Library and Information Science Commons^™

Profiles In Science: John Bennett Fenn, Kimberly Brady, Roy Brown, Emily Johnson, Shannon D. Jones, Margaret Henderson, Dana Ladd, Irene Lubker, Jennifer A. Mcdaniel

VCU Libraries Faculty and Staff Publications

“Don’t ever try to be a scientist or engineer!” Had John Bennett Fenn listened to this advice given by his ninth grade teacher, he might not have gone on to pursue a career in analytical chemistry which would culminate in the attainment of the Nobel Prize in 2002. Gathered from interviews, publication analyses, glowing tributes, and his reminiscences, this paper outlines the academic and professional life of John Fenn from childhood through the end of his career in 2010.

Librarians As Improvisers: An Improvisational Approach To Teaching Information Literacy, Anthony Stamatoplos, Edward Trout

USF St. Petersburg Campus Faculty Publications

No abstract provided.

Institutional Repositories--The Time Is Now!, Tina M. Neville

USF St. Petersburg Campus Faculty Publications

Librarians at USF St. Petersburg recently established an institutional repository to collect and preserve the documents and scholarly output of our institution. By preserving our organizational productivity (reports, committee minutes, images, theses, articles, etc) in one secure location, the entire campus community has quick and easy access to a wide variety of information by and about our campus. The presentation will offer tips on creating a repository of this type, consider content choices, and discuss how the repository can play a significant role in institutional planning, communication, and accreditation efforts.

Faculty Library Satisfaction Survey 2011/12, Kaya Van Beynen, Carol G. Hixson, Tina M. Neville

USF St. Petersburg Campus Faculty Publications

No abstract provided.

Public Services Department : Annual Report : 2012 - 2013, Tina M. Neville, Kaya Van Beynen, Carol G. Hixson

USF St. Petersburg Campus Faculty Publications

No abstract provided.

Beyond Simple, Easy, And Fast: Reflections On Teaching Summon., Catherine A. Cardwell, Vera J. Lux, Robert J. Snyder

USF St. Petersburg Campus Faculty Publications

No abstract provided.

Making Every Hour Count - Librarians And Time Management, Jennifer A. Bartlett

Library Faculty and Staff Publications

No abstract provided.

Rod Library Newsletter: Rod Notes, V4n5, January 2012, University Of Northern Iowa. Rod Library.

Rod Library newsletter: Notes for the Stalled

Contents:

-- Tips to Keep You Safe
-- Facebook
-- UNI Hunger Games
-- Upcoming Events

Preface, Brad Sietz

LOEX Conference Proceedings 2010

LOEX came back to its home state of Michigan for the first time since 2004 for our 38th annual conference. The event was held at the Hyatt Regency Hotel in Dearborn. In a period of great economic upheaval, over 300 librarians were able to find the resources to attend the conference to learn about the latest and greatest in library instruction and information literacy.

The conference takes a great deal of time to plan and conduct and it would not be possible without the tre­mendous efforts of our volunteer committee, who do all this conference work in addition to their …

A Librarian And A Hashtag: Embedded Virtually In A Classroom Via Twitter, Ellen Hampton Filgo

LOEX Conference Proceedings 2010

Tweeting in the classroom has started to take off, with some notable examples such as Monica Rankin's history class experiment at UT-Dallas and Cole W. Camplese's classroom backchannel at Penn State-University Park. Taking these experiments one step further, Dr. Gardner Campbell, Baylor University's Director of the Academy for Teaching and Learning and Associate Professor of Literature and Media in the Honors College, invited Ellen Filgo, Baylor Libraries' E-Learning Librarian to participate in his First Year Seminar's Twitter experiment by becoming the class' Twitter-based reference librarian.

The students in Dr. Campbell's class were required to blog faithfully on the class readings …

Ask This Librarian: Integrating Library Tools Into The Online Learning Environment, Molly Beestrum, Kerri Willette

LOEX Conference Proceedings 2010

In order to reach learners where they already are, this project integrated LibGuides into two learning management systems using an embeddable widget. Moving the library resources into the students digital home - the LMS - rather than only providing resources within the library organization, we achieved a more user-centered service. Two disparate technologies were used: 1) LibGuides for creating the course guides, and 2) the widget, which is HMTL code that was added to an LMS (Moodle and JICS) and displayed in the course page.

