Social and Behavioral Sciences Commons^™

Mario Hacks The Shush Castle, Paul V. Stenis, Jaimie Beth Colvin, Mary Ann Naumann, Marc Vinyard

Jaimie Beth Colvin

No abstract provided.

Mario Hacks The Shush Castle, Paul V. Stenis, Jaimie Beth Colvin, Mary Ann Naumann, Marc Vinyard

Marc Vinyard

No abstract provided.

Going The Distance: Best Practices In Designing And Sharing Reusable Learning Objects, Philip Russell

Philip Russell

This paper presents an overview of the suite of online interactive tutorials that have been developed at the Institute of Technology Tallaght (ITT Dublin); with a particular emphasis on best practices for pedagogy and instructional design in terms of creating eLearning tools. The author also details how these learning objects have been made available for reuse on a national and international basis as open educational resources via online repositories

Mario Hacks The Shush Castle, Paul V. Stenis, Jaimie Beth Colvin, Mary Ann Naumann, Marc Vinyard

Marc Vinyard

No abstract provided.

“If You Build It, They Will Use: Creating And Sharing Open Educational Resources To Advance Information Literacy”, Philip Russell

Conference Papers

Since 2010, the library at the Institute of Technology Tallaght (ITT Dublin) in South County Dublin, Republic of Ireland, has been developing a suite of interactive online information literacy tutorials covering research, referencing, plagiarism and core academic skills. These open educational resources (OERs) provide users with a vibrant, challenging learning environment and facilitate flexible, 24/7, independent learning. The learning objects are accessible via multiple delivery platforms and are available for reuse under Creative Commons licence via national and international teaching and learning repositories.

This paper outlines the development of these OERs and how the creation of these learning tools has …

Taking Active Learning To The Next Level: Increasing Student Engagement By Blending Face-To-Face Instruction And Digital Learning Objects, Lindsey Mclean, Elisa Acosta

LMU Librarian Publications & Presentations

The instruction librarians at a four-year, private university developed a multi-year information literacy instruction program to meet recently implemented information literacy learning outcomes in the university’s new core curriculum. The sequential information literacy instruction program includes two required library interventions in the first year - a tutorial to introduce students to basic information literacy concepts and a face-to-face library instruction session to build on the concepts learned in the tutorial. This structured program has presented many opportunities for the librarians to experiment with and assess creative and innovative approaches to instruction. In this presentation we will discuss one such approach …

Taking Active Learning To The Next Level: Increasing Student Engagement By Blending Face-To-Face Instruction And Digital Learning Objects, Lindsey Mclean, Elisa Slater Acosta

Elisa Slater Acosta

Reaching Our Students Using Instagram, #Hashtags, And National Library Week, Mallory R. Jallas, Stephanie Bowen

All Musselman Library Staff Works

Academic librarians are striving to outreach and promote libraries to students where they are. We oftentimes find ourselves asking… how do we find the students and how do we interact? At Gettysburg College we tackled these questions and devised engagement opportunities using social media and anchoring activities around popular spaces in the library. Our session will explain the planning, execution, and assessment of our projects and how it can be adapted to other libraries.

Collaborative Chemical Information Literacy: Is It "Scholarly?", Barbara C. Harvey

Barbara C. Harvey

This symposium illustrates a collaborative classroom activity that incorporates information literacy into an introductory chemistry course. The primary learning outcomes of the activity are to understand the peer-review process, knowing how to locate original research articles based on “clues” in a general news article, and how to differentiate between popular and scholarly periodicals. Students work in small groups in a highly-collaborative classroom setting. Each group is given a recent chemistry-related news item, and must determine how and where to find the original research article the news item is based on. Emphasis is placed on identifying original, peer-reviewed research publications. Each …

Faculty Power: A Renewable Energy Source For Teaching Information Literacy, Elisa Acosta, Susan Archambault

