The Art of Questioning in Instruction
Michelle Dubaj, Reference & Instruction Librarian, SUNY Fredonia
Are you a seasoned instructor that wants to take your questioning skills to the next level? Or maybe you want to start asking more questions during instruction, but aren’t sure where to start?
In June of 2007, the ACRL Board approved the Standards for Proficiencies for Instruction Librarians and Coordinators. One of the points in the Teaching Skills standard is to participate in constructive student-teacher exchanges by encouraging students to ask and answer questions. Research has shown that effective teachers ask more questions during instruction and that the frequency of questions is positively related to student achievement.
With so much content to cover librarians may think that there is no time for questions, but questioning can create rich and unique teaching moments. In this session participants will acquire different techniques for establishing trust during instruction. They will also develop a mental set to establish a tone conducive for questioning. Participants will then work in small groups diagramming their instruction spaces and examining their questioning patterns. As a conclusion, the group will create examples of effective questions to use in common library instruction scenarios.
Engage your Students: How to Increase Class Participation with a Student Response System
Anne C. Osterman, Reference/Instruction Librarian, American University
Kirsten L. Allen, Reference/Instruction Librarian, American University
Nobue Matsuoka-Motley, Music and Performing Arts Librarian,
It can be difficult to get students to actively participate in library instruction sessions, where it is often the first and only time the librarian will work with the students. It can also be difficult to gauge levels of understanding because the students often have a wide range of library skills and experience. Student response systems can be a tool to help overcome these obstacles. This session will provide an interactive environment for attendees to experience a live demonstration of a student response system and develop their own set of questions that would be appropriate for library instruction. Low-tech, inexpensive alternatives to the system will also be presented and discussed.
Expectation management: Breaking ground for a new e-learning librarian position
Julie O'Keeffe, Coordinator of Outreach, Reference Department, Marquette University
Ed Sanchez, Coordinator of Library Information Technology, Marquette University
If your organization has batted around the idea of hiring an e-learning librarian, two sets of issues may come into play, as framed in questions below.
As we know, the environment for electronic-based learning changes rapidly. This makes creating a position for an e-learning librarian difficult, given that the job requirements and projects can morph from year to year. Defining the core duties of a position can be tricky.
Expectations held by staff for an e-learning librarian position can run the gamut in terms projects, control, boundaries, and their own level of involvement. An organization can benefit from exploring conflicting expectations and creating a common understanding surrounding these issues. Factors such as change-readiness, self-confidence, power, and influence will also be discussed.
Constructivist-based activities will inform participant views and provide a basis for further discussion and the reconstitution of activities back home.
From learning objectives to multi-media tutorials: the building blocks of tutorial creation
Terri L. Holtze, Head, Web Services, University of Louisville Libraries
Participants will get hands-on experience with tutorial creation. This workshop will guide participants through the process of developing learning objectives and a theme, writing content, and planning a storyboard. There will also be opportunities to learn techniques for finding free images to use and/or modify for your tutorials and to discover development software that can help create simple to complex multi-media tutorials.
Function Before Form: Designing the Ideal Library Classroom
Carrie Donovan, Instructional Services Librarian, Indiana University
Diane Dallis, Head, Information Commons/Undergraduate Library Services, Indiana University
At Indiana University-Bloomington, the libraries house many rooms that are used for instructional purposes, but none represents the characteristics of an ideal learning environment. In order to address the growing instructional needs of the IUB libraries and the lack of appropriate space in which to provide IL instruction, the libraries created a committee that was charged with making recommendations for new library classrooms. The group started this task by conducting a literature review on the concepts of classroom design and best practices. Finding surprisingly little research or practical information published about classroom design with which to guide them, the committee devised their own approach for assessing needs, reviewing current practices, and developing a plan for implementation.
During this presentation, we will share our experiences and the knowledge we gained in designing our ideal classrooms in order to assist others who are faced with a similar task. In addition, we hope this presentation will fill what we believe to be a gap in the professional literature by providing a forum for discussion and innovation which we will document and share broadly. To achieve this, our presentation will include an interactive breakout session during which groups of attendees will work together to design space for various types of teaching models. We will give participants “kits” to build the space using graph paper and pre-cut shapes. We will use the results of this session to launch a best practices website that includes the designs created by attendees, a blog, photo sharing, in addition to other relevant resources.
Planning and Producing Videos: A Two-Part Workshop on Writing Scripts & Making Videos @Your Library
Jim Yocom, Director of Instructional Media Services, Indiana University South Bend
Vincci Kwong, Coordinator of Web Services, Indiana University South Bend
Julie Elliott, Coordinator of Public Relations & Outreach, Indiana University South Bend
Nancy Wootton, Colborn Coordinator of Library Instruction, Indiana University South Bend
With the advent of YouTube and new digital editing software, it has become easier for libraries to experiment with instruction videos. However, creating the right script to get your message across can be a challenge. This two-part interactive workshop aims to share our video production experience with you. In the first session, the presenters will help you write a script and guide you through the production planning process. In the second session, one script will be videotaped, edited and will be ready to share with students. By the time the workshop is over, each person will have a script that she or he can take back to their campus for actual production.