Course Guides (using LibGuides) were created for four pilot course partners. Guides were tailored for …

Bombard Them & They Will Come: Building Relationships Using A Multi-Pronged Approach To Engage Students, Lee Pasackow

LOEX Conference Proceedings 2010

Google, our formidable competitor, requires us to be creative, proactive and strategic in designing services that integrate information competency into the curriculum. Faculty collaboration, library classes, freshmen orientation, club events, off-site reference and case competitions; these are the venues where Goizueta Business Librarians engage with students down the path towards using information intelligently for decision making and problem solving.

At Goizueta, the most effective way to teach research skills is to collaborate with professors on group projects. What are the elements of a successful collaboration? Why are some professors open to collaboration and others are not?

Our keystone program, Business …

Blueprint For A Solid Information Literacy Foundation: Building A Program From The Ground Up, Judith P. Williams

LOEX Conference Proceedings 2010

Belmont University's information literacy plan includes three initiatives: 1) integrate information literacy into the curriculum; 2) enhance the educational environment in the library; and 3) strengthen collaboration on information literacy goals. The plan has produced an integrated General Education/information literacy curriculum, an inviting library study and research space, and collaboration on a course ranking scale that measures library resource needs. Liaison librarians work with department chairs to complete the scale, and the rankings are factored into the budget allocation formula for the upcoming fiscal year. This session will describe the process by which this program was developed, from its beginnings …

Granting Collaboration: Information Literacy For Faculty, Cotina Jones

LOEX Conference Proceedings 2010

The initiative to form a working partnership with faculty began when the librarians in O'Kelly Library became acutely aware that our students' were not able to effectively access, evaluate and use information. After devoting years to marketing library services, teaching classes and acquiring new resources, there was little response from the faculty or students.

We asked the question, "What has to happen for us to be able to infuse information literacy into the curriculum and make it important and meaningful?"

This presentation is intended to show C. G. O'Kelly Library's efforts to embed information literacy into the curriculum by educating …

Learning By Doing: Bridging Information Literacy Theory With Practice, Melissa Mallon

LOEX Conference Proceedings 2010

Addressing information literacy skills at the freshmen level can often result in frustration for everyone involved. Teaching the same content over and over becomes tedious for librarians and the sessions can seem irrelevant to freshmen. This presentation will detail how the presenter collaborated with the First Year Program coordinator at the University of Pittsburgh at Johnstown to revamp the program's library component into a set of online, self-paced information literacy modules tied to an assignment. The modules reach a large number of students without overwhelming librarians. Come see how scalable instruction can improve the freshmen library experience!

Linking Through Libguides: Collaborating With Faculty Through An Adaptable Teaching And Marketing Tool, Kimbel May, Anna Leyba Delgado

LOEX Conference Proceedings 2010

This presentation will demonstrate how LibGuides can be used as a winning teaching and marketing tool to promote collaboration between the library and academic departments that benefit from information literacy instruction. Two librarians with a diverse range of subject liaison responsibilities will illustrate how you can successfully market LibGuides across any and all disciplines and will present examples of LibGuides created as successful research guides and instruction tools.

Spanning The University To Improve Information Literacy E-Instruction, Lindsay Miller, Robert Withers, Eric Resnis

LOEX Conference Proceedings 2010

In Fall 2009, the interactive information literacy module "integrity Quickstart"(iQ) was introduced to first and second-year students at Miami University. iQ, which teaches information literacy and academic integrity concepts using the dynamic Flash-based presentation tool Prezi, is a companion to the existing eScholar, a more passive, in-depth tutorial.

iQ was created through a unique campus collaboration between the Libraries, University IT and Student Affairs. This session will recount the creation and implementation of iQ, everything from scripting and storyboarding to grant support and dealing with differences of opinion involved with any collaboration. We will discuss how iQ and eScholar work …

Bibliobouts: A Scalable Online Social Game For The Development Of Academic Research Skills, Karen Markey, Chris Leeder, Fritz Swanson, Gregory St. Peters Jr., Brian J. Jennings, Beth St. Jean, Victor Rosenberg, Soo Young Rieh, Geoffrey V. Carter, Averill Packard, Robert L. Frost, Loyd Mbabu, Andrew Calvetti

LOEX Conference Proceedings 2010

Researchers at the School of Information of the University of Michigan are designing, developing, and evaluating BiblioBouts, an online game that helps students learn academic research skills. Players practice using online library research tools while they work on an in-class assignment and produce a high-quality bibliography, at the same time as they are competing against each other to win the game!