LMU Librarian Publications & Presentations

How can instruction librarians best utilize diminishing resources to support expanding information literacy initiatives on their campus? To be successfully implemented on campus, information literacy depends on collaboration between faculty and librarians. Participants will learn about using “train the trainer” methodology to advance and sustain information literacy programs at their home institution. In “train the trainer” workshops, faculty are educated about information literacy through classroom activities, guided discussions, and library resources. This session will present methods for collaborating with faculty in order to empower them to integrate information literacy and library resources into the curricula. Participants will learn about a …

Faculty Power: A Renewable Energy Source For Teaching Information Literacy, Elisa Slater Acosta, Susan Gardner Archambault

Susan Gardner Archambault

Did We Succeed? Assessing A New Instruction Initiative For A Revamped Physics Lab, Carrie C. Leatherman

Carrie C Leatherman

Assessment has become an important component of any discussion on planning or implementing new library services as well as evaluating existing ones. Yet it is often difficult to know how to proceed with assessment, what tools to use, and how to implement the results of assessment. This session presented a practical example of assessing a new a Science and Technology library service with emphasis placed on how assessment was incorporated into planning process, what tools were used, and what the practical outcomes of that assessment were.

Information Literacy Instruction And Assessment : A Collaborate Design, Carlos Arguelles

Publications and Research

No abstract provided.

Problems With Authority, Meagan Lacy

Open Educational Resources

These presentation materials were used to create an online tutorial for undergraduate students about how to evaluate the authority of an information source. It includes a PowerPoint presentation and lecture notes on an event-driven publication cycle and uses the death of pop star Michael Jackson as its primary example. This resource was designed with the Association of College & Research Libraries' Framework for Information Literacy (2015) in mind and addresses two of the threshold concepts that the Framework identifies: 1) "Authority is Constructed and Contextual," and 2) "Information Creation as a Process." These materials can be easily adapted for …

Librarian Out Of Bounds, Rosa Orlandini

The Workshop for Instruction in Library Use

No abstract provided.

Beef Up Your Backchat: Using Audience Response Systems To Assess Student Learning, Elizabeth Yates

The Workshop for Instruction in Library Use

No abstract provided.

Fine-Tuning The User Experience: Integration Of Blackboard And Libguides, Gerald R. Natal

Gerald R Natal

At many institutions, students are required to use the Blackboard online course management system. Often, links are provided to library resources through Blackboard. An extension of this service was developed a few years ago that enabled the delivery of course-related content at the point-of-need by utilizing LibGuides. The desired outcome was that students would have an improved research experience, produce better student work, steer students away from simple, uniformed Google searching to quality databases, and improve usage of library resources. This presentation gives background information on the process and details the steps necessary to implement the integration of these two …

A Tableau Vivant Of Il Classrooms: The Multimodal/Multisensory Experience For The Teaching And Learning Of Threshold Concept.”, Kathleen Langan

Kathleen Langan

The Association of College and Research Libraries’ (ACRL) release of the Draft Framework for Information Literacy (IL) for Higher Education well positions those who teach IL to reflect on identifying and defining learning. What is learning? Is it a stagnant, finite event or is it a process? Are there always artifacts that are tangible testaments to the act of learning? If not, then how do we measure it? Does teacher bias hinder learning and our understanding of students and what they know? I present my journey and how I found answers to these questions in the philosophy of rhetoric espoused …

Using The Necdmc Case Studies To Teach Scientific Research Data Management, Donna Kafel

Donna Kafel

A train-the-trainer presentation about selecting and using the case studies of the New England Collaborative Data Management Curriculum (NECDMC) to teach research data management to diverse audiences.

Painting On An Electronic Easel: Using A Smart Board In Library Instruction, Lindy Scripps-Hoekstra

Lindy Scripps-Hoekstra

No abstract provided.

