Social and Behavioral Sciences Commons^™

Teaching Lateral Reading With An Online Tutorial: Preliminary Study Findings., Andrea Baer, Daniel G. Kipnis

Libraries Scholarship

Challenges to Digital Literacy Education Stanford Cyber Center Policy

The internet is now the most common source of political news for almost half of Americans, and social media is now the primary source of news for those under 30. Yet today’s youth have little capacity to evaluate the credibility of digital sources, with colleges across the country often relying on severely outdated guidelines supporting digital literacy education. Join Stanford’s Sam Wineburg, Washington State University’s Mike Caulfield, and Rowan University’s Andrea Baer and Dan Kipnis, in conversation with the Cyber Center’s Kelly Born, about the many challenges and opportunities facing media …

Covid-19, The Global Pandemic, Canceled The Annual Rowan University Student Scholars Symposium (Russs): Rowan Digital Works Fills The Void, Daniel G. Kipnis

Libraries Scholarship

COVID-19 canceled Rowan University Student Scholar Symposium in March 2020. This presentation will highlight how Rowan Digital Works archived students posters from Biological Sciences.

Open Public Health Data Discovery: Start With Re3data.Org, Charles J. Greenberg, Sangeeta Narang

Libraries Scholarship

Background: Open public health data consists of organized online data repositories assembled during or after public health investigations. There are enormous quantities of organized public health repository data emerging in a variety of academic, government, or non-commercial discipline or subject repositories. A new registry of research data repositories, re3data.org, has the potential to improve the identification, access, and reuse of public health data, as well as promote best practices of data preservation and management. The intention of this investigation is to provide an introduction to effective use re3data.org for access to shared open public health data.

Description: The authors examined …

Teaching Online Source Evaluation: Going Beyond Craap Using Lateral Reading, Andrea Baer, Daniel G. Kipnis

Libraries Scholarship

Lateral reading is the process of initially evaluating a web source by quickly moving off of the web source to see what others say about it. Research on “lateral reading” from the Stanford History Education Group (SHEG) and from Mike Caulfield has informed how many librarians think about teaching source evaluation. In this talk, we will share our experiences in developing a pilot online interactive module about lateral reading strategies.

Presentation for 2020 New Jersey Library Association College and University Section (CUS) Summer Workshop.

Uncharted Waters: Navigating with a compass for Adaptability

Reframing Reference Services: Perceptions And Futures Of The Reference Desk, Findings From A Mixed-Methods Survey Of United States Academic Libraries, Samantha Kennedy, Ashley Lierman, Daniel G. Kipnis

Libraries Scholarship

The presenters will share their results from a national, mixed-methods survey of over 239 academic libraries from the United States. The survey focused on reference desk models and librarian perceptions of the value of a physical reference desk. Attendees will have the opportunity to be part of the discussion and collaborate in a Google Doc brainstorming ideas for the future including changing reference desk models, meeting the needs of our users, and reenvisioning what reference means.

For information collected during the presentation, please visit: https://docs.google.com/document/d/1iyptdl1rsKk-1JMpUtbDngp540KmbBy1etb2HtvHaMk/edit?usp=sharing

Sifting And Four-Moving Online: Opportunities And Challenges With Teaching Lateral Reading Through An Online Module (Conference Presentation), Andrea Baer, Daniel G. Kipnis

Libraries Scholarship

As the ways in which information gets produced and distributed online have substantially changed, librarians’ approaches to teaching source evaluation are also evolving. Many librarians are pointing out the limitations of formulaic approaches to source evaluation (e.g., checklists like CRAAP and RADCAB), given how source evaluation has become increasingly challenging in online environments. Research on “lateral reading” from the Stanford History Education Group (SHEG) and from Mike Caulfield has informed much of this work. In a 2016 study SHEG found that professional fact-checkers who practice “lateral reading” - spending little time on a website and more time reading what other …

Graduate Occupational Therapy Students: Communication And Research Preferences From Three University Libraries, Lisa A. Adriani, Daniel G. Kipnis, Ronda I. Kolbin, Daniel Verbit

Libraries Scholarship

Library liaisons from three universities distributed an anonymous survey to graduate occupational therapy students to gauge preferred methods of communication when conducting research. This article discusses three findings: whom the students prefer to turn to when seeking research assistance, which methods of communication students prefer, and how long students spend searching before asking for assistance. From 193 responses, the liaisons reasoned that students prefer consulting with their peers before seeking help from librarians or faculty or instructors and they prefer assistance face-to-face. Additionally, the majority are willing to research from 30 minutes to 1 hour before seeking research help.

Reference Reborn: Challenges Facing Academic Libraries In New Jersey And The Nation, Update 2020, Samantha Kennedy, Daniel G. Kipnis, Ashley Lierman

Libraries Scholarship

Libraries need to challenge their perceptions to meet the needs of all users. From our national mixed-methods survey on the status of United States academic libraries’ reference services (260 respondents) we received 40 responses from libraries in New Jersey. This presentation seeks to compare the current reference models and perceptions of librarians in New Jersey with those around the country, based on our survey results. We will highlight strengths and weaknesses of New Jersey librarian attitudes towards reference as well as the steps we can take to do better. Attendees will be invited to join the conversation using interactive technology.

Exploring Librarians’ Teaching Roles Through Metaphor, Andrea Baer

Libraries Scholarship

As librarians’ instructional roles continue to evolve, metaphor can be a powerful tool through which to reflect on and at times to reframe librarians’ evolving educational roles and pedagogical approaches, as they consider beliefs and assumptions about teaching and learning and about their unfolding work and identities. This article explores this potential by examining professional documents on librarians’ teaching, discussing empirical research on metaphor as a tool for teacher development, examining metaphors that librarians have sometimes used to describe their pedagogical work, and sharing the author’s experiences facilitating a librarian workshop on metaphor and librarians’ teaching roles.