Information Literacy Commons^™

Types Of Sources: Online Module For First Year Writing, Hannah Cabullo, Bekah Dreyer-Rowe

New England Library Instruction Group

We created this Types of Sources module as one of four library modules for all sections of First Year Writing this fall. It is an asynchronous, online module delivered through Canvas, our institution’s learning management system, and consists of some reading, two short videos, and three discussion-board-based activities. The first activity, at the very beginning of the lesson, is intended to get students to start thinking about the characteristics of different types of sources. In the activity, students pick a type of resource (e.g. podcasts, scholarly journal articles, social media, etc.) from a list, answer some questions about it, and …

Mapping Out Your Research: From Topic Selection To A Thesis Statement, Alicia G. Vaandering, Lindsay Lachapelle

New England Library Instruction Group

Co-taught by an instruction librarian and a Writing Center coordinator, this lesson supports history students in exploring a topic and preparing for subsequent research and writing. The first and primary piece of this lesson centers on a topic speed dating activity that encourages students to look beyond the most obvious elements and narratives of their topic and seek nuance and unique perspectives through guided discussion with a peer. This is followed by a class discussion on the role that divergent thinking plays in developing a research question and some time for students to draft their own potential research question. Finally, …

Evaluation Beyond The Binary: Information Literacy For Core 103, Susan Adkins, Bethany Dietrich, Jes Mattera

New England Library Instruction Group

Our team of teaching librarians co-created this lesson as part of Champlain College’s Core 103 course, Navigating Your Information Landscape. Core is Champlain’s version of general education. Core’s four-year curriculum is interdisciplinary education with a focus on critical thinking, collaborative skills, and learning by doing. We will deliver the lesson to all Champlain College first-year students next semester via an online Canvas module. Students will engage with the lesson asynchronously. Librarians will interact with the students throughout their participation in the module.

Our Canvas instructional module focuses specifically on evaluation with an emphasis on the impact of the positionality of …

The Covid-19 Misinformation Challenge: Asynchronous Learning About (And During!) A Pandemic, Jennifer Bonnet, Senta Sellers

New England Library Instruction Group

In early 2020, the coronavirus pandemic ushered in a “new normal.” During this time, the world witnessed a prevalence of misinformation about COVID-19, on social media, in the news, and in academic publishing. We saw this emerging landscape as an opportunity to help people think critically about ways to combat false or misleading information. The result: The COVID-19 Misinformation Challenge.

Each day for five days, participants received tasks designed to test their knowledge of the coronavirus. They evaluated memes, doctors, news headlines, treatments, and some of the science behind the virus.

Join us for an interactive tour of the challenge! …

Creating A (Bright)Space For Library Instruction, Maureen A. Perry, Elizabeth Bull, Megan Macgregor

New England Library Instruction Group

Creating a (Bright)Space for Library Instruction

Students come into class with varied levels of preparation for college-level research. Faculty had little time to spare for library instruction prior to COVID 19, and the move to online instruction has left them with even less time.

As these things were happening across higher education, the University of Maine system was changing learning management systems, leading to a steep learning curve for everyone. The University of Southern Maine Libraries saw an opportunity to address these challenges and remain visible to faculty.

The reference librarians created a series of information literacy modules for instructors …

Creating, Using, And Remixing Online Learning Objects And Multimodal Lesson Plans For Asynchronous And Synchronous Learning, Blake Spitz

New England Library Instruction Group

This presentation covers online teaching practices and technologies for remote (a)synchronous library instruction. While discussing various learning objects - digital surrogates, accessible videos, questionnaires, and interactive spaces - the focus is on hyperdoc style lesson plans combining resources into consolidated and accessible presentations. Hyperdoc lesson plans frame multimodal presentation and learning during classes, remain as legacy teaching objects for asynchronous and repeat learning, are adaptable into several formats for increased accessibility, and, with reuse and remixing, can aid in creating and marketing sustainable teaching programs. Examples of lesson plans, learning objects, activities, technologies, and dual purpose synchronous and asynchronous content …