Information Literacy In The New Core Curriculum, Elisa Acosta

LMU Librarian Publications & Presentations

Faculty and librarians at Loyola Marymount University (LMU) are partnering to embed important information literacy skills into the new core curriculum. Beginning fall 2013, every freshman at LMU will spend some mandatory time in their Freshman Seminar course developing basic information literacy skills. The same skills will be reinforced and enhanced in their Rhetorical Arts course the following semester. This will provide the foundation for students to later develop more advanced information literacy skills during a required course that has been “flagged” for information literacy at the upper level. This tiered and systematic approach will allow for a more consistent …

Publishing Student Journals: Integrating Into The Undergraduate Curriculum, Teresa A. Fishel

Teresa A. Fishel

An undergraduate course in American Studies at Macalester College has been developed and taught in collaboration with a faculty member to produce and publish an open-access student peer-reviewed journal. A discussion of the development of the course, “Engaging the Public: Writing and Publishing in American Studies”, the course content, the integration of scholarly communication and information fluency concepts into the course, as well as student learning outcomes, and integration into existing library workflows are presented. In addition to introducing students to the process of producing a scholarly journal, students are involved in all processes including marketing, soliciting submissions, conducting blind …

Innovative Practices For Systematic Reviews Of Literature, David P. Atkins

David P Atkins

This presentation outlines research and data management strategies in performing a systematic review of peer-reviewed journal articles across all academic disciplines. Tools discussed include Scopus and EndNote.

Creating And Sharing Information Literacy Open Educational Resources, Philip Russell

Conference Papers

From June 2010 until the present, a suite of online reusable learning objects (RLOs) has been created at the Institute of Technology Tallaght (ITT Dublin) library covering a range of information literacy (IL) competencies. These RLOs have helped to facilitate student transition from second to third level, advance IL and enrich the student learning experience. The paper outlines the development of these resources, how these learning objects have been integrated into academic modules at ITT Dublin and how they have been shared and reused as open educational resources at national and international level. The author also discusses future plans for …

Using Rubrics For Information Literacy Skill Assessment: A Case Study For Business Education, Bobbi Makani, Ann Agee, Marilyn Easter, Yuhfen Diana H. Wu

Diana H. Wu

Information literacy—the ability to find, evaluate and use information effectively—is an essential skill set. The authors examine how assignments such as case analyses and research reports help business students master these abilities and provide examples of how analytic rubrics with measurable outcomes are particularly suited to assessing these skills. Also demonstrated is how librarians enhance and support student learning of information literacy by teaching in-depth research skills. Working together, professors and librarians can give students a solid foundation in the information-handling skills they need to be effective and productive in the workplace today.

Starting From Scratch: Meaningful Integration Of Information Literacy Through Collaborative Course And Assignment Design, Chris Sweet, Meghan Burke

Christopher A. Sweet

Instruction librarians are all too familiar with well-intentioned research papers and assignments that reduce information literacy to a simplistic checklist (must include 4 peer-reviewed sources) or set of skills (use interlibrary loan, cite materials properly). Librarians and classroom faculty should recognize that information literacy cannot just be magically imparted to students through a single assignment or library instruction session. Becoming information literate requires repeated practice in a variety of contexts. How often have you wished for the opportunity to just sit down with a faculty member and start from scratch when designing an assignment –or even better- an entire course? …

Starting From Scratch: Meaningful Integration Of Information Literacy Through Collaborative Course And Assignment Design, Chris Sweet, Meghan Burke

Meghan A. Burke

Instruction librarians are all too familiar with well-intentioned research papers and assignments that reduce information literacy to a simplistic checklist (must include 4 peer-reviewed sources) or set of skills (use interlibrary loan, cite materials properly). Librarians and classroom faculty should recognize that information literacy cannot just be magically imparted to students through a single assignment or library instruction session. Becoming information literate requires repeated practice in a variety of contexts. How often have you wished for the opportunity to just sit down with a faculty member and start from scratch when designing an assignment –or even better- an entire course? …