Social and Behavioral Sciences Commons^™

Move Aside Scotty, Jing Is The Thing: Individualized Student-Created Tutorial Collections, Performance Assessment, And Easy Instructor Feedback, Stephanie Wiegand

LOEX Conference Proceedings 2011

If only Scotty could beam us around the world, to wherever and whenever students need our help… But, wait, there's Jing freeware! Engage students in video creation for performance assessment as they build personalized libraries of research tutorials. But, wait, there's more! Address and correct errors in class assignments in seconds. But, wait, there's more! Create individualized instruction for students not enrolled in information literacy courses and videos as follow-ups to one-shot sessions. Attend this session and discover a new frontier of easy and efficient online video utilization for instruction.

Making The Most Of Teachable Moments: Livening And Enhancing The Virtual Reference Experience, Heidi Steiner

LOEX Conference Proceedings 2011

This presentation will address the undeniable presence of instructional opportunities in reference interactions. From small teachable moments to impromptu instruction sessions at the reference desk, reference is instruction and virtual reference is no exception. In virtual reference exchanges, however, these moments can be far more challenging to harness and engage. Due to barriers of time, communication, and technology between librarian and patron, virtual reference interactions frequently must be approached differently than those occurring in person. The overarching challenge of providing visual demonstration during teachable moments of virtual reference interactions will be emphasized.

Despite the barriers between librarian and patron in …

Creating A Leaner, Meaner Database Collection To Leverage Instruction, Mary Anne Erwin, Emily Scharf

LOEX Conference Proceedings 2011

In spring 2010, Librarians reviewed each of Webster University Library's 150 subject and multidisciplinary databases to ensure they continue to support the curriculum, . This successful collaboration began with subject liaisons and reference librarians and extended to meaningfully include faculty, other library staff, students, and vendors. Examples and results are presented in the context of our largest subject collection, the 40+ business-related databases. We will showcase how this review has, and continues to, inform and strengthen library instruction and collection development across the Walker School of Business & Technology. This session describes the review process and outcomes in detail so …

Bridging The Gaps: Transliteracy As Effective Pedagogy, Lane Wilkinson

LOEX Conference Proceedings 2011

'Transliteracy' is a topic that is quickly spreading around the library world. However, there is little agreement about what, exactly, transliteracy is. This presentation will situate transliteracy within the context of library instruction as an enhanced approach to information literacy. Students are surprisingly information literate as they make effortless cognitive shifts between Facebook and e-mail, smart-phones and desktops, or text-messaging and speaking. Yet, they often hit a wall with library databases, indexes, or other research tools. Transliteracy addresses this issue pedagogically by emphasizing and harnessing the cognitive processes underlying preexisting media and information use. The presentation will begin with an …

Back To School: The Challenges And Rewards Of A Research Library's Instruction Program For A Charter High School In Chicago, Rebecca Starkey

LOEX Conference Proceedings 2011

No abstract provided.

Formative Assessment: Transforming Education In The Library, Teague Orblych, Michelle Kathleen Dunaway

LOEX Conference Proceedings 2011

How can librarians provide effective research instruction to groups of students with widely varying information competencies? How can we engage students in the process of creating library instruction that responds to their individual learning needs? This presentation will demonstrate the process of using assessment-elicited evidence of students' information literacy skills to tailor each instruction session based on the information proficiencies of the students in each instruction session. Using formative assessment in one-shot library instruction sessions makes information literacy instruction significantly more practical for students, and therefore improves students' learning.

Educating For Evidence Based Decisions In Engineering: The View As Librarian And Instructor, Amy S. Van Epps

Libraries Faculty and Staff Scholarship and Research

The First Year Engineering program at Purdue University is regularly reviewed and revised to adapt to the needs of the students, feedback from teaching faculty, and the changing needs of the university curriculum. In the last year, a unifying theme was added to the class to help tie all the different activities together. That theme was “evidence based decision making in engineering”, a perfect fit for introducing and discussing information literacy many times throughout the semester, rather than in a single, isolated session.

As instructor for one section of the class, the author identifies benefits to including this message throughout …

The D.B. Weldon Library's Instruction Portfolio: A Grassroots, Team-Based Approach, Kim Mcphee, Melanie Mills, Marg Sloan

Western Libraries Presentations

In an effort to address ever-shifting staffing levels and evolving service demands, staff in the Research & Instructional Services department of The D.B. Weldon Library at Western University developed and implemented a new and strategic approach to structuring their work. The ‘Portfolio Model’ provides a framework for organizing the primary functions of the department - collections, instruction and reference - while at the same time preserving liaison at its core. Through a close examination of this grassroots effort and in particular, the achievements realized and challenges faced by the team of librarians and library assistants who together comprise the ‘Instruction …

One-Shot Or Embedded? Assessing Different Delivery Timing For Information Resources Relevant To Assignments, Amy S. Van Epps, Megan R. Sapp Nelson

Libraries Faculty and Staff Scholarship and Research

Objective – This study aims to determine if the timing of library in-class presentations make a difference in the type and quality of resources students use for each of four assignments in an introductory speech class. This comparison of content delivery timing contrasts a single, 50-minute lecture early in the semester with four, approximately 12-minute lectures offered just before each assignment.