While librarians are experts at helping students who want to learn about academic research, most students are reluctant participants because they want just-in-time personal assistance that is tailored to their unique information needs, and faculty are reluctant to cede …

It’S All In What You Ask: Techniques For Enhancing Reflection And Learning In An Online Course, Karen R. Diaz, Nancy O'Hanlon

LOEX Conference Proceedings 2010

There are different ways to teach in an online course, but getting students, especially undergraduates, to reflect on what they are learning and how they might improve their learning strategies can be particularly challenging in the online environment. Recently, the presenters developed a new component for an existing online course to teach students specific techniques for detecting bias, a skill critical to their academic success, and one which is often difficult for students to understand and practice. Using self-assessment in the teaching module and reflective questioning in the assessment module, the authors were able to develop effective metacognitive prompts.

In …

Politics & Information Literacy: A Problem-Based Learning Approach, Peg Cook, Mary Walsh

LOEX Conference Proceedings 2010

Problem-based Learning (PBL) is a student-centered instructional strategy in which students collaboratively solve problems and reflect on their experiences. PBL provides an innovative format for integrating Information Literacy into course assignments. A Problem-based Learning activity in a Political Science course at Elmhurst College gave a librarian and a political science professor an opportunity to collaborate on an assignment which integrates problem-based learning information literacy instruction, based on ACRL Political Science Research Competency Guidelines, into the course assignment. Our presentation will describe our process of collaboration in developing the resulting assignment and instruction sessions, as well as some preliminary assessment information.

Tune Up Your Instruction: Transform Discipline-Based Instruction Using Active Engagement, Andi Beckendorf

LOEX Conference Proceedings 2010

Making the transition from lecture-based instruction delivery to an active, learner-centered model provides an excellent opportunity to blend creative ideas and new teaching strategies. Music students at Luther College are introduced to research in the discipline through learner-centered activities. You will experience elements of the Cephalonian method - music, color, and active engagement - as you participate in a component of the question-card sequence of the lesson plan. The presenter will discuss how teaching style, learning styles and pedagogy have played a role in reimagining the sessions as a place for active engagement. In looking at a selection of learning …

From Lectures And Quizzes To Wikis And Blogs In The Library Classroom, Joan Petit, Amanda Click

LOEX Conference Proceedings 2010

Three years ago, the required library instruction class at the American University in Cairo was full of dull lectures, multiple choice quizzes, and a required paper that rarely inspired student learning. Librarians set out to update the class, first by moving content out of Blackboard and into a collaborative wiki and then later by eliminating the weekly quizzes in favor of student blogging. Despite some challenges, the students reported that the blogs were a highlight of the now-interesting class. Come hear about the stumbling blocks, near-disasters, and ultimate success of this new approach to student learning.

Library Instruction In A New Culture Of Teaching And Learning, Laurie Alexander, Doreen R. Bradley

LOEX Conference Proceedings 2010

As more information becomes available electronically and teaching and learning takes place literally anywhere, we are presented with opportunities to expand not only the types of instructional services we offer, but the contexts within which we frame those services. At the University of Michigan Library, we are building on our core values by deploying new strategies to innovate instruction. Examples include creating and redefining positions, and developing an instruction committee structure to guide us through the major questions facing us today. This session will explore these strategies and the leadership roles in developing and implementing the future of library instruction.

A Picture Is Worth 150 Words: Using Wordle To Assess Library Instruction, Rhonda K. Huisman, Kathleen A. Hanna

LOEX Conference Proceedings 2010

Tired of the "one minute paper" and other "quick and dirty" assessment tools? By using word clouds, students can demonstrate their grasp of library fundamentals and information literacy concepts in less than 10 minutes. Wordle [http://www.wordle.net] is an extremely user-friendly online tool that provides an active learning activity for students and allows librarians to rapidly evaluate what students recall from the instruction session. Use it for quick assessment of student comprehension of library jargon or compare the students' Wordle clouds with information literacy standards or the main points of your instruction. It's free, flexible, and looks great on a t-shirt.

