Library and Information Science Commons^™

Embracing Technical Service's Public Service Role, Jeffrey M. Mortimore

University Libraries: Faculty Presentations

The traditional distinction between the “front office” and the “back office” fails to align with contemporary technical services practice. Today, technical and public services personnel are equally involved in providing resources, services, and support direct to patrons, demanding communication, collaboration, and public service competencies library-wide. Drawing upon participants' experiences, this roundtable will discuss the importance of communication and referral skills commonly associated with reference and instruction to the delivery of effective technical services. Discussion questions include:

• What are the emerging points of contact between technical and public services, and technical services and patrons? What role has the ongoing transition to …

International Journeys – Spain: A Society In Transition, Georgia Southern University Libraries

Library Publications (1999-2023)

• International Journeys – Spain: A Society in Transition

Behold: Here Cometh The Dreamer, Georgia Southern University Libraries

Library Publications (1999-2023)

• behold: here cometh the dreamer

University Libraries News, Georgia Southern University Libraries

Library Publications (1999-2023)

• Library Resource Updates for January
• GALILEO Upgrades Three EBSCO Databases
• Georgia Antebellum Newspapers Are Now Freely Available Online

Scholarly Communications Newsletter, Georgia Southern University

Library Publications (1999-2023)

• Scholarly Communications News
• Updates from ICPSR

Service To Older Adults: Defining The A, B, C Of Reference Interchange, Kay Coates

University Libraries: Faculty Presentations

Presentation given at 2019 Atlanta Area Bibliographic Instruction Group (AABIG) Conference

Older adult library patrons often surface with unique research needs. This presents opportunities to serve this population of users through relationship building, knowledge-based content, and access privileges. Employing empathy, design, and ideation from a design thinker’s toolkit can equip libraries to support this diverse group of learners whose information needs range from leisurely bylines, life-long learning, ancestral pursuits or other avocation. Design thinking solutions enable librarians to engage in effective reference transactions that satisfy these and other users. Successful user experience comes down to the A, B, and C …

Zach S. Henderson Library Historical Collection, Zach S. Henderson Library Special Collections

Finding Aids

This collection consists of various papers, records, and memorabilia of the Zach S. Henderson Library. Materials span 1933-2019, with the bulk of materials covering 1973-2004, and include accession and cataloging bound-volumes, circulation reports, annual reports, meeting minutes, committee papers, and promotional materials including audiovisual materials about the library.

Find this collection in the University Libraries' catalog.

W. Bede Mitchell Papers, Zach S. Henderson Library Special Collections

Finding Aids

The collection consists of the papers of Dr. W. Bede Mitchell, Professor, and Dean of Libraries Emeritus. Materials include copies of journals which include articles written or edited by Mitchell, correspondence between colleagues, updated curriculum vitae and Emeritus letter.

Find this collection in the University Libraries' catalog.

Let The Right Ones In: Supporting Patrons As Content Creators With Libguides And Libguides Cms, Jeffrey M. Mortimore, Ruth L. Baker

University Libraries: Faculty Publications

With flexible access and permission features, LibGuides and LibGuides CMS offer an adaptable platform for hosting patron-created content. This paper highlights how librarians at Georgia Southern University opened their LibGuides CMS platform to host faculty and student projects and portfolios. Employing similar techniques, libraries can host a wide range of patron-created content while protecting library-managed guides and assets, controlling access to patron-created content, and protecting patron privacy. This paper provides a detailed overview of access and permission features available in LibGuides and LibGuides CMS, presents two case studies, and offers considerations and best practices for hosting patron-created content.

Preserving The Archives In The 21st Century Classroom: Designing History Classes Around Primary Source Research., Julie Harper Pace

Georgia Educational Researcher

This article details an experiment in an 11^th and 12^th grade 3-week intensive course, the Science and History of Contagious Disease. The course was an interdisciplinary survey of how diseases are spread along with an examination of social responses. Although both lecture and discussion based, the course revolved primary around a trip in which we led approximately 22 students through archival research in the City of Savannah Municipal Archives on the Yellow Fever epidemics of 1820, 1854, and 1876. The article describes the numerous advantages of archival work, from direct contact with rare and unique primary sources to …

Therapy Dogs Return For Finals Week, Georgia Southern University Libraries

Library Publications (1999-2023)

• Therapy Dogs Return for Finals Week

Library Resource Updates For Late November, Georgia Southern University Libraries

Library Publications (1999-2023)

• Library Resource Updates for Late November

A Quilt Of Many Colors: Utilizing Diversity In The Hiring Process To Ensure A Comprehensive Quality Workplace, Jordan Braddock, Kay Coates, Jessica Garner