The Fave Is Problematic: Leaving One-Shots Through A Feminist Approach To Designing An Instruction Program, Nicole Pagowsky

New England Library Instruction Group

The University of Arizona Libraries has a coordinated instruction program for its 13 liaisons on a campus of over 40k. Various iterations of instructional approaches have cycled throughout the years, with one-shots sessions often dominating. Rather than continue the one-shot cycle, the program is intended to center feminist, collaborative approaches with faculty; incorporate critical pedagogy into philosophy and practice; and provide liaisons with more agency to have greater instructional partnerships. This presentation will provide background and discuss planning and documentation of the program, and share successes, challenges, and thoughts for the future.

Data Gathering Kickoff Lesson For Consulting Project, Samantha Porter, Stephanie Farne

New England Library Instruction Group

This is a one-shot instruction session taught to upperclassmen in a Strategic Management Course working on a group mock-consulting project. We introduce them to potential sources of information for the secondary research component of their project including company, industry and market research resources. There are three parts to the lesson plan: 1) a beach ball activity (which we learned about at an ACRL NEC Annual Conference 2018) to introduce them to different information source types, including discussion of information literacy principles; 2) a brief introduction to the database sources; and 3) a group workshop activity.

Critically Looking At An Article: A Group Effort, Carrie Salazar, Iris Jahng

New England Library Instruction Group

Objective:

Analyze a scholarly article to examine how they use sources, what do they refer to, examine the language and tone of the articles and how to brainstorm research ideas from an article

Instructions:

All the groups are given the same article but different sets of questions. In your groups, answer as many of the questions as you can and choose someone (or more than one person) to report out the questions you answered. This way, we all have an idea what the article is and the different ways you could approach looking at an article. Find your groups by …

A Mindful Role Of Questions In Teaching, Judith S. Pinnolis

New England Library Instruction Group

Judith S. Pinnolis, Associate Director, Instruction and Engagement at Berklee College of Music/ The Boston Conservatory presented on the importance of interactive dialogue with students and using questions as a means of transcendence in order for students to reach new academic levels and achieve high-quality outcomes.

I Search: A Reflection On The Importance Of A Personal Connection, Eric Shannon, Leslie Inglis, Tracy Mendham

New England Library Instruction Group

This session, led by two librarians and an adjunct faculty member, described the benefits of replacing a traditional research paper with an I Search paper (a more informal first person research narrative) for students taking a first year inquiry course. An I Search paper facilitates student learning by encouraging students to select a topic that piques their interest and places the focus on students’ personal research journeys. Although this assignment was designed for a semester-long credit-bearing course, we discussed ways to incorporate aspects of this assignment into a library one-shot.

Decolonizing Databases: A Scalable Critical Pedagogy Activity, Emery Shriver, Lori Dubois

New England Library Instruction Group

Inspired by Safiya Umoja Noble’s Algorithms of Oppression, essays and lesson plans in Critical Library Pedagogy (Nicole Pagowsky and Kelly McElroy, eds.), and the ACRL Framework for Information Literacy for Higher Education, this presentation described a critical pedagogy activity that interrogates systems of oppression in library research tools and challenges students to reflect on the emotional aspects of their research experience. We discussed how we have modified the activity for different courses and disciplines, classroom settings, and class session lengths. This activity is suitable for librarians who are beginning to consider how to incorporate critical pedagogy into their teaching.

No Zombies Here!​: An Inquiry-Based Learning Approach To An Embedded Librarian Project, Sam Boss, Kristi J. Castleberry

New England Library Instruction Group

Since 2017, a library director and English professor have been collaborating on an embedded librarian project for a required Critical Thinking seminar. Our guiding concept is inquiry-based learning, and we have seen students connect with information literacy more deeply as we encourage them to explore information resources and to consider what scholarly conversation means to them. Our goal is to seamlessly blend elements of the ACRL Framework with the learning objectives and content of the seminar through hands-on activities related to research and writing assignments. Tying the Framework to ongoing projects has resulted in a higher level of engagement and …

Placing Students' Questions At The Center: Engaging Students With Archival Materials, Laura Hibbler, Chloe Morse-Harding

New England Library Instruction Group

This interactive session presented a student-centered approach to archival instruction using a modified version of the Question Formulation Technique (QFT). Developed by Dan Rothstein and Luz Santana (2011), the QFT is an instructional technique which guides students in developing questions, improving upon those questions, and identifying which questions they feel are important.