When the World Grows Smaller: Renewing Your Instruction Methods for International Students Using the Cephalonian Method
Merinda Kaye Hensley, Instructional Services Librarian, University of Illinois at Urbana-Champaign
With globalization diversifying our university culture, American universities are welcoming an increasing population of international students. Librarians are searching for innovative instruction ideas that adapt to international learning styles while crossing cultural and language barriers.
This interactive workshop will engage participants on the topic of renewing instruction methods for ESL students (although many of the ideas could be applied in almost any academic library setting) framed by the Cephalonian Method. Previously used for orientation purposes, the Cephalonian Method is a learner-centered technique designed to facilitate learning through capturing the attention of the audience. Framed by the overhaul of the University of Illinois’ ESL instruction program and using a combination of audience participation, visuals and music, the session will move through four major components:
* Learning styles and characteristics of ESL learners
and international students (red)
Active engagement in the classroom is no easy feat for the typical 50 minute session, but by demonstrating how librarians can utilize technology and creativity in a sound pedagogical fashion, we can open our doors to a world that continues to grow smaller.
Wiki-ing Your Way into Collaborative Learning
Molly Beestrum, Systems Librarian, Dominican University
Kenneth Orenic, Instruction/Reference Librarian, Dominican
Information Literacy and Library Instruction literature has touted the benefits of collaborative learning for years. Wikis have added a new dimension to the process of student collaborative learning. This interactive session will demonstrate how quickly and easily librarians can create classroom assignments that engage students, generate immediate results, promote collaboration, and reinforce learning objectives all through the use of a wiki.
Session participants will:
The session will include an overview of our experiences incorporating wikis into course-related information literacy instruction sessions and outline the connection between interactive wiki assignments and collaborative learning theory. We will then provide a brief demonstration outlining the basic mechanics of using free wiki the software currently used by Crown librarians. We will discuss the basic goals and considerations for creating engaging classroom assignments, followed by a hands-on opportunity for participants, working in small groups, to develop wiki-friendly projects. Groups will be asked to create simple classroom assignments, based on several different instructional scenarios, using a wiki to engage students and reinforce information literacy standards and objectives. Groups will be given the opportunity to share their results with other participants, followed by an open discussion and comment period. Participants are encouraged to bring laptop computers with them to support the group activity.
Assessing One-Shot Instruction: Using Post-Assignment Evaluations to Build Better Assignments
Jennie E. Callas, Instruction Librarian, Randolph-Macon College
As instruction librarians, teaching is the focus of our job, and evaluations of our teaching effectiveness should contribute to discussions of our overall performance. Traditional course evaluations are used by faculty who spend full semesters with students, but how can we evaluate teaching effectiveness in one-shot sessions? Freshman English students at R-MC evaluate library instruction AFTER they turn in the annotated bibliography assignment the instruction targets. The evaluation, which was developed in part because the original assignment was unsuited to the library’s resources and tools, enables students to reflect on their completion of the assignment and to evaluate teaching effectiveness of the librarian instructor. This model of evaluation has myriad benefits. Among them, the instruction librarian appreciates seeing how students view her effectiveness, and student feedback about the assignment allow for a dialogue with the faculty that can lead to an improved assignment. This presentation will describe the process involved in this kind of evaluation and the impact it had on the design of the assignment and on the library instruction.
Building and Designing Bridges – Enabling Bilingual Academic Learning Experiences
Valeria E. Molteni, Outreach and Multicultural Librarian/Reference, California State University Dominguez Hills
Eileen K. Bosch, Senior Assistant Librarian, California State University, Long Beach
Attendees will have an opportunity to learn and discuss with two librarians from California State University System about the challenges and issues experienced in implementing bilingual services in reference and instructional sessions to bilingual speaking students on their campuses. In addition, attendees will be able to learn about a strong partnership developed between both librarians as well as empowering a curriculum relationship with faculty in Foreign and Romance Languages Departments. Presenters will also address how to create an ambiance of support to first generation students who often experience a lack of confidence necessary to be academically successful.
After the presentation, the panelists will engage participants to discuss the following outcomes:
* Supporting and enhancing curriculum demands
* Sharing ideas with other colleagues, who use bilingual services in any language
* Finding similar strategies in other academic libraries
Rosalind Tedford, Information Literacy Librarian, ZSR Library Wake Forest University
Students love Wikipedia, but often don't understand wikis. In several sections of our for-credit IL courses at Wake Forest University, we have replaced the traditional Annotated Bibliography with a wiki as the final project for the course. We have found that this encourages collaboration among students, increases the engagement with the material and fosters a deeper understanding of the concepts of wikis and their place in the information landscape. This session will outline how we implemented wikis, how they worked, how they were received by students and what lessons we learned along the way. In addition, a discussion of blogs and Google Docs as potential replacements for the annotated bibliograpy will expand on the idea of finding new ways to assess student learning in a more collaborative, social and interactive format.
