Library and Information Science Commons^™

Design With Diversity In Mind: Online Information Literacy Instruction For Nontraditional Students, Holly Mabry, Natalie E. Bishop

Georgia International Conference on Information Literacy

Web-based, online learning options through Blackboard, Moodle, Desire2Learn, and other learning management systems are increasingly popular for students and library patrons who are unable to attend traditional face-to-face courses on a college campus due to geographical, financial, or family obligations. Librarians are also retooling their information literacy courses to adapt to the rapidly evolving online learning environment. Just like in a physical classroom or library that provides assistive technology and interpreters, online information must be accessible for a variety of backgrounds and abilities. Inaccessible online courses that aren't developed with plain language, good color contrast, captions or alternative text formats, …

Partnerships For Outreach: Center For Student Learning And Library Study Skills And Information Literacy Program, Jolanda-Pieta Van Arnhem, Melissa Hortman

Georgia International Conference on Information Literacy

This poster session is a case study of the College of Charleston Libraries and Center for Student Learning partnership to design and deliver a series of complementary study skills and information literacy workshops during 2013-2014 academic year. Workshops in the “101” series were designed for the general undergraduate student population wanting more information on study skills. Workshops pairings in the “201” series were designed with information literacy topics geared toward upperclassman, graduate students, faculty, and staff interested in more advanced skills. Sessions were facilitated by campus instructors with unique insight, interesting experiences, or special knowledge and capability in workshop topics.The …

Beyond Library Resources: How To Implement Integrated Learning Across The Curriculum With Information Literacy Components Using Hybrid Delivery, Bernadette Maria Lopez-Fitzsimmons

Georgia International Conference on Information Literacy

As an academic librarian at Manhattan College, Riverdale, New York, I collaborate with teaching faculty and academic support centers on campus to provide holistic support to students. In the last year a cross collegial group including teaching faculty, library faculty and Instructional Designers has been created to explore ways in which to provide a “flexible structure” in curriculum across disciplines (e.g., Arts, Science, Engineering, Education, Information Literacy, etc.). Two instructional designers and a faculty member from the English Department lead the monthly in person workshops. After each workshop, scholarly and professional articles are posted in Moodle for all participants to …

Preparing Thoughtful Leaders: Promoting Critical Thinking Through Authentic Learning Activities, Melissa N. Mallon

Georgia International Conference on Information Literacy

Some of the most important characteristics employers look for in new hires is the ability to solve problems and critically examine information in diverse workplace environments, making critical thinking an important, transferable 21st century skill and a crucial component of lifelong learning. One of academic librarians’ most crucial roles is to challenge students to think beyond their individual circumstances while helping them develop the skills necessary to succeed in college and in their professional lives.

This presentation covers strategies for collaborating with faculty members to design research assignments that focus on critical thinking, including scaffolding and the development of rubrics. …

Building Community In The Library: Partnerships For Outreach, Jolanda-Pieta Van Arnhem, Melissa Hortman

Georgia International Conference on Information Literacy

During the 2013-2014 academic year the College of Charleston Library and Center for Student Learning partnered to design and deliver a series of complementary workshops in order to build community, increase workshop attendance, and provide outreach at the Library. This was the first time that the two organizations had teamed up to co-design, sponsor, and market a year long program of complementary information literacy and study skills offerings.

Workshops in the “101” series were designed for the general undergraduate student population wanting more information on study skills. Workshops pairings in the “201” series were designed with information literacy topics geared …

The Proof Is In The Worksheets: Assessing Information Literacy Outcomes From Library Instruction In An Evolved Fye Program, Robin Johns Grant

Georgia International Conference on Information Literacy

In the past, Middle Georgia State College’s assessment of library instruction mainly consisted of post-instruction evaluations in which students answered questions about the class’s usefulness and gave comments. However, we wanted to be able to tie our library instruction sessions to learning outcomes based on ACRL Information Literacy Standards—not just student impressions of the class. For three years, the college had been conducting two library instruction sessions for each section of our new First Year Experience class, and we were using a standardized instruction outline and worksheet for each of those classes already. The FYE program, therefore, was the ideal …

Using Rubrics To Assess Authentic Learning Products From One-Shot, Course-Integrated Library Instruction, Jennifer Stout, Laura Gariepy

Georgia International Conference on Information Literacy

Librarians face numerous challenges when designing effective, sustainable assessment methods for student learning outcomes in one-shot, course-integrated library instruction sessions. In this presentation, we will share how librarians at Virginia Commonwealth University (VCU) use a rubric to assess students’ authentic learning products from one-shot instruction sessions for a research and writing course required for all undergraduate students. We will share how rubric-based assessment enhances student learning and explain how we use this type of assessment to demonstrate our information literacy program’s effectiveness.

