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Articles 1 - 19 of 19
Full-Text Articles in Social and Behavioral Sciences
Research Mentor Program At Unh Manchester: Peer Learning Partnerships, Carolyn B. Gamtso, Annie Donahue, Kimberly Donovan
Research Mentor Program At Unh Manchester: Peer Learning Partnerships, Carolyn B. Gamtso, Annie Donahue, Kimberly Donovan
Faculty Publications
At the University of New Hampshire at Manchester (UNH Manchester), the librarians, the Center for Academic Enrichment (CAE) professional staff, and the First-Year Writing Program faculty established a rich collaboration for supporting undergraduate students throughout the research process. This effort was realized by adapting a highly effective peer-tutoring program, integrating basic information literacy instruction skills into the tutor training curriculum, and incorporating the peer tutors within library instruction classes and activities. This chapter focuses on the current iteration of the Research Mentor Program, describes recent changes to the mentors’ information literacy training, and examines valuable lessons learned throughout the program’s …
University Of New Hampshire: Renaissance In Action, Kathrine C. Aydelott
University Of New Hampshire: Renaissance In Action, Kathrine C. Aydelott
Faculty Publications
This chapter, from Association of College and Research Library's (ACRL) Hidden Architectures of Information Literacy Programs, details the multi-year shift of service delivery and structure of the University of New Hampshire's Research & Learning Services department. The chapter further outlines plans to re-imagine the embedded liaison program and details the nascent rebirth of a unified library instruction program.
Improving Student Assessments Of Elections: The Use Of Information Literacy And A Course-Embedded Librarian, Todd J. Wiebe, Paula Booke
Improving Student Assessments Of Elections: The Use Of Information Literacy And A Course-Embedded Librarian, Todd J. Wiebe, Paula Booke
Faculty Publications
The study of U.S. elections as a part of introductory political science courses has become an increasingly difficult endeavour as students encounter the ever-changing landscape of electoral politics. Instructors seeking to equip students with the skills needed to navigate this complex terrain may look for partnerships with library faculty and staff as a means of bridging the research gap faced by students in these courses. This article examines the efficacy of a course-embedded librarian and information literacy training as a means of increasing student research confidence and competence. The findings of our quasi-experiment suggest that students participating in a course …
Search Strategy Development In A Flipped Library Classroom: A Student-Focused Assessment, Michael C. Goates, Gregory M. Nelson, Megan Frost
Search Strategy Development In A Flipped Library Classroom: A Student-Focused Assessment, Michael C. Goates, Gregory M. Nelson, Megan Frost
Faculty Publications
Librarians at Brigham Young University compared search statement development between traditional lecture and flipped instruction sessions. Students in lecture sessions scored significantly higher on developing search statements than those in flipped sessions. However, student evaluations show a strong preference for pedagogies that incorporate elements from both lecture and flipped methodologies. Reasons for lower flipped-session scores may include a lack of student accountability, strong preference for a live demonstration, and disconnections between online tutorial content and in-class collaborative activities. Librarians using a flipped classroom should consider ways to help students make meaningful connections between online tutorials and in-class activities.
Client-Based Experiential Learning And The Librarian: Information Literacy For The Real World, Andy Spackman
Client-Based Experiential Learning And The Librarian: Information Literacy For The Real World, Andy Spackman
Faculty Publications
Business schools have increasingly turned to client-based experiential learning to better prepare their graduates with skills and abilities that translate to the workplace. The shift from academic learning to experiential learning requires a corresponding shift in the way librarians approach information literacy. This article explores this trend through the literature and through personal interviews and proposes ways in which library instruction, collection development, and liaison relationships can be tailored to meet the needs of experiential learners.