Click It to Stick It: Effective Use of an Audience Response System in Library Instruction Sessions
Cathy Palmer, Head, Education and Outreach, Univ. of California, Irvine Libraries
Cathy Palmer, Head of the Department of Education and Outreach at the University of California, Irvine Libraries, will share best practices and demonstrate the effective use of an ARS in library instruction sessions designed for students enrolled in the University’s required lower-division writing course. Participants will enjoy an hands-on experience as they learn best practices for using an ARS to enhance student learning outcomes. The presenter will share preliminary assessment data about the impact of the use of an ARS on student learning outcomes.
cn u hlp? Collaborative Chat Reference and Instruction
Kenneth Furuta, Reference/Information Technology Librarian, Rivera Library, University of California, Riverside
Gayatri Singh, Reference and Information Services Coordinator, Social Sciences & Humanities Library, University of California, San Diego
Not only has the use of chat reference created new learning spaces, studies have shown that instruction regularly occurs during the virtual interactions. However, these studies have focused on a single institution’s experience and do not address the additional challenges faced by a consortium of libraries. Ask a UC Librarian, staffed by seven of the ten University of California campuses, is an example of a consortium exploring this new learning space together. We will present the challenges, rewards, and what we have learned in building a supportive literacy learning environment that provides instruction to students via collaborative chat reference.
Constructing a Three Credit Hour Information Literacy Course: A Blueprint for Success
Anne Pemberton, Instructional Services Coordinator, Randall Library, University of North Carolina Wilmington
Rachel Radom, Instructional Services Librarian, Randall Library, University of North Carolina Wilmington
Instruction Librarians from the University of North Carolina Wilmington (UNCW) will describe their creation, design, and teaching of a three credit hour undergraduate course that focuses on the development of information literacy skills. The course, “LIB 103: Introduction to Library Research and Technology”, is required for UNCW’s Information Technology minor, which is offered by the university’s Department of Computer Science. This interdisciplinary course exposes students to aspects of media literacy, critical thinking, information evaluation, research skills, various information technologies, and current issues in the information age. The challenges of creating such a course from the ground up will be discussed. For librarians looking to establish credit courses, information about planning, necessary approval processes, and potential roadblocks will be presented. Librarians will discuss their individual experiences teaching the course and their unique approaches to meeting the course’s goals and objectives. Strategies for successful marketing and campus collaborations will also be discussed. LIB 103’s success has led to the expansion of the library’s curriculum to include new credit courses in Business research and Science research and plans for these future endeavors will be given.
Creating An Architecture of Assessment: Using Benchmarks to Measure Library Instruction Progress and Success
Candice Benjes-Small, Library Instruction Team Leader, Radford University
Eric Ackermann, Reference/Instruction and Assessment Librarian, Radford University
How do you prove that your instruction program is showing progress each year? Traditionally, we did so by increasing the number of library instruction sessions taught annually. But when librarian burnout, staffing shortages, market saturation, and other limitations hit, we had to find alternate measures of progress. Learn how we used student evaluations and other data to create benchmarks and performance goals, how we provided this information to our administrators to show progress, and how you can scale this model to fit your library.
ESL Students Cross the Academic Threshold: How Interpreting Demographic Data Builds Information Literacy Skills - Three Perspectives
Penny Bealle, MLS, Ph.D., Associate Professor of Library Services, Suffolk County Community College, Eastern Campus
Kathleen Cash-McConnell, MA, MS.Ed., Professor of English as a Second Language, Suffolk County Community College, Eastern Campus
M. Bernadette Garcia, MA, MS, Academic Chair; Associate Professor of English as a Second Language, Suffolk County Community College, Grant Campus
Our successful English as a Second Language (ESL) project at Suffolk County Community College (SCCC) fosters academic literacy by infusing information and computer literacy skills into an advanced speaking course. In our presentation, library and ESL faculty, plus an ESL administrator will share insights on how advanced ESL students construct a demographic study. The demographic assignment requires students to synthesize information and images into oral presentations. Each student’s final project is the culmination of an incremental process that includes four library workshops. During the workshops, students research U.S. cities and form a learning community as they discuss trends in demographic data and the infrastructure of the various cities. Key questions guide the students’ explorations: 1) “Why has a particular city experienced a dramatic shift in population?” and 2) “What does this shift mean for its infrastructure, industries and labor force?”
Our collaboration integrates ESL students into the academic community. The collaboration has built learning communities between the library and ESL departments, as well as between students and their academic environment as they gain the confidence and skills to cross the academic threshold.
We will motivate participants to consider applications of our model in their professional settings by pondering such open-ended issues as: “Why ESL faculty might be reluctant to include library instruction, and how these factors can be addressed.” Participants will leave with tangible constructs to engineer their own collaborations.
Fantasy Sports: The Road to Information Literacy Championships
Paul Waelchli, Assistant Director for Library Instruction and Public Services, University of Dubuque
Sara Holladay, Electronic Resources Management Librarian, University of Colorado at Boulder
19.4 million fantasy sports players, many college students, rely on information literacy to succeed in fantasy sports leagues, but do not realize it. This session analyzes the connection between fantasy sports and information literacy and how librarians can use fantasy sports to make information literacy meaningful to students. A background on fantasy sports, media and research is provided. One library, University of Dubuque, connected information literacy skills to fantasy football for incoming student athletes. The planning, implementation, and assessment of those instruction sessions are outlined, which included the following steps:
1. Fantasy sports and fantasy football skills were mapped to the ACRL Information Literacy Competency Standards.
2. These standards were used to create an engaging research session that broke students’ misconceptions of the library and of their own research abilities.
