Information Literacy Commons^™

Strengthening Students’ Information Literacy Skills As They Develop Original Research Proposals In A Scientific Process Course, Kimberly A. Reycraft, Nora E. Demers

Florida Statewide Symposium: Best Practices in Undergraduate Research

Scientific Process is a required course for all undergraduate science majors at FGCU. In this course, students develop original research proposals on topics of their interest. Information literacy skills are critical as students must be able to use multiple sources of information to develop their proposals. Biology and library faculty have collaborated to add instruction and assignments addressing research question development, search strategy, citation management, and more. Our goal is to improve students’ information literacy skills as well as the quality and quantity of citations in their final proposals. We will present on this initiative and our preliminary assessment results.

Informed Learning, Information Literacy, And Scholarly Communication: Library Pedagogy As A Bridge To The Disciplines, Kim L. Ranger

Georgia International Conference on Information Literacy

This paper explores collaboration between librarians and faculty in higher education to construct connections between informed learning theory, information literacy practice, and disciplinary scholarly products to foster reflective and deep engagement with information.

Increasing digital innovations in communication and pedagogy, the need for various literacy capabilities, and the potential wisdom gained from considering diverse methodological perspectives have driven the need for interdisciplinary collaboration (Witt, 2012). There have also been several calls for a relational approach to teaching and learning, changing the roles of librarians (Farrell and Badke, 2015; Gunton et al, 2014; Jaguszewski and Williams, 2013), and scholarship which examines …

Do You Know What They Don’T Know? : How Students Conduct Research, Peggy L. Nuhn, Min Tong

Georgia International Conference on Information Literacy

When developing student research assignments, many faculty may make the assumption that the current generation of computer-savvy students will intuitively determine how to effectively use library resources, and incorporate that information into a thoughtful and properly cited research paper -- after all, students frequently express a high level of confidence in their research abilities. But is this realistic? Do students understand the difference between a keyword and a subject search and how that understanding can help them? Do students really understand that research is a process rather than a scavenger hunt?

Any faculty member who has received student research papers …

At The Intersection Of Technology And Special Collections: A Program Approach To Collaborative Teaching And Student Engagement, Benjamin Panciera, Rebecca Parmer

Oberlin Digital Scholarship Conference

Staff from the Linda Lear Center for Special Collections and Archives discussed their participation in a program to facilitate the introduction of new technologies into the classroom. In 2014-2015 they engaged two East Asian history courses in a project to digitize, transcribe, and annotate a 19th century journal detailing the voyage of a young man from Connecticut to Hong Kong. The project was selected as an ideal means to connect students with tools and techniques critical to primary source research and to use emerging technologies to bring archival resources to new audiences.

The Next Thousand Days: Planning For Digital Scholarship Engagement Into The Future, Kris Macpherson

Oberlin Digital Scholarship Conference

A discussion that focused on the incorporation of digital scholarship into reference/research and instruction departments, including if/how our new undertakings broaden our mission and learning outcomes, our roles and job descriptions, and the ways we collaborate with other groups in our libraries, IT and across campus. How does the inclusion of DS in campus courses complement, incorporate or compete with information literacy? How do we see ourselves moving forward -- what are we adding and what are we dropping, and how are we retraining ourselves to incorporate digital scholarship into our programs?

Enriching Student Learning With Data Visualization, Adam Konczewski, Louis Johnston, Diana Symons, Bennett Frensko

Oberlin Digital Scholarship Conference

In this workshop, participants were led through our collaborative process: how we divided up tasks; identified appropriate learning objectives; crafted assignments; selected data sets; and decided on software (Tableau). We discussed what’s worked, what still needs tweaking, and how we plan to expand data visualization support to faculty members in other departments. Participants left this session with a better understanding of how they can support data visualization in the classroom, and we’ll provide lists of resources and training opportunities that will help them get started.

Teaching Or Tyranny: Class And Course Guides, Nancy W. Noe

Library Instruction West 2016

The adoption of LibGuides by numerous Libraries has given rise to the creation of a multitude of class or course guides within the system. Librarians have become enamored of such pages and spend hours developing pages for a number of classes. Many of these guides are then used in actual library instruction, or embedded into learning and course management systems as substitutes for face-to-face sessions. Upon examination, however, the vast majority of these class and course guides simply replicate a version of subject guides. Do these pre-determined lists of databases and ready-made widgets really offer students the opportunity to develop …

Etds And The Landscape Of Open Access Publishing, Gail Mcmillan

Transforming Libraries for Graduate Students

Countering anecdotal evidence and calming fears about publicly accessible ETDs—electronic theses and dissertations, McMillan will present a variety of perspectives based on current data. She has led international surveys and gathered data from publishers and journal editors about their policies regarding ETDs. To these she will add data about ETD initiatives based on graduate school and university library activities.

Workshops Toolkit: Tailoring Learning To Schedules And Needs, Zachary W. Elder

Transforming Libraries for Graduate Students

George Washington University Libraries were tasked with transforming support for graduate students while taking into account increasing numbers of online students, off-campus programs, and students working full-time. In addition, due to librarian turnover and other factors, we needed to accomplish our goal with a reduced workforce and without reducing services and instruction to our undergraduate population. Our solution focuses our graduate instruction on in-person workshops and digital objects (research guides and “How-Do-I?” videos), along with a “toolkit” with scripts, handouts, presentations, and outlines so that, while one librarian may be the expert (e.g. citation management), any librarian can have the …

Transforming Services: A Year Of Investigating User-Centered Marketing Strategies And Information Literacy Programming For Graduate Students, Lisa M. Martin, Porcia N. Vaughn

Transforming Libraries for Graduate Students

The University of Houston (UH) is a Carnegie-designated Tier One public research university that strives to serve more than 7,000 graduate and professional students. Graduate students have been historically underserved by the UH Libraries, however, in recent years the Libraries have made expanding services to graduate students a strategic initiative. UH Library administration has designated targeting specific user groups, including graduate students, with revitalized marketing and innovative programing a high priority.

Two project teams were established within the Liaison Services Department to investigate the role of liaison services in graduate education. Project Team 1 investigated best practices for marketing existing …