University Libraries: Faculty Presentations

The Access Services Department at Henderson library followed ALA's new initiative to make diversity, equity and inclusion an essential part of our hiring protocol at the paraprofessional level. This presentation details our recruitment policies and strategies.
Recently, ALA added equity, diversity, and inclusion to the ALA Strategic Plan and one of the 2017 emerging leader projects was (Advancing Diversity in Public Libraries). With this in mind, the Access Services Department at the Henderson Library had the opportunity to fill seven staff positions. Three were shift supervisors and the other four were library staff assistants. This discussion will address how the …

Library Resource Updates For November, Georgia Southern University Libraries

Library Publications (1999-2023)

• Library Resource Updates for November

International Open Access Week Is Oct. 22-28, 2018, Georgia Southern University Libraries

Library Publications (1999-2023)

• International Open Access Week is Oct. 22-28, 2018

Play Therapy At Lane Library!, Georgia Southern University Libraries

Library Publications (1999-2023)

• Play Therapy at Lane Library!

Xsl File For Transformation Of Bepress Digital Commons Issue-Level Journal Xml To Doaj Native Xml, Jeffrey M. Mortimore

University Libraries: Faculty Datasets (2016-2023)

XSL stylesheet to transform bepress Digital Commons issue-level journal XML to DOAJ Native XML in preparation for batch upload of article-level metadata to the Directory of Open Access Journals. Includes detailed instructions for performing transformation and upload with Notepad++ and a free online XSLT transformer.

University Libraries News, Georgia Southern University Libraries

Library Publications (1999-2023)

• Henderson Library RESEARCH BOOT CAMP
• Register to Vote by October 9th
• Accounting Research Manager 2.0 Is Now Available!

Scholarly Communications Newsletter, Georgia Southern University

Library Publications (1999-2023)

• Evaluating Journal Quality & Avoiding Predatory Journals
• Researchers’ Rights as Authors: Know & Protect Your Copyrights
• Scholarly Communications News
• Library Resources & Tools
• Updates from ICPSR

Library Instruction, Learning Outcomes And Assessment: A Compliance Strategy For Sacs Assessments., Kory A. Paulus

Georgia International Conference on Information Literacy

Ethel K. Smith Library’s Reference and Instruction Librarians, Kory Paulus and Isaac Meadows began a venture to improve the library instruction assessment tools in Fall of 2017 under the guidance of their Library Director and Director of Institutional Effectiveness and SACS Liaison.

Using the book entitled “Classroom Assessment Techniques for Librarians” published by ACRL as a proven example set of learning outcomes, the librarians customized these outcomes to meet the institutional needs.

An essential motive for this initiative was to obtain quantitative data to pair with learning outcomes to ensure bibliographics instruction’s alignment with both SACSCOC and Wingate University’s core …

Books And The Big Screen: The Book Is Always Better, Sheri A. Brown, Samantha Ertenberg

Georgia International Conference on Information Literacy

What happens when an English professor and a librarian share their love of books and reading? A campus book club is born. Many students associate reading with what happens in the classroom or studying towards a specific goal. They don’t see the power of reading for enjoyment, entertainment, and pleasure. Stephen Krushen, in The Power of Reading, defines free voluntary reading (FVR), as “reading because you want to: no book reports, no questions at the end of the chapter. In FVR you don’t have to finish the book if you don’t like it. FVR is the kind of reading …

Scalable Scaffolding For Information Literacy Instruction: A Tale Of Two Frameworks Collaboratively Applied, Jessy Polzer, Sylvia Tiala

Georgia International Conference on Information Literacy

Novice researchers experience significant cognitive load to perform research tasks. Entrenched in linear research processes, beginning students struggle to move beyond shallow engagement with information. Teaching research and information literacy skills based on past paradigms are inadequate given the immersive nature and lightning-fast development of the information eco-system. The ACRL Framework for Information Literacy (2015) articulates what was previously implicit – the threshold concepts underpinning a flexible and nuanced information consumer ready for engaged professionalism and citizenship. In practice, we are still wrestling to design and scaffold dynamic yet digestible learning experiences while also satisfying bloated instructional mandates. Searching for …

Fighting Fake News And Biases With Cognitive Psychology, Marlee Givens, Seth Porter, Karen Viars, Liz Holdsworth

Georgia International Conference on Information Literacy

Fake news, faulty data, and questionable research outputs: how do we find the truth when so much information is uncertain? Part of this problem is cognitive biases in our decision-making process. The mind will create a durable narrative around knowns and ignore unknowns. Scholar Daniel Kahneman (2012) refers to this phenomenon as, "What you see is all there is" or WYSIATI. Another common heuristic, the "availability cascade," causes the mind to prefer immediate examples that come to mind over more reliable information that is less easily recalled. These biases limit the accuracy of the information that people understand, as well …