3. Students engaged in discussions of creditability, validity, timeliness, and search strategies to find and evaluate fantasy football information.
Connecting information literacy to fantasy sports provides a new way to reach out to students who struggle to see the application of information literacy in their lives. This session provides a way of linking fantasy strategies to academic skills to create successful, information literate students.
From Paint Chips to Laptops: Creating a Learning & Teaching Center in a University Library
Erin Daniels, Instruction Librarian, Sonoma State University
In Fall 2007, the University Library at Sonoma State opened the doors to its newest space: The Learning & Teaching Center (LTC). As a dynamic, technology-rich space for information literacy and technology instruction, the LTC provides flexible spaces for teaching, learning, information creation and presentation, and curricular development. The remodeled space includes a wireless classroom, a multimedia lab, individual movie editing rooms, training rooms, a faculty development office, group work areas and more.
This presentation will explore the ways in which the practical decisions made throughout the remodeling project have allowed for creativity in teaching and learning within the Center. The presentation will look at issues such as: how to furniture selections, paint color, wall decorations and lighting, all add up to a tranformative learning environment? What are the technologies that fit best in such an environment and how do they allow for innovative approaches to learning? How can creating a “great looking space” advance information literacy initiatives on a campus?
Practical tips such as selecting furniture styles, working with furniture consultants, and testing laptops and laptop carts will be considered alongside the pedagogical transformations that have begun due to the existence and flexibility of the space. The presentation will also chronicle the challenges and successes faced thus far, as well as recommendations on process for libraries considered similar projects.
Game on (and on): Adapting and Extending the Open Source Information Literacy Game
Sean Cordes, Assistant Professor, Instruction Services Coordinator, Western Illinois University
Brian Clark, Assistant Professor, Library Faculty Instructor, Western Illinois University
Amy Harris, First-Year Instruction Coordinator and Reference Librarian, The University of North Carolina – Greensboro
The program describes the modification and extension of the open source “Information Literacy Game” developed at the University of North Carolina-Greensboro, which covers topics such as resource choice, plagiarism and database use, into a multiple literacy game (media literacy, visual literacy, and multi-cultural literacy) customized for use at Western Illinois University.
Included is a description of the process for modifying and branding the game’s graphic and XML environment to modify the game for use at alternate institutions. Further, the extension includes the development of additional categories and modes to instruct students in three new emerging literacy areas: media literacy, visual literacy, and multi-cultural literacy. Specific topics include modification of the games graphic and communication elements for use at additional institutions, and the development of new question structures and modalities to encompass emerging literacy topics not addressed in the original version of the game.
Members of the presentation team will also discuss early feedback data regarding
the success of the game in teaching multiple literacy skills to undergraduate
students. In addition, live demonstrations of the original and extended version
of the game platform will highlight how the easy adaptation of the game can
be a timely, low cost, way to implement innovative literacy instruction at
institutions where development of game technologies may not otherwise be
Improving Teaching and Learning through Instructional Partnerships: Building Librarian Relationships with One-on-One, In-depth Conversations
Rebecca Payne, Reference/Instruction Librarian, University of Wisconsin-Madison
Sheila Stoeckel, Associate Academic Librarian, Campus Library & Information Literacy Instruction Office, University of Wisconsin-Madison
How can librarians work to improve their teaching and student learning and build relationships and community? One solution at the University of Wisconsin-Madison Libraries is the creation of an Instructional Partnerships Program. The Program enables librarians to work on individual instructional goals with the help of a partner. Partner librarians help each other improve their teaching through self-directed activities of reflection, discussion, and observation. Presenters will discuss how the Program was developed and how partnerships are currently helping librarians improve their teaching skills and build supportive relationships with colleagues. With input from attendees, presenters will consider how the Program might be used in a variety of library and campus settings. Attendees will participate in an activity illustrating how partner librarians can facilitate reflection and give feedback on teaching. Benefits and challenges will be highlighted. Resources and tools produced to support partnerships will also be shared.
Integrated, Embedded, and Case-Based: Selling Library Instruction to the Business School
Andy Spackman, Business and Economics Librarian, Brigham Young University
Leticia Camacho, Management and Accounting Librarian,
Brigham Young University
Library instruction can be a hard sell for the business school. The BYU Library has reached out using a variety of approaches: integrating sessions into specific courses, embedding librarians into Blackboard, and organizing a series of clinics inside the business school.
In the mold of Home Depot's clinics these open-door workshops are the opposite of course-integrated instruction. With attendance voluntary we have been forced to experiment with difference schedules, formats, and promotional efforts to fill seats. Prompted by student suggestions we have adopted the case-study approach dominant in many business schools and adapted it to the library instruction context.