Traditional Vs. Flipped Library Instruction For The Life Sciences, Michael C. Goates, Megan Frost, Gregory M. Nelson
Traditional Vs. Flipped Library Instruction For The Life Sciences, Michael C. Goates, Megan Frost, Gregory M. Nelson
Faculty Publications
We compared search statement development between traditional lecture and flipped instruction sessions using two separate flipped models. Students in lecture sessions scored significantly higher on developing search statements than those in the flipped model 1 sessions. However, student scores were not significantly different between the lecture and the flipped model 2 sessions. Reasons for lower flipped-session scores may include a lack of student accountability, strong preference for a live demonstration, and disconnections between online tutorial content and in-class collaborative activities. Students in all sessions expressed a strong preference for pedagogies that incorporate elements from both lecture and flipped methodologies. Librarians …
Eyes Toward The Future: Framing For-Credit Information Literacy Instruction, Emily P. Frank, Amanda B. Macdonald
Eyes Toward The Future: Framing For-Credit Information Literacy Instruction, Emily P. Frank, Amanda B. Macdonald
Faculty Publications
LSU Libraries recently redesigned its one-credit hour information literacy course taught by librarians for undergraduate students. This redesign coincided with a shift from face-to-face to online course delivery at a local level alongside the implementation of the University’s Quality Enhancement Plan (QEP) on undergraduate research that would lead to increased course enrollment at the university level. At the national level, there was a transition to ACRL’s Framework for Information Literacy for Higher Education (Framework). The Libraries’ Instruction Committee engaged in a holistic reconceptualization of the course, beginning with debating and designing new student learning outcomes (SLOs) and attributes before considering …
The Information Literacy Imperative In Higher Education, Todd J. Wiebe
The Information Literacy Imperative In Higher Education, Todd J. Wiebe
Faculty Publications
This article contends that information literacy should be considered a standard component in a 21st century liberal education. It explores the role of libraries and librarians within this context while contrasting the "Google it" mentality with deep researching and critical thinking about information and the information-seeking process, both in libraries and in the free online environment.
Using Student Performance To Evaluate An Online Tutorial: Is Flipping Really Worth It?, Michael C. Goates, Gregory M. Nelson
Using Student Performance To Evaluate An Online Tutorial: Is Flipping Really Worth It?, Michael C. Goates, Gregory M. Nelson
Faculty Publications
How effective are online tutorials at providing library instruction? Are students really getting as much out of these tutorials as we think they are? What advantages, if any, do students and librarians gain from incorporating online tutorials into information literacy sessions? This presentation will describe a study comparing two library instruction models for an undergraduate advanced writing course at Brigham Young University. The first model follows a traditional instruction session while the second model uses a flipped classroom approach to deliver instruction in the form of an online tutorial. Results from student assignments, evaluations, and focus groups will be discussed …
The Flipped Classroom For Library Instruction: A Student Focused Assessment, Michael C. Goates
The Flipped Classroom For Library Instruction: A Student Focused Assessment, Michael C. Goates
Faculty Publications
Librarians at Brigham Young University conducted an assessment to evaluate student performance in developing effective search strategies between flipped classroom and traditional library instruction models. In the flipped classroom model, students completed an interactive online tutorial prior to attending a face-to-face instruction session in the library. During the face-to-face session, students collaborated on projects designed to reinforce concepts explained in the online tutorial. In this presentation, participants will learn about the history of the flipped classroom teaching model for library instruction. Next, the presenter will explain the process of developing a flipped library instruction session for undergraduate students in the …
Pausing At The Threshold, Patrick K. Morgan
Pausing At The Threshold, Patrick K. Morgan
Faculty Publications
Threshold concepts are increasingly inescapable at library conferences and in general information literacy discourse, and this visibility will likely only increase as they figure so prominently in the Association of College and Research Libraries inchoate Framework for Information Literacy for Higher Education. Nevertheless, very little has been done to critically consider the wider intellectual ramifications of certain assumptions fundamental to their manifestation in library/information literacy instruction. This paper is an initial attempt to promote such discussions.
The Postmodern Shift In Library Instruction, Terry Dwain Robertson
The Postmodern Shift In Library Instruction, Terry Dwain Robertson
Faculty Publications
Fifty years ago, prior to the digital revolution, library instruction consisted of a knowledgeable librarian guiding students through the various classes of documents, with examples of recognized authorities. Each bibliographic tool was handcrafted by competent individuals, published by reputable publishers, and recommended by disciplinary practitioners. While working through these various tools was time consuming, and getting access to materials not held locally often proved slow, the student researcher could reasonably assume the sincerity and integrity of the sources. With the digital revolution, much has changed. Now, instead of bibliographic instruction, librarians engage in “information literacy”(IL) training. Rather than point students …
The Data/Information/Knowledge/Wisdom Hierarchy Goes To Seminary, Terry Dwain Robertson
The Data/Information/Knowledge/Wisdom Hierarchy Goes To Seminary, Terry Dwain Robertson
Faculty Publications
In Information Science studies, the Data/Information/Knowledge/Wisdom (DIKW) hierarchy is a conventional construct for making sense of the terms. However, when examined with any rigor, the distinctions become challenged and the hierarchy appears to fail. I suggest that the reason for this is the tacit classification of this hierarchy as a disciplinary ontological narrative. With context-appropriate definitions and delimitations, the DIKW hierarchy can still be useful as a model for specific applications in information literacy pedagogy. This is illustrated in the context of theological education by using the construct to differentiate the identification of primary sources in the Seminary disciplines.
