Information Literacy Commons^™

Curriculum Mapping At Unlv Libraries: Strategic Integration Of Library Instruction, Nancy E. Fawley

Lied Library Open House for the 2014 American Library Association Conference

Curriculum mapping is a strategy to integrate information literacy into the undergraduate curriculum by identifying key courses within the disciplines for targeted, library instruction.

Librarians identify high impact, beginning, middle and end-level courses within their disciplines. These may or may not be courses they currently work with.

Information competencies are introduced at a beginning level, then reinforced (mid-level) and enhanced (end) throughout a student’s academic career in an intentionally scaffolded manner. Assessment strategies are included the map, as well.

Librarians use curriculum maps to inform decisions on courses and content taught so instruction efforts are not duplicated.

Assessment Of First-Year Composition Students' Information Literacy Skills, Erin E. Rinto

Lied Library Open House for the 2014 American Library Association Conference

One of the ways we have been assessing the information literacy skills of our first year students is through developing and applying rubrics to a sample of annotated bibliography projects from the required English Composition course at UNLV. The annotated bibliography assignment consists of a paper proposal and the annotations for 5 sources the student plans on using in their final research paper. The "source evaluation rubric" was applied to each individual annotation (totaling 1358 annotations) and the rubric examined the extent to which students were using the evaluative criteria of currency, relevance, and authority when selecting and evaluating an …

Welcome To The University Libraries Poster Session!, Erin E. Rinto, Melissa Bowles-Terry, Rachelle Weigel, Nancy E. Fawley, Rosan Mitola, Amanda Melilli, Amy Jo Hunsaker, Jennifer L. Fabbi

Lied Library Open House for the 2014 American Library Association Conference

Over the past eight years, the UNLV Libraries have led and contributed to campus initiatives to revise the undergraduate curriculum and student learning outcomes at UNLV. Through formal and informal leadership roles, librarians helped to create the University Undergraduate Learning Outcomes (UULOs) in the areas of Intellectual Breadth and Lifelong Learning, Communication, Inquiry and Critical Thinking, Global/Multicultural Knowledge and Awareness, and Citizenship and Ethics and a revised model for general education.

In Fall 2011, the Faculty Senate approved a vertical pathway of key courses, which serve to integrate and assess the UULOs from a student’s first year of college through …

Flip This Class: Using A Flipped Classroom Approach To Teach Information Literacy, Nancy E. Fawley

Library Faculty Presentations

What is a flipped classroom?

• Pedagogical model that reverses lecture and homework
• Students view or listen to lecture material on their own time, while class time is spent reviewing and applying what they learned
• Combines synchronous and asynchronous learning
• Students are not passive participants in the classroom
• Focus is on “just-in-time” instruction
• Promotes better student-teacher (or librarian) interaction

Serving Those Who Serve: Outreach And Instruction For Student Cadets And Veterans, Nancy E. Fawley, Nikki Kyrsak

Library Faculty Publications

Student cadets and veterans new to college have unique academic needs, and the abrupt switch from civilian to Corps life for new students at a military university can be challenging. Likewise, transitioning from military life to civilian life as a veteran student can be overwhelming. The libraries at Norwich University and The University of Alabama are supporting programs to assist new students in the transition from civilian to Corps life and from military to civilian life, respectively. While these students are at different stages of their military careers, cadets and veterans have common attributes that inform library support and instruction, …

Information Literacy Opportunities Within The Discovery Tool Environment, Nancy E. Fawley, Nikki Krysak

Library Faculty Publications

Discovery tools such as Primo, EBSCO Discovery Service, Summon, and WorldCat Local aim to make scholarly research more intuitive for students in part because of their single interface for searching across multiple platforms, including the library, fee-based databases, and unique digital collections. Discovery tools are in sync with the way many undergraduates look for information because they offer a more “Google-like” experience in contrast with previous methods of research that required first knowing which database to use, then searching each one differently according to its specifications. However, broad searches across multiple formats with different systems of controlled vocabulary force instructors …

Notes From The Field: 10 Short Lessons On One-Shot Instruction, Megan Oakleaf, Steven Hoover, Beth S. Woodard, Jennifer Corbin, Randy Hensley, Diana K. Wakimoto, Christopher V, Hollister, Debra Gilchrist, Michelle Millet, Patricia A. Iannuzzi

Library Faculty Publications

Librarians teach. It might not be what we planned to do when we entered the profession, or it may have been our secret hope all along. Either way, we teach. We teach users of all types, including students, faculty, and our co-workers. We teach in multiple venues including classrooms, reference desks, face-to-face, and online. While the variety of teaching audiences and environments are endless, one teaching scenario remains quintessential: the one-shot library instruction session. No one knows better than librarians the limitations of this format, yet it remains central to our teaching efforts.