We will discuss the benefits of using case studies as a pedagogic model instead of info-dumps and demonstrate an example case study. We will also share what we have learned about promoting library instruction when attendance is voluntary, describing both our successes and failures.
iTour: How We Stuffed 6 Floors of Milner Library Into the Palm of You Hand
Sean Walton, Instructional Asst. Professor, Milner Library - Illinois State University
Illinois State University's Milner Library is breaking new ground with iTour, a tour of the library that uses Apple’s 5th generation iPod. iTour is a blend of video, audio, and user-selected choices that will launch a new age of Information Literacy delivery within higher education. If you have a digital camera, a word processor and a little HTML experience, you can create one too. When the student starts iTour, it will walk them through a full tour of Milner, letting them determine what to explore, and at their own pace. iTour is programmed to be interactive, allowing the student to determine the direction and depth of knowledge on a variety of sources and services at Milner. We chose iPods for iTour because it freed the students from sitting at a computer, watching an online video. Now the students physically move around in Milner, engaging with both the physical building, and the “iLibrarian” with a technology that is know and utilized by thousands of their peers every day. In addition, iTour can be checked out from whenever the library is open, so the tours could be utilized by students that may have other employment or family constraints.
"Laying An Ethical Foundation” Information Ethics as a Good Beginning
Susan Swords Steffen, Director of the Library, Elmhurst College
Dr. Mary Kay Mulvaney, Associate Professor of English, Elmhurst College
This breakout session will discuss the collaborative process used to create and implement an information literacy module focused on information ethics in a pilot first year seminar program. The librarian and faculty member involved in the project will report on the impact of these experiences on student learning goals in the first year pilot program and during the second semester first year writing course The results of student work will be demonstrated to document the impact of this module on student learning.
Learning (2.0) to be a Social Library
Beverly Simmons, Reference and Instruction Librarian, University of Tennessee at Chattanooga
What do you do when your faculty and staff are 1.0 people living in a 2.0 world? At the University of Tennessee at Chattanooga we realized that many of our librarians and staff were unfamiliar with the Web 2.0 technologies that are so important in our students’ lives. We see students devoting an enormous amount of time and attention to online social networking. In fact, Alexa reports that five social networking sites - YouTube, MySpace, Orkut, Wikipedia and Facebook – all rank in the top 10 global Web sites for usage volume. We figured that if every librarian and staff member had at least a fundamental grasp of some Web 2.0 basics, we could better serve our students in many ways, including finding innovative ways to interweave these technologies in our classes to create interest and relevance.
Using PCLMC’s Learning 2.0 Program as a model, we set up a 10-week self-directed program that created an easy transition to Web 2.0 technologies for our very definitely 1.0 folks. Faculty and staff began blogging, posting pictures online, creating pages on MySpace and Facebook, exploring social tagging with Del.icio.us and LibraryThing, playing with Twitter and YouTube, using iPods and downloading podcasts.
The speaker will discuss our planning process, share helpful resources, highlight results attained, describe reactions from faculty and staff, talk about the challenges we faced and how we dealt with them, outline lessons learned, and discuss how we plan to incorporate those lessons as we continue our Learning 2.0 adventure next semester.
Learning Infused Libraries: Honest Talk About What It REALLY Takes to Create a Learning Commons
Laura Baker, Library Learning Commons Coordinator, Abilene Christian University Library
The Learning Commons concept integrates technology, library services, and other academic support to create a more holistic learning environment. In 2006, the ACU Library partnered with eight other academic entities on campus to transform the library’s role in student learning. Using photos, results from user surveys, and honest talk, we will share insights into how we changed our physical space, our educational role, and our self concept.
Our library conducted user surveys to discover how student learn and how faculty teach. We will first present results from these surveys that guided us in understanding what patrons need in a learning environment. We will show photos of how we changed our physical space. The emphasis will be on how we translated desired learning behaviors into architectural features, and how each design decision – from the technology to the services to the interior aesthetics – was consciously and deliberately linked to learning.
Secondly, we will present evidence as to the effectiveness of the changes. Data include quantitative measures, affective patron data, and observed changes in user behavior.
Finally, we will discuss the most surprising part of our transformation: the changes in our own thinking about what libraries are. A learning commons is not merely a building renovation. It is a different way of thinking about what we do as librarians. We will raise these issues and talk honestly about how our work life is different now, challenging all of us to search within ourselves to answer the question, “Is it worth it?”
Lesson Study: Building Better Lesson Plans through Teamwork and Revision
Marija Freeland, Education/Kinesiology Librarian, University of Michigan
Shevon Desai, Communication Studies Librarian, University of Michigan
Eric Frierson, Education & Political Science Librarian, University of Texas at Arlington
Lesson Study is a method of developing lesson plans that involves collaboration and creativity. It is an iterative process in which teacher-librarians brainstorm, discuss and implement lesson ideas, try them out, then come back together to revise and rethink the lesson. What results is a high-quality lesson that has been tested and tried multiple times. The value of Lesson Study comes from the diversity of the people involved, direct feedback from students, and the opportunity Lesson Study presents to ease new instructors into the classroom. In this session, we present our experiences conducting Lesson Study to create library lesson plans.
