. Educators agree that students are drowning in information. Teachers and librarians alike have the mission to teach information literacy skills to enable students to stay afloat in the sea of information. These same students were reported to lack online search skills. Students should understand that not all search engines are alike nor can all search engine results be trusted 100% of the time. GALILEO - Georgia …

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. …

Informed Learning, Information Literacy, And Scholarly Communication: Library Pedagogy As A Bridge To The Disciplines, Kim L. Ranger

Georgia International Conference on Information Literacy

This paper explores collaboration between librarians and faculty in higher education to construct connections between informed learning theory, information literacy practice, and disciplinary scholarly products to foster reflective and deep engagement with information.

Increasing digital innovations in communication and pedagogy, the need for various literacy capabilities, and the potential wisdom gained from considering diverse methodological perspectives have driven the need for interdisciplinary collaboration (Witt, 2012). There have also been several calls for a relational approach to teaching and learning, changing the roles of librarians (Farrell and Badke, 2015; Gunton et al, 2014; Jaguszewski and Williams, 2013), and scholarship which examines …

Future Trends In Information Literacy Instruction: Lessons Learned From 13 Libraries, Kirsten N. Dean

Georgia International Conference on Information Literacy

In response to fresh mandates for proof of our library’s impact on student success, we are reformulating the instruction program at the Clemson University Libraries. Rather than racing forward with shots in the dark, we conscientiously chose to set aside time for research and planning. This presentation reports on the process and results of this first stage. I will start by reporting findings and identifying trends from my interviews with instruction librarians at thirteen academic libraries—a mix of peer institutions from our regional consortium and “model” institutions whose achievements in information literacy education have been recognized by the ACRL. I …

Contextualizing Information Literacy: Why “Why” Makes All The Difference, Wendy Doucette

Georgia International Conference on Information Literacy

Graduate students require the same base knowledge of information literacy as undergraduates, but are less likely to receive in-class instruction. Rather than considering them as external, theoretical signposts or goals, this presentation will discuss the value of situating the ACRL Information Literacy Standards and Framework into the real-life graduate student experience. Explaining what it means to have membership in the academic community leads directly to a deeper understanding of scholarly dialogue, authority and peer review. This grounding leads to an understanding of ownership, copyright, and plagiarism. This high-level overview of the scholarly research process allows students to comprehend their own …

Partnerships That Work: Teaching Research Skills Through Successful Faculty-Librarian Collaborations., Lizah Ismail, Janet S. Ward, Susan N. Moore

Georgia International Conference on Information Literacy

Librarians from the A.J. Eastwood Library at Limestone College have successfully partnered with faculty in their efforts to teach students research skills. Through a variety of formats (including online class webinars, instructor-specific LibGuides, the Embedded Librarian in Blackboard and progressive research instruction sessions) as well as outreach initiatives (such as “Tea & Tidbits,” which is a monthly faculty training session, and Faculty Recognition Day), librarian-faculty collaboration is now at its highest peak. The presenters will share with attendees the evolution of these successful partnerships and also identify initiatives that worked well and those that did not, resulting in a “best …

Do You Know What They Don’T Know? : How Students Conduct Research, Peggy L. Nuhn, Min Tong

Georgia International Conference on Information Literacy

When developing student research assignments, many faculty may make the assumption that the current generation of computer-savvy students will intuitively determine how to effectively use library resources, and incorporate that information into a thoughtful and properly cited research paper -- after all, students frequently express a high level of confidence in their research abilities. But is this realistic? Do students understand the difference between a keyword and a subject search and how that understanding can help them? Do students really understand that research is a process rather than a scavenger hunt?

Any faculty member who has received student research papers …