Books And Websites, E-Journals Or Print: If The Source Fits, Use It, Todd J. Wiebe
Books And Websites, E-Journals Or Print: If The Source Fits, Use It, Todd J. Wiebe
Faculty Publications
Despite the ever-growing range of media types, formats, and information-access options, students are often instructed to only use specific sources in their research. They are sometimes even given strict guidelines, prescribing how many of each they need to, or may, cite. It is important not to lead students to believe there is a formula for the ideal works cited for all research topics. In contrast, students should learn to think critically about the content and appropriateness of each potential source rather than choosing it only because it is a book, a journal article, a Website, etc. This article argues that …
The Impact Of Computer Literacy And Library Anxiety On Students' Library Experience, Terry Dwain Robertson, Lauren Matacio
The Impact Of Computer Literacy And Library Anxiety On Students' Library Experience, Terry Dwain Robertson, Lauren Matacio
Faculty Publications
Despite growing up with technology, are college freshmen well prepared for library research, or does their computer savvy actually put them at a disadvantage? Do other factors such as library anxiety affect students’ research experience? How can secondary educators better prepare their students for the leap from a small school library to a large college or university library? How can college librarians make new students’ first library experience a positive one? These questions are addressed in this article.
An ‘Information Literacy’ Perspective Of The Creation/Evolution Debate, Terry Dwain Robertson
An ‘Information Literacy’ Perspective Of The Creation/Evolution Debate, Terry Dwain Robertson
Faculty Publications
The conventional information literacy standards do not suffice for engaging the creation/evolution debate. The data is inconclusive about which approach is more likely; neither theory can be validated any more than the other. Both theories appeal to a recognized authority.
An Evaluation Of An Upper-Division, General Education Information Literacy Program, Elizabeth S. Hopkins, Suzanne Julian
An Evaluation Of An Upper-Division, General Education Information Literacy Program, Elizabeth S. Hopkins, Suzanne Julian
Faculty Publications
The Advanced Writing library instruction program at Brigham Young University's Harold B. Lee Library (HBLL) is intended to teach junior-level students advanced information literacy and research skills. The university general education curriculum requires students to participate in the program as part of their Advanced Writing course. When anecdotal feedback from librarians and students identified problems with the program, the authors conducted a qualitative evaluation of the program in order to identify problems and possible solutions. The evaluation included a student survey and focus groups with students, librarians, and English faculty. This paper describes the HBLL Advanced Writing instruction program, identifies …
Utilizing Focus Groups To Evaluate An Information Literacy Program In A General Biology Course, Betsy S. Hopkins
Utilizing Focus Groups To Evaluate An Information Literacy Program In A General Biology Course, Betsy S. Hopkins
Faculty Publications
The Harold B. Lee Library at Brigham Young University (BYU) recently implemented a number of information literacy strategies to help students in Biology 100, a large general education class, find resources for their term assignment. The library's services for Biology 100 students were evaluated using focus groups composed of both teaching assistants and students. This paper will describe the class and the assignment, discuss the impact the class had on library staff, detail the efforts of the staff to meet the needs of Biology 100 students, and present results of focus groups used to evaluate the library's outreach and teaching …
Searching On Cd-Rom In An Academic Environment, Margaret Sylvia, Leigh Kilman
Searching On Cd-Rom In An Academic Environment, Margaret Sylvia, Leigh Kilman
Faculty Publications
Novice information searchers are overwhelmed with the amount of material retrieved with a simple keyword search. Training users to retrieve the optimal amount of information and the correct information is a challenge for librarians.