Library Instruction and Student Engagement in the Age of Google
William H. Weare, Jr., Access Services Librarian, Valparaiso University
Michelle Kowalsky, Adjunct Professor and Reference Librarian, William Paterson University
A typical library instruction session generally includes demonstrations of how to use the library catalog, how to access information via library-provided electronic resources, and how to use the electronic journal list. Given limited time with a new group of students, many librarians would not opt to include instruction on how to effectively and efficiently use a search engine. The 2006 OCLC report College Students’ Perceptions of Libraries and Information Resources indicates that “that 89 percent of college student information searches begin with a search engine." Librarians should also consider beginning their library instruction sessions at the place where their students would begin—with Google. Such an approach not only motivates students, but it also enables the instructor to build on the students’ prior knowledge and research experiences more quickly and efficiently. Lessons which begin by briefly evaluating a student's prior knowledge make good pedagogical sense. Students naturally feel more confident and eager to learn something new when it appears that the topic is familiar. Activating prior knowledge prepares the mind to integrate new knowledge and concepts. Using Google to help students connect new knowledge to old helps them build sequences of memories that associate library searching with their previously 'easy' and 'enjoyable' search engine experiences. Lessons which extend student understanding of a familiar concept help to create better student searchers. In this session the presenters will demonstrate a variety of ways in which instruction librarians can use search engines and related web search products to increase student engagement.
Modeling Scholarly Inquiry: One Article at a Time
Mary Anne Knefel, University Librarian, University of Dubuque
Anne Marie Gruber, Reference & Instruction Librarian, University of Dubuque
Jessica Schreyer, Writing Center Director/English Faculty, University of Dubuque
Paul Waelchli, Assistant Director for Library Instruction and Public Services, University of Dubuque
Librarians and the Director of the Writing Center at the University of Dubuque describe how they teamed with English faculty to create and implement an assignment that incorporates critical thinking, ethical inquiry, and information literacy in a beginning composition and rhetoric class. In the assignment, a team of faculty, librarians, and writing tutors lead student peer groups as they write a research paper using common journal articles in support of a single thesis. Because a recent campus-wide ethics initiative frames this assignment, students examine topics that may challenge their existing beliefs. Librarians will also analyze qualitative data collected during the first three semesters.
New Learning, New Scholarship, New Spaces: Creating Dynamic Physical Environments
Laurie Alexander, Interim Head Undergraduate Library and Interim Head Reference and Instruction, University of Michigan
Barbara MacAdam, Associate University Librarian for Public Services, University of Michigan
Learning spaces, such as lecture halls, teaching laboratories, and quiet study nooks are still needed, but no longer fulfill the full range of students’ needs. As students choose to learn in dynamic environments, they need spaces that support intellectual curiosity and facilitate critical inquiry. By implementing a full spectrum of learning spaces, the University of Michigan Library reinforced the message that we are the place on campus where emerging information technologies, rich information resources, and user-focused services come together to support learning and scholarship. This presentation will provide critical concepts that are important to consider when transforming library spaces.
Nine Thousand Freshmen; One Common Foundation
Leslee B. Shell, MLS, Science and Nursing Librarian, Arizona State University Libraries - Fletcher Library
Joseph Buenker, MLS, Psychology and Social Work Liaison Librarian, Arizona State University Libraries - Fletcher Library
Julie Tharp, MLS, Instruction, Marketing & Outreach Librarian, Arizona State Univesity Libraries - Hayden Library
In this breakout session, librarians from two ASU campuses will describe how they worked with an instructional designer to create an interactive component on academic integrity that could be taught in both online and face-to-face formats. We will highlight the process of course development on a very tight timeline, the instructional objectives, performance indicators, interactive components, course format, and assessment strategies and tools. Participants will view a narrated Breeze PowerPoint, discuss common dilemmas in academic integrity that students face, and see our assessment tools.
Our expert team consisted of five librarians and an instructional designer. The first few weeks were spent developing the learning objectives and performance indicators. We wanted students to understand the ethical issues and judicial policies surrounding academic integrity including those identified in the ASU Student Academic Integrity Policy. We accomplished this through a series of scenarios that students read and discussed, then were assessed on. We created a scenario for each of the elements in the student code of conduct. In the Blackboard course shell, a bank of scenarios allowed instructors to customize the choice of elements they wished to highlight for their discipline. Some scenarios highlighted music and art subject matter. We also crafted interactive modules for helping students avoid plagiarism and cite references correctly.
Re-architecting an Information/Technology Literacy Course: Breaking New Ground and Laying Foundational Pedagogies
Mardi Chalmers, Reference & Instruction Librarian, California State University, Monterey Bay
The session will be separated into two sections: breaking new ground and foundational pedagogies for new course architecture. The presenter will first describe several models of course redesign and apply them specifically to redesigning an info/tech literacy course. These models go from partial to complete re-architecting, so participants would be able to fit their current information literacy course(s) into one of these models, making this session very valuable to any librarian wishing to improve information literacy (IL) instruction at their institution.