Deep Thoughts: Incorporating A Self-Reflection Prompt For Improved Instructional Practice, Malia Willey, Brian Sullivan, Liz Thompson, Alyssa Valcourt

Georgia International Conference on Information Literacy

This interactive workshop introduces reflective practice through the use of self-reflection prompts by information literacy instructors. Activities will be interwoven throughout the workshop to allow participants to develop and document their own strategies. We will begin by providing an overview of the benefits of reflective teaching (5 minutes). The facilitators will briefly explain their institutional context and their participation in a departmental initiative to foster intentional teaching (5 minutes). To better understand the perspectives of the participants, the audience will engage in a poll indicating their type of institution and their role. Participants will take a moment to record the …

You Deserve The Truth: Helping Students Understand The Causes And Consequences Of Fake News, Ngaire I. Smith, Heather Cyre

Georgia International Conference on Information Literacy

Can dandelions cure cancer? Is Bill Murray running for President? Was a pizza place in New Jersey running a human trafficking ring? In this age of digital and social media it may be difficult for students to differentiate between authoritative information and fake news.

After a brief presentation on the history of fake news and its prevalence in social media, workshop participants (acting as an early college seminar class) will watch a video about the PizzaGate incident and discuss the phenomenon of fake news, why people create it, and why people share it. Next the class will develop a fake …

Disciplinary Literacy And Information Literacy: Parallels And Paradigms, Ginni Fair

Georgia International Conference on Information Literacy

Current literature on the teaching of reading and writing in the context of a content area has transitioned from “content area literacy” to “disciplinary literacy.” Content-Area literacy focuses on students’ ability to use reading and writing in order to learn the subject matter in a content area classroom. It emphasizes reading strategies that are generalizable for reading informational texts across multiple content areas. Disciplinary literacy, on the other hand “emphasizes the unique tools that the experts in a discipline use to participate in the work of that discipline” (Shanahan & Shanahan, 2008).

Often, educators differentiate between “learning to read/write” and …

Analogy As Pedagogy: Using What Students Already Know In Library Instruction, Maggie Helen Murphy

Georgia International Conference on Information Literacy

Science teachers often employ analogies to help students understand new ideas and complicated processes. Orgill and Bodner (2004) write that “effective analogies can clarify thinking... and give students ways to visualize abstract concepts” (p. 15). Students are much more attentive in science class when instructors speak “a language that is more familiar and accessible” by using analogies and other similar rhetorical strategies (Lemke, 1990, p. 136).

Brandt (1996) wrote about developing a library instruction activity for “teaching the internet” to college students through analogy in the early days of the web: “It does not focus on the technical details of …

Sharpening Your Aim: Building An Instructional Assessment Toolkit, Karen Doster-Greenleaf

Georgia International Conference on Information Literacy

Faced with the challenge of unifying consolidated library instruction programs with varying missions Georgia State University Library formed the Library Instruction Outcomes and Assessment Working Group (LIOAWG). Tasked with developing standard learning outcomes and leading the implementation of a common instruction program targeting first year students, the working group developed a sandbox of assessment activities, each mapped to a specific learning outcome.

In this workshop, participants will work to develop performative learning outcome aligned assessments that can be modified to meet varying levels of information literacy competency. Working in small groups, participants will be assigned a specific learning outcome, then …

How Do We Teach Authority In A Culture Where Everyone’S An Expert?, Renee L. Berry, Lauren Mcmillan

Georgia International Conference on Information Literacy

As one of the cornerstones of the CRAAP test to evaluate the validity and usefulness of sources, we rely on the idea of “authority” to inform our evaluation of the source, to decide if it is trustworthy. In the long history of authority, we’ve variously relied on royalty/aristocracy, the Church, professors/the University, the printed word, and the “cultural elite.” In today’s world, all knowledge is available to all people (who are literate and have access to technology) at the click of a mouse or the tap of a finger. The concept of authority has been destabilized and democratized. Credentials don’t …

Learning From Failure: Making The Feedback Loop Work, Natalie Bishop, Pam Dennis, Janet Land, Hannah Allford

Georgia International Conference on Information Literacy

“I spend hours providing feedback, but I have no idea if my students read it” is a common phrase echoed across college campuses. While best practices in teaching pedagogy laud the feedback cycle, many instructors question the impact their feedback has on their students’ writing. As the feedback loop continues to be a trending cog in the machine of formative assessment and authentic education, an essential component of the loop is often overlooked: the conversation.

Presenters will focus on providing easy-to-implement “conversation” opportunities for students to respond to instructor feedback. This reflective practice provides insight into a student’s learning processes, …