Methods – First-year engineering students taking Fundamentals of Speech Communication provide the study group. Each speech assignment requires students to turn in an outline and list of references. The list of references for each student was given to the …

The Apprentice Researcher: Using Undergraduate Researchers' Personal Essays To Shape Instruction And Services, Jennifer Bonnet, Sigrid Cordell, Jeffrey Cordell, Gabriel Duque, Pamela Mackintosh, Amanda Peters

Library Staff Publications

Little is known about the intellectual journey of advanced undergraduates engaged in the research process. Moreover, few studies of this population of library users include students' personal essays as a point of analysis in their scholarly pursuits. To gain insights into the research trajectory of apprentice researchers at the University of Michigan, the Library examined the personal essays that students submitted for its inaugural undergraduate research award. These essays chronicled students' intellectual growth and development throughout the research process. Drawing on observations about the unique needs of these students, the authors analyze the implications for library instruction and services.

Strengthening Our Collaborations: Building An Electronic Health Record Educational Module, Alexandra Gomes, Anne Linton, Laura E. Abate

Himmelfarb Library Faculty Publications

No abstract provided.

Integrating Fluent Pronunciation Use Into Content-Based Esl Instruction: Two Case Studies, Amanda Baker

Faculty of Social Sciences - Papers (Archive)

This paper examines the teaching practices of two ESL teachers who integrated pronunciation instruction into intermediate-level, content/task-based, oral communication courses in an Intensive English program. These practices are analysed according to five categories of pronunciation instruction: Language Awareness; Controlled Practice; Guided Practice, Fluency Development and Free Practice. The fourth category, Fluency Development, is defined based on the work of Nation and Newton (2009), who list, among several criteria, pressure to perform at greater speeds or at least "more smoothly" as central to improving learner fluency. Based on classroom observations, interviews with teachers and student questionnaires, the degree to which the …

Preliminaries To Haptic-Integrated Pronunciation Instruction, William Acton, Amanda Ann Baker, Michael Burri, Brian Teaman

Faculty of Social Sciences - Papers (Archive)

This paper reports on aspects of a haptic (movement plus touch) integrated system for classroom pronunciation instruction. It is based, in part, on established pedagogical practice in the use of somatic/kinesthetic techniques such as gesture in language instruction (Acton, 1984, 2012; Celce-Murcia, Brinton, Goodwin & Briner, 2010; McCafferty, 2004), and management of vocal resonance in singing and voice training (Lessac, 1997). The pedagogical method is designed for use by relatively untrained instructors and is generally best delivered through video with classroom follow up. Relatively recent research and development in haptics, especially in the areas of gaming, prosthetics and robotics, provides …

Write For Your Life: Developing Digital Literacies And Writing Pedagogy In Teacher Education, Shartriya Collier, Brian Foley, David Moguel, Ian Barnard

English Faculty Articles and Research

The need for the effective development of digital literacies pervades every aspect of instruction in contemporary classrooms. As a result, teacher candidates must be equipped to draw upon a variety of literacies in order to tap into the complex social worlds of their future pupils. The Write for Your Life Project was designed to strengthen teacher candidates’ skills in both traditional and digital writing literacies through the use of social networks, blogging, texting, online modules and other social media. The project, to a large degree, was structured according to Calkins’ (1994) Writing Workshop Approach. This process encourages teacher candidates to …

A Feedback Inclusive Neuromuscular Training Program Alters Frontal Plane Kinematics, Eric K. Greska, Nelson Cortes, Bonnie L. Van Lunen, James A. Oñate

Rehabilitation Sciences Faculty Publications

-Anterior cruciate ligament (ACL) neuromuscular training programs have demonstrated beneficial effects in reducing ACL injuries, yet further evaluation of their effects on biomechanical measures across a sports team season is required to elucidate the specific factors that are modifiable. The purpose of this study was to evaluate the effects of a 10-week off-season neuromuscular training program on lower extremity kinematics. Twelve Division I female soccer players (age: 19.2 ± 0.8 years, height: 1.67 ± 0.1 m, weight: 60.2 ± 6.5 kg) performed unanticipated dynamic trials of a running stop-jump task pretraining and posttraining. Data collection was performed using an 8-camera …