The second section will focus on pedagogies used for over a decade in the sciences, humanities and education for mega-classes that make use of active, workgroup learning, formative assessments and other individual and group activities that foster higher-level learning in large classes. While information literacy instruction has not yet been forced into this hostile pedagogical environment, there are valuable techniques that teaching librarians can learn from the mass-class architecture of discipline area classes. These pedagogies can not only manage the enlarging information literacy classes that we are often teaching, but also can provide to students a more self-driven and higher-order learning experience.
Reduce, Reuse, Recycle - Revamping a Freshman Seminar Information Literacy Program
Amanda K. Izenstark, Reference and Instructional Design Librarian, University of Rhode Island
Mary C. MacDonald, Head of Instruction, University of Rhode Island
Learn how the University of Rhode Island Library renewed their freshman seminar information literacy sessions without reinventing the wheel. Get ideas for reviving your current presentation and engaging students, while providing first year students with a broad view of your library space and services in 50 minutes or less.
This renewed Library Experience program is an engaging and flexible three-part program that introduces students to a multitude of services, spaces and ideas about the who, what, when, where and how of an academic library. The new program reduces student boredom and librarian apathy through a model that accommodates differences in student population and subject focus. We reused materials developed during a collaboration with an LIS graduate student, and we recycled the previously existing program, giving it new life and spontaneity. Finally, the changes made in the content and delivery of the program were also aligned with recently revised student information literacy learning outcomes for the freshman class. As a result of our efforts, response to the program improved in all areas -- from students, librarians, mentors and instructors.
Research 2.0: Research Blogs as Windows of Opportunity
Olivia Reinauer, Social Sciences Librarian, University of Richmond
Terry Dolson, Faculty Development Specialist, University of Richmond
How can we leverage Web 2.0 technologies to collaborate with faculty and improve the way we teach information literacy? Learn how a professor and librarian bypassed the one-shot session to teach the research process through blogs. Hear the viewpoints of the professor and librarian on the opportunities created by these student research blogs for collaboration, interaction, and deep learning.
Saving Student Brian: Engaging Students with Innovative Technology
Stacey Greenwell, Interim Director, Information Commons, University of Kentucky
Beth Kraemer, Information Technology Librarian, University of Kentucky
Debbie Sharp, Information Literacy Librarian, University of Kentucky
Question: How do you provide library orientation for a large number of first-year students without boring them to death? Answer: Create a video using new technology, student actors, and a little fun.
step by step how the University of Kentucky Libraries revived their first
year student orientation experience creating a video filmed on campus and
in the virtual world, Second Life. From
writing and filming to editing and screening, the presenters will discuss
the process, offering practical tips and suggestions for creating your
own instructional video. In
addition, the presenters will discuss lessons learned from this experience.
Summer Sleuths in the Library
Kimberly Davies Hoffman, Reference/Instruction Librarian, SUNY Geneseo
Of New York State’s largest urban school districts, Rochester ranks lowest with an appalling graduation rate of 39%.1 With goals of keeping our poorest children in school and focusing their futures on college, SUNY Geneseo hosted 50 young “CSI candidates” who worked tirelessly to solve fictitious art thefts. Library research, blogging, public speaking, interviewing, forensic science, and digital photography were among the skills incorporated, forming a solid base of critical literacy for these young scholars. Milne Library helped create an educational yet recreational learning environment by offering instructors, classroom space, technology, potential suspects, and ultimately, one of the indicted “criminals.”
Susan Norman will offer the overarching goals of the RYSAG (Rochester Young Scholars Academy at Geneseo) program, the results of our efforts, and plans for the future. Kim Davies Hoffman will bring focus to the importance of libraries and librarians in the struggle to keep children (specifically those from the inner city) in school and aiming high towards a successful future.
1. Who’ll lead city schools, Rochester Democrat & Chronicle, 10/27/07
The Tablet PC – Cool Toy or Useful Tool?
Sara D. Miller, Instruction Librarian, Michigan State University
The tablet PC, or convertible laptop computer, is a relatively new technology - the potential of which is still being tested in the field of education and in libraries. This presentation will provide a brief overview of available tablets, evaluate some of their current uses in libraries and education, and demonstrate how a tablet PC is currently being used during information literacy sessions at Michigan State University. Participants will discuss the tablet’s potential uses in information literacy and will walk away with ideas, information, and best practices for incorporating this new technology into library instruction.
Teaching the Teachers: Building Information Literacy Into the Biology Curriculum
Meris Mandernach, Science Librarian, James Madison University
In a world that is saturated with questionable scientific information, producing information literate students should be the goal of every institution of higher learning. There are numerous studies that detail why information literacy should be integrated into the curriculum; however, there are few examples of how to do so. At James Madison University information literacy was successfully integrated into the Biology major. This presentation will include highlights from a workshop, in class presentations, and the development of an assessment instrument as well as an analysis of the overall success of this evolving partnership between librarians and teaching faculty.