Bolstering The Bridge To Instructional Improvement: Librarian Self-Assessment And Strategic Planning For Information Literacy Program Development, Maria T. Accardi

LOEX Conference Proceedings 2010

How can a small academic library navigate the churning waters of limited resources and arrive in the land of information literacy instructional improvement? By building a bridge of assessment! This presentation will examine how a library instruction program can engineer assessment methods to bolster this path to instructional improvement. Drawing on my own experiences as Coordinator of Instruction at Indiana University Southeast, I'll discuss how I created a librarian self-assessment survey based on the ACRL Standards for Proficiencies for Instruction Librarians and Coordinators. The results of this survey provided structural supports for program assessment, growth, and development.

Learning Outcomes:

-Learn …

Creating Objectives Collaboratively: Actionable Goals Across The Library System, Jo Angela Oehrli

LOEX Conference Proceedings 2010

Imagine a room full of librarians and a blank, whiteboard. One librarian asks the group, "What do you want to teach students?" The librarians go beyond articulating instruction in the form of tools ("I teach the library catalog") to writing down ideas about real concepts ("I want students to be better information seekers") that students need to survive in an information-rich world.

How do you know if students learned from your instruction? How can you articulate your goals and assessments together as a library staff? The challenge of creating successful, measurable objectives across a large library system can be difficult …

Follow The Rubric Road: Assessing The Librarian Instructor, Ned Fielden

LOEX Conference Proceedings 2010

As librarians assume ever greater instructional roles in higher education, ongoing assessment is vital for maximizing instructional quality. Rubrics as an assessment mechanism are commonly used to gauge the extent of learning outcomes in classes and library instructional sessions. Rubrics allow for standardization of application, ease of use, and provide an expandable framework for quantitative evaluations, yet their use in evaluating library instructors has neither been widely explored nor employed.

This is a case study of the development of an instructor rubric at San Francisco State University, and will examine both theoretical and practical issues in the creation and application …

How Do You Count That?: Statistical Reporting Of Online Library Instruction Activities, Tim Bottorff, Andrew Todd

LOEX Conference Proceedings 2010

Until recent years, library instruction (LI) was usually conducted in face-to-face (F2F) settings. Statistical reporting of LI activities tends, therefore, to focus on measures relevant to F2F settings -- for example, the number of "sessions" (classes) and the number of "participants" (students). However, newer forms of LI conducted in the online realm (from librarians embedded in classes through courseware, to online library tutorials, to for-credit online library research courses, and beyond) may be difficult to count in traditional ways, with significant implications: the way librarians quantify their activities can affect everything from advocacy efforts to funding decisions to individual or …

Strengthen Your Teaching Framework: Using Self-Assessment Of Instruction As A Structural Support, Susan Avery, Lora Smallman, Courey Gruszauskas

LOEX Conference Proceedings 2010

What role does self-assessment play in improving your teaching? The University of Illinois Undergraduate Library shares their self-assessment rubric, based on the ACRL Standards for Proficiencies for Instruction Librarians and Coordinators. Such a tool provides an important framework for self-assessment and can significantly impact the instruction of librarians at multiple points in their careers. Hear how an instruction coordinator, an early career librarian, and a library school graduate assistant use self-assessment to reflect and improve their effectiveness as teacher librarians. Learn strategies for using self-assessment that can help you become a more effective teacher, too!

Librarians As Improvisers: An Improvisational Approach To Teaching Information Literacy, Anthony Stamatoplos, Edward Trout

LOEX Conference Proceedings 2010

Using an improvisational approach in the classroom, librarians can address their own predetermined objectives and also respond to unanticipated questions and concerns as they emerge. Lesson plans and learning outcomes are valuable components of information literacy instruction and assessment; however, they need not imply a rigid approach to teaching. Recent scholarship suggests that using techniques from improvisational theater engages students in their learning and facilitates a responsive and collaborative learning environment. Guided by experienced improvisational actors, participants in this workshop will learn principles of improvisation in a fun and lively setting, and explore ways to apply them to their teaching.