Addressing Academic Integrity: Perspectives From Virginia Commonwealth University In Qatar, Nancy E. Fawley

Library Faculty Publications

Understanding the cultural aspects that affect a student’s ability to appropriately use resources is important in developing outreach and instruction in multicultural settings. Differences in educational philosophies, students’ previous scholastic training and cultural differences in individual motivation are all factors that may affect a freshman’s ability to understand an American university’s idea of academic integrity and can inadvertently cause problems where independent work and critical thinking are required. At Virginia Commonwealth University in Qatar (VCU Qatar), a branch campus of the American university in the Middle East, a special class on academic integrity and ethical behavior was integrated into the …

Research-Based Learning From The Start: Developing Undergraduate Researchers, Anne E. Zald, Jennifer L. Fabbi

Library Faculty Presentations

This presentation will:

- Describe the Faculty Institute for Research-Based Learning in High Impact Classes at UNLV –Goals and curriculum –Examples of impact to date

- Rough assessment of need to intentionally integrate research skills into curriculum at your institutions

- Action plan focusing on potential collaborators at your institutions

Cooking Up Concept Maps, Abigail Hawkins, Jennifer L. Fabbi, P. S. Mcmillen

Library Faculty Publications

Concept maps allow students to visually work through an idea for potentially useful search terms.

A common roadblock students experience in the research process is identifying central concepts in their research questions and devising useful ways to reframe search terms. Concept mapping is one instructional strategy that can be used to help students better identify the central concepts in their research questions and expand on other ways these concepts are articulated in the literature.

Unconventional Avenues To Integrating Information Literacy Into The Curriculum, P. S. Mcmillen, Jennifer L. Fabbi

Library Faculty Presentations

Library instruction programs continue to seek meaningful ways to infuse information literacy into both general education and discipline-specific course sequences. At the University of Nevada, Las Vegas (UNLV), targeted conversations with College of Education faculty helped librarians identify a strategic and unique point of entry with a multicultural twist.

Buy Low, Sell High, Get In Now: Low-Stakes/Low-Investment Information Literacy Initiatives Pay Off Big, David Wilson, Jeremy Donald, Steven Hoover

Library Faculty Presentations

Become familiar with the concept of low stakes/low investment information literacy initiatives in order to communicate their potential value to faculty members, other librarians, and administrators. Recognize how collaboration between your library and other entities on campus can reinforce information literacy initiatives in order to draw upon the strengths and shared values of existing programs. Learn about successful initiatives in order to generate ideas that would be useful for your institution.

New Avenues For Integrating Information Literacy Into The Curriculum, Abigail Hawkins Gonzales, P. S. Mcmillen, Jennifer L. Fabbi

Library Faculty Publications

A generally understood mission of library instruction programs is to promote information literacy (IL) and critical thinking across the curriculum. The majority of programmatic IL collaborations with higher education core curricula are found in introductory composition or communication courses. Other more unconventional avenues offer potentially more effective ways to teach students the basic IL concepts and skills. At the University of Nevada, Las Vegas (UNLV), conversations with College of Education faculty helped librarians identify a strategic and unique point of entry for IL instruction. Using the ADDIE model as a conceptual framework, librarians and an instructional designer met with the …

Cultivating The Librarian Within: Effectively Lntegrating Library Lnstruction Into Freshman Composition, Jesse Ulmer, Nancy E. Fawley

Library Faculty Publications

It has become common practice for library instruction to be included in lower-level college composition courses. Students are typically required to visit the library once or twice a semester to receive instruction on how to find books and journal articles for an upcoming writing assignment that incorporates formal research. But does this current model of instruction truly address course outcomes that seek to produce students who are information literate, critical thinkers and life-long learners? Faculty who teach such courses are often reluctant to surrender precious class time to a librarian, but this paper argues that the merging of bibliographic instruction …

The Association Of Architecture School Librarians Instruction Workshop 'Lessons Learned', Jeanne M. Brown, Janine Henri

Library Faculty Presentations

Workshop Goals for session attendees —

Learn how to:

- relate course assignments to information competencies
- identify appropriate learning outcomes
- plan activities to achieve those learning outcomes
- create tools to assess student learning

A Collaborative Voyage To Improve Students' Career Information Literacy, Angela Farrar, Lateka Grays, Diane Vanderpol, Amanda Cox

Library Faculty Publications

Librarians, a member of the Hotel College faculty, and a member of the Career Services staff at the University of Nevada, Las Vegas collaborated in the design, implementation and evaluation of a non-traditional research assignment asking students to demonstrate real world information literacy skills.

Session attendees will explore the process by which the traditional librarian-teaching faculty member collaboration grew into a richer project involving a non-traditional partnering. Attendees will be guided through a discussion on levels of collaboration and an audit of potential non-traditional partner opportunities at their own institutions.

Attendees will examine the product of this partnership: an assignment …

Integrating Student Information Competencies Into Library Services, Jeanne M. Brown

Library Faculty Publications

Many in the library field would argue that we have begun to perceive ourselves differently – especially in academic libraries. ALA’s Association of College and Research Libraries has been instrumental in creating or promoting a sea-change and much has gone into projecting an image of the librarian as an integral part of the educational enterprise. The message is that librarians are/ are becoming teachers.

Don’T Drown — Catch The Wave: Instruction At The Valley Library, P. S. Mcmillen

Library Faculty Publications

As many readers will no doubt be aware, librarians at OSU have done one-to-one and classroom instruction tor many years. However, 3S the information landscape changes, so do the students' needs tor learning how to navigate that ever-changing landscape. The rapidly increasing migration of print resources to electronic form removes many of the contextual and visual cues that alerted earlier users to the authority, accuracy, comprehensiveness, point of view, or other indicators by which to judge the quality of information sources. As the experts in the organization, access, and dissemination of information, librarians have stepped forward to teach students how …