Teaching Web 2.0 to Student 1.5: Effective Methods for Introducing New Information Tools
Robin L. Ewing, Access Services Coordinator, Assistant Professor, St. Cloud State University
Melissa K. Prescott, Reference Coordinator, Assistant Professor, St. Cloud State University
Contrary to the perception that undergraduate students are expert users of social networking and other Web 2.0 tools, reference and instruction librarians at St. Cloud State University have discovered that many students are unaware of Web 2.0 tools besides Facebook, Wikipedia, and YouTube. Drawing from classroom experiences as well as student feedback, this session will discuss ways to include Web 2.0 information tools such as podcasts, wikis, blogs, video streaming, social bookmarking, and RSS in information literacy instruction. The presenters will discuss techniques for introducing students to new information tools, ways to incorporate these tools into class assignments, and methods for evaluating the validity and usefulness of information presented via these tools. The presenters will also share what methods were less successful. In addition, attendees will have the opportunity to share methods they use to keep aware of new technologies as well as ways they have incorporated Web 2.0 information tools into their own teaching.
Vanderbilt Visions: An Exercise in Collaboration
Melinda F. Brown, Instruction Coordinator & Acting Head of Reference, Central Library, Vanderbilt University
Lee Ann Lannom, Librarian, Peabody Library, Vanderbilt University
Amy Stewart-Mailhiot, Sociology & Psychology Bibliographer, Central Library, Vanderbilt University
Five months before the Fall 2007 semester the Committee on Undergraduate Information Literacy (CUIL) and Vanderbilt Libraries were notified their proposal to present one of the weekly sessions for Vanderbilt Visions, the university’s first-year orientation program, was accepted. Through a collaborative effort, over 30 staff from 5 libraries, the Center for Teaching, the Writing Studio and the Learning Resource Center worked together to design and present a session that focused on intellectual engagement at Vanderbilt and explored the differences between college and high school research. This was the first opportunity for the Libraries to work with our campus partners on such a large-scale project.
Several challenges the planning and development group faced included:
* Developing a multi-media program that would meet cross-disciplinary needs for students enrolled in 4 undergraduate schools
* Ensuring that the diversity of the Vanderbilt community was reflected in the presentation
* Determining the best way to present this session to 1700 students utilizing available staff resources
* Introducing staff with differing levels of technical expertise to new technologies
* Asking staff to take on a new, large-scale project scheduled for the 3rd week of fall semester - a time that is traditionally very busy
This presentation will focus on how we met these challenges, what we learned from working with our campus partners, what we would do differently next time, and the unexpected benefits to our experience.
We Built It, They Came, Now What? Lessons Learned From Creating a Successful Course Integrated Information Literacy Program
Margaret Fain, Head of Public Services, Coastal Carolina University
Jamie Graham, Assistant Library Instruction Coordinator, Coastal Carolina University
Lisa Hartman, Reference/Outreach Librarian, Coastal Carolina
What happens to an instruction program when it becomes successful; when demand for sessions outstrips available teaching space, technologies and teachers? Much instruction literature focuses on building programs, but there is little on managing a program that has become so popular that there are not enough spaces in the instruction calendar to handle the demand. This session will focus on building and sustaining such a program and the challenges to keep it moving forward. Over the last decade, Coastal’s instruction program has grown 68% and the number of students reached has grown 82%.
This session will focus on the success factors and challenges of managing growth. It is exciting to see years of hard work and determination resulting in success, but how do you handle the demand from multiple constituencies? How do you prioritize your resources and staff? How do you conduct assessment and how do you use the results? If growth is an assessment measure, how much can your program grow? When do you determine what services to sacrifice in order to accommodate your information literacy mission? What happens when demand exceeds capacity? At what point do you say no? In the final portion, attendees will participate in an assessment of their own programs. With the presenters as facilitators, they will identify key areas for either creating or managing growth. Our goal is for participants to leave with ideas that can assist in renewing their programs or can serve as springboards for new initiatives.
We Go Together: An Integrated Information Literacy/English Composition Learning Community
Val Ontell, Instruction Librarian, San Diego Mesa College
A Librarian and an English Professor combined their Community College classes into a learning community. Unlike most such collaborations, the two classes were scheduled back-to-back, blending their syllabi into one. The class was conducted as an integrated whole, with Information Literacy components scattered throughout the semester to facilitate learning the material at the most opportune time within the English curriculum. Greater student success resulted. This PowerPoint presentation will cover insights gained in collaborating with another faculty member to create a learning community, obstacles that may arise, and why this can be successful. Information handouts will be provided.
We're Out of Time! Extending the One-Shot Session Virtually
Danielle Skaggs, Coordinator of Online Instructional Design, California State University, Northridge
Eric Garcia, General Reference Librarian, California State University, Northridge
As the list of possible lecture topics grows while library instruction sessions remain the same length, librarians can adopt a blended model to extend their time with students. Speakers discuss collecting questions from students at the end of a one-shot instruction session and then creating a customized screen cast to address these questions. Tips on screen cast length, presentation style, time requirements, and software will be provided. Reasons and best practices for making the screen casts accessible will also be presented.
“Why Does Google Scholar Sometimes Ask for Money?” Leveraging the Economics of Information and Scholarly Communication Processes to Enrich Instruction
Scott Warren, Associate Director, Textiles Library and Engineering Services, North Carolina State University Libraries
Kim Duckett, Principal Librarian for Digital Technologies and Learning, North Carolina State