University 200: Inquiry and the Craft of Argument is a sophomore-level writing and research course required for all …

When Will We Use This In Real Life?: Problem-Based Learning And Its Use In Effective Information Literacy Instruction, Bridget S. Farrell, Adelia B. Grabowsky

Georgia International Conference on Information Literacy

Chances are that at some point in your career, you have heard a student ask, “When will we use this in real life?” For most instructors, those can be hard words to hear, especially after careful thought and planning has gone into developing a library session geared toward a class assignment or project. One way to decrease questions about real world applicability is to incorporate aspects of problem-based learning in library instruction. Problem-based learning (PBL) has been defined by Berkel and Schmidt as “an approach to professional education that stresses the use of real-life problems, encourages learners to discuss them, …

The Best Laid Plans Of Librarians And Faculty: Information Literacy Instruction In A General Education Literature Course, Difficulties And Successes, Kelly Diamond, Lisa Weihman

Georgia International Conference on Information Literacy

Members of this panel (a librarian and faculty member) began collaborating to create information literacy sessions for English 272: Modernist Literature. Assuming that students enrolled would be English majors or similar, we created sessions and assignments focused on higher-order research skills, such as working with and analyzing primary sources.

However, this section of English 272 fulfilled a General Education Curriculum (GEC) requirement. At our institution, students take 43 credit hours to fulfill GEC requirements, courses from a broad range of disciplines. Unfortunately, many students enroll in GEC courses for which they are under-prepared, have no personal interest, and are not …

Conference Program [2014], Georgia International Conference On Information Literacy

Georgia International Conference on Information Literacy

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Digital Storytelling: A New Approach To Boost Information Literacy In First-Year Writing Courses, Yvonne Wichman

Georgia International Conference on Information Literacy

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Extracurricular Librarians, Lily Todorinova, Brittany Rhea Deputy

Georgia International Conference on Information Literacy

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Privacy And Confidentiality Of Student Intellectual Property, Ruth A. Hodges Ph.D

Georgia International Conference on Information Literacy

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Transforming Students Through Two Literacies: The Integration Of Sustainability Literacy Into Information Literacy Classes, Toni M. Carter, Gregory J. Schmidt

Georgia International Conference on Information Literacy

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The Libraries' Role In The Success Of First Year Students, Kristen Mastel

Georgia International Conference on Information Literacy

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One Tutorial, Many Purposes: Adapting The University Of California's Begin Research Tutorial For Diverse Instructional Settings, Jeffrey M. Mortimore

Georgia International Conference on Information Literacy

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Beyond Google: Using Library Technology To Increase Students' Critical Thinking In Research, Aaron Wimer, Amy Coughenour, Morgan Rhetts, Mark Gatesman

Georgia International Conference on Information Literacy

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Authentic Assessment In The Library Classroom: Transforming Activities Into Assessment, Camilla B. Baker

Georgia International Conference on Information Literacy

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Avoiding Plagiarism For First Year Student Students, Cate Calhoun

Georgia International Conference on Information Literacy

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Starting With The End In Mind: Using Student Learning Outcomes To Drive Information Literacy Instruction, Kelly Rhodes Mcbride

Georgia International Conference on Information Literacy

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Quick Writes To The Rescue! Assessing Student Learning Through Direct Evidence, Henri Mondschein J.L.S., Ed.D.

Georgia International Conference on Information Literacy

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Minimalist Assessment: Quickly And Efficiently Assessing Information Literacy Outcomes, Ian Thomas

Georgia International Conference on Information Literacy

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Digital Natives, But Not Information Fluent: Assessing Information Literacy, Anne-Marie Stephenson

Georgia International Conference on Information Literacy

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Building A Culture Of Il Assessment: Establishing Buy-In For Programmatic Change, Christina H. Gola, Kerry M. Creelman

Georgia International Conference on Information Literacy

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The Power Of Observation: How Librarians Can Benefit From The Peer Review Of Teaching Even Without A Formal Prot Program, Jaena Alabi, William H. Weare Jr.

Georgia International Conference on Information Literacy

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Information Literacy/Information Architecture: Lessons Learned From A Card Sort Exercise, Virginia Feher, Kim Mears, Autumn Johnson

Georgia International Conference on Information Literacy

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“One Shots” Or “For-Credit” Teaching Information Lliteracy, Communication Is Key, Kiersten Cox, Vicki L. Gregory

Georgia International Conference on Information Literacy

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Creating Online Tutorials For Freshmen, Anne Grant

Georgia International Conference on Information Literacy

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Teaching Information Literacy Online At Delta State University, Michael Mounce

Georgia International Conference on Information Literacy

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Librarians & Information Literacy: Two Out Of Three Ain't Bad, Trenia Napier, Kevin Jones

Georgia International Conference on Information Literacy

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