Social and Behavioral Sciences Commons^™

Research Models, Primo [Psu Library Catalog], And The First Year Experience, Kimberly Willson-St. Clair

Library Faculty Publications and Presentations

Research can be daunting for freshman who are challenged to gather scholarly information beyond Google for their research projects. Applying and blending two research models, ASE (Analyze, Search, Evaluate) with BEAM (Background, Exhibit, Argument, and Method), students can think critically about their topics and strategically search PRIMO for relevant results. This approach addresses several ACRL Framework threshold concepts, especially research as strategic exploration and scholarship as conversation. In this presentation, I will show how effective Primo can be for first year experience students especially in regards to discovering keywords, understanding and organizing citations, finding relevant scholarly resources, and discovering other …

Intentionality And Transparency As Pedagogical Techniques In The Information Literacy Classroom, Beth Fuchs

Library Presentations

When you build a lesson plan for a class session, how do you decide on its content and activities? What if you started to peel back the curtain a bit and let students in on some of your thinking and intentions? Recent research from The Transparency in Learning and Teaching in Higher Education Project at the University of Nevada, Las Vegas has shown that students benefit when teachers articulate the thought processes behind instructional decisions and goals with them. This relatively small intervention, traditionally applied to assignment design, has shown to have a big impact. How can the results of …

Reining In Information Literacy Instruction: Using Faculty Survey Data To Guide The Process, Veronica Bielat, Judith Arnold, Lumarie Guth, Maria A. Perez-Stable, Patricia Fravel Vander Meer

University Libraries Faculty & Staff Presentations

Administering a successful and sustainable information literacy program depends upon dialog between librarians and disciplinary faculty as key stakeholders. Two academic institutions surveyed their faculties on the importance of information literacy for student success, the applicability of the ACRL Framework, and attitudes toward collaborating with librarians. This session will present quantitative and qualitative data and discuss how the institutions will use it to align instruction with the expressed values of faculty to help strategically guide integration of the Framework into programs and leverage strengths in an environment of constricting budgets and staffing.

The presentation will examine survey responses, reviewing similarities …

Beyond Passive Learning: Utilizing Active Learning Tools For Engagement, Reflection, And Creation, Teresa E. Maceira, Danitta A. Wong

Joseph P. Healey Library Publications

The twenty-first-century student frequently engages with mobile environments to fulfill his or her information needs. Reports from the Pew Research Center (Duggan, 2015) indicate an increasing trend in the use of mobile social media platforms in the US adult population. According to the report, Social Media Usage: 2005–2015 (2015), 65 percent of American adults use social networking sites, and young adults (ages 18–29) reported the highest social media usage for all age groups, at 90 percent. Among the young adult age group, social media usage in 2005 was reported to be 12 percent (Perrin, 2015). This sharp 650 percent rise …

Instruction @ The Uri Libraries - May 2017, Mary Macdonald, Amanda Izenstark

Instruction @ the URI Libraries

No abstract provided.

Let’S Go Deeper! Creating Threshold Learning Opportunities With The Il Framework, Amanda Starkel, Sally Neal

Scholarship and Professional Work

No abstract provided.

What's Social Justice Got To Do With Information Literacy?, Lisa Burgert, Margaret Brown-Salazar, Elisa Acosta, Joe Garity

LMU Librarian Publications & Presentations

Social justice is a critical component of information literacy (IL). As librarians we have an obligation to critique the power structures that control information. Instruction librarians at four medium to large, private, Catholic institutions; collaborated to develop IL instruction grounded in social justice. The project involved applying a social justice construct to IL; creating lesson plans and instructional strategies; assessment; and sharing lessons in an open access database.

Going Beyond The One-Shot: Spiraling Information Literacy Across Four Year, Shawna E. Egan, Alan Witt, Shawna M. Chartier

Milne Library

Many institutions overwhelm the first year seminar with “one-shot” library instruction sessions, which are not necessarily linked to any form of assignment or assessment. So how can librarians maintain information literacy instruction throughout a student's academic career? Data collected by the Rivier University librarians showcases the ability to implement information literacy more effectively by streamlining and leveling it out over a four-year period.

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.

What Does It Take To Make Discovery A Success?: A Survey Of Discovery Tool Adoption, Instruction, And Evaluation Among Academic Libraries, Aaron Nichols, Emily A. Crist, Graham Sherriff, Megan Allison

University Libraries Faculty and Staff Publications

Discovery tools have been widely adopted by academic libraries, yet little information exists that connects common practices regarding discovery tool implementation, maintenance, assessment, and staffing with conventions for research and instruction. The authors surveyed heads of reference and instruction departments in research and land-grant university libraries. The survey results revealed common practices with discovery tools among academic libraries. This study also draws connections between operational, instructional, and assessment practices and perceptions that participants have of the success of their discovery tool. Participants who indicated successful implementation of their discovery tool hailed from institutions that made significant commitments to the operations, …

Asking Questions In The Classroom: An Exploration Of Tools And Techniques Used In The Library Instruction Classroom, Sara Maurice Whitver, Leo S. Lo

Libraries Faculty & Staff Publications

This study explores the tools and techniques used within the library instruction classroom to facilitate a conversation about teaching practices. Researchers focused on the questioning methods employed by librarians, specifically the number of questions asked by librarians and students. This study was comprised of classroom observations of a team of librarians working towards standardized learning outcomes; members of the team had the freedom to independently develop lesson plans and choose teaching approaches for each class. Observations measured the frequency of questions asked of and answered by librarians and students in library instruction sessions via oral discussion, worksheets, and polling. Researchers …

Instructional Design: Toolkits For Paraprofessional Staff And Graduate Assistants, Lora Del Rio

SIUE Faculty Research, Scholarship, and Creative Activity

After attending the 2012 ACRL Immersion Teacher Track Program in Burlington, Vermont, I had a greater understanding of how and why careful planning relates directly to student engagement and learning. Perhaps not quite as obvious is how instructional design (ID) corresponds to the confidence of an instructor. In order to meet the demands of our library instruction program, we rely on graduate teaching assistants and library paraprofessionals to teach the one-shot sessions requested by teaching faculty. However, these employees do not always come with teaching experience and they come from outside the library science discipline, so information literacy is many …