Reimagining The One-Shot - A Student-Centered Approach For Introducing First-Year Students To The Library, Alissa Link

New England Library Instruction Group

This session explored how a traditional library instruction session was adapted to give students a richer and more interactive learning experience leading to the expansion of a collaboration between an introductory biology class and the library. The session detailed the adaption of an existing lesson plan, creation of an asynchronous scavenger hunt, and addition of a student-centered, hands-on assignment.

To encourage self-driven learning, the library instruction session was redesigned to include hands-on, in-class components and an asynchronous scavenger hunt. Both changes were enthusiastically received by the course faculty.

The end result of the adapted curriculum for the introductory biology course …

Recording Transcript: Backward Design For Librarians, New England Library Instruction Group

New England Library Instruction Group

Full transcript of the webinar to accompany the recording.

Slides: Backward Design For Librarians, Michael Goudzwaard

New England Library Instruction Group

Slides for Mike Goudzwaard's Backward Design for Librarians webinar, NELIG's 2019 spring program.

Reading Scholarly Articles, Hilary Kraus

New England Library Instruction Group

This presentation demonstrated a lesson on effectively reading scholarly research articles which was used with students in a first year English course. In the lesson, students are given a relatively short scholarly article, some guidance in effective techniques for breaking down and understanding this kind of article, and a worksheet to guide their process. When they complete the worksheet, they're given an article on a similar topic from a popular source and use a shorter worksheet to compare the two. The lesson ends with a group discussion. Students get practice, in a supportive environment, in understanding how to parse a …

Fall Program Handout, New England Library Instruction Group

New England Library Instruction Group

Handout for attendees with NELIG contact information, upcoming events, membership details, and suggested readings related to the day's program theme.

Program Slides - September 27, 2017, New England Library Instruction Group

New England Library Instruction Group

Slides from the program with agenda, contact info, etc.

Designing For Engagement & Active Learning: Bridging The Gap Between Libraries And Archives, Laura Hibbler, Chloe Morse-Harding

New England Library Instruction Group

This session introduced methods for designing learning experiences which go beyond a tour and database demonstrations, and incorporate active and inquiry-based learning. Pairing physical and digital primary sources leads to deeper connections made by students.

Transitioning Together, New England Library Instruction Group

New England Library Instruction Group

Brochure with conference program and schedule.

Nelig Meeting - February 7, 2014, New England Library Instruction Group

New England Library Instruction Group

NELIG quarterly meeting.

Nelig Meeting - September 27, 2013, New England Library Instruction Group

New England Library Instruction Group

NELIG quarterly meeting.

Nelig Meeting - September 28, 2012, New England Library Instruction Group

New England Library Instruction Group

NELIG quarterly meeting.

Nelig Meeting - December 02, 2011, New England Library Instruction Group

New England Library Instruction Group

NELIG meeting minutes at Keene State College Instruction Swap.

Nelig Meeting - December 4, 2009, New England Library Instruction Group

New England Library Instruction Group

NELIG quarterly meeting held simultaneously at three locations: Boston Public Library, University of Rhode Island, and Fairfield University.

Library Guides: Personalized Research Portals, Melinda Raupach, Carolyn Gamtso

New England Library Instruction Group

Powerpoint presentation and accompanying handout.

Program Schedule - June 5, 2009, New England Library Instruction Group

New England Library Instruction Group

Program schedule handed out to attendees at the June 5, 2009 annual conference.

Nelig Meeting - April 27, 2009, New England Library Instruction Group

New England Library Instruction Group

NELIG quarterly meeting, co-sponsored by ITIG, Focus on Online Education.