Information Literacy Commons^™

Variations On An Information Literacy Theme: Student Research Consultations And Multiple Oral Communication Sections, Cori (Strickler) Biddle, Vickie Montigaud-Green

Presentations

This poster, presented at the 2016 Virginia Library Association Annual Conference, highlights our use of research consultations in 8 oral communication sections, and our look into whether these consultations effect the sources used for their speeches.

"Is This Something We Can Do?": Exploring The Possibilities Of Faculty/Librarian Collaboration, Patrick Wohlmut, Kena Avila

Faculty & Staff Presentations

The Jereld R. Nicholson Library’s teaching focus follows a strong introductory model, being well integrated in the first-year seminar classes and introductions to the major, though not necessarily across the upper division classes. This presentation tells the story of a collaboration during the course of an upper division education class at Linfield College in the fall of 2016. In addition to presenting some of the research on departmental faculty/librarian collaboration, Patrick Wohlmut and Kena Avila discussed the unique factors that made this collaboration one that was fulfilling, useful, and educational for both the teachers and the students. Though the class …

Mapping Of Digital Literacy Skills, Allison Kavanagh

Other Resources

In 2013 DIT developed a set of graduate attributes known as the “Five E’s”: Engaged, Enterprising, Enquiry based, Effective and Expert in chosen subject discipline. Each of these five attributes is comprised of several additional attributes, one of which is digital literacy.

This presentation explains what digital literacy is, why it is an important attribute for our students and graduates to develop, and discusses practical ways of creating a mapping between a programme’s assessment methods and the digital literacy graduate attribute.

Fireworks Display Of One-Shot Library Instruction, Terri Rickel

Nebraska Library Association: Conferences

Instructing students on how to use the library and the databases in one setting, especially when there is only fifty minutes, can be overwhelming for the students and instructor. This session covers tips that can be used in the interview process with the professor, creating a flipped classroom, or blended instruction opportunities to enhance the learning process (including pre- or post-session), as well as demonstrating guides for assisting students in database searching techniques. The session ends with ways to get buy-in from professors about tutorials and guides used outside the lessons.

Making An Impact: Empowering Student Via Information Use, Michael Flierl

IMPACT Presentations

Presentation on Purdue's IMPACT program for the First Nations Knowledge Services without Borders Institute gathering at Maskwacis, Alberta in April, 2016.

Spectators Or Patriots? Citizens In The Information Age, Amrita Dhawan

Publications and Research

In theory, a strong democracy rests on robust citizen participation. The practice in most democracies is quite different. This gap presents a challenge, which can be narrowed by augmenting civic education to bring it up to date with the current information environment and thus give citizens the opportunity to participate. Robert Dahl’s work on democracy provides a model that looks at this problem structurally. He writes about the ideals and the actual institutions necessary for a democracy and if we situate his model in the modern information environment we get a better idea of how to improve civic education. Successful …

Improving Primo Usability And Teachability With Help From The Users, Barbara Valentine, Beth West

Faculty & Staff Publications

In the aftermath of a consortium migration to a shared cloud-based resource management and discovery system, a small college library implemented a web usability test to uncover the kinds of difficulties students had with the new interface. Lessons learned from this study led to targeted changes, which simplified aspects of searching, but also enhanced the librarians’ ability to teach more effectively. The authors discuss the testing methods, results, and teaching opportunities, both realized and potential, which arose from implementing changes.

How To Prevent Your Flip From Flopping: Five Key Mistakes To Avoid When Switching To The Flipped Classroom Model, Gary S. Atwood

University Libraries Faculty and Staff Publications

Contrary to popular perception, successfully adopting the flipped (or inverted) classroom model requires more than just recording videos of lectures for students to watch outside of class. This poster will highlight five key mistakes that teachers sometimes make when adopting the flipped classroom model, and outlines effective strategies to avoid them.

Building Data And Information Literacy In The Undergraduate Chemistry Curriculum, Yasmeen Shorish, Barbara A. Reisner

Department of Chemistry and Biochemistry - Faculty Scholarship

The Literature and Seminar sequence at James Madison University has been used to develop the chemistry information literacy skills of chemistry majors for over four decades. These courses have been continually updated to emphasize information literacy skills for the twenty-first century. This chapter describes the methods that have been developed to improve chemical, data and general information literacy at a large, public, primarily undergraduate institution. The focus of the first semester course, described in this chapter, is on skill building rather than teaching specific resources. It is a model of integration and collaboration between chemistry faculty and chemistry librarians. Changes …

Moving Students To The Center Through Collaborative Documents In The Classroom, Maura A. Smale, Stephen Francoeur

Publications and Research

Collaborative document creation allows groups of people to create and edit text in a shared space, and educators across all subject areas have embraced these tools in their classes. Library instructors are no exception—the authors have used collaborative documents with students in multiple instructional settings. We believe that collaborative documents can embody critical pedagogy in the library classroom. Creating and editing collaborative documents can acknowledge students’ prior experiences with research and the library and de-center the library instructor as the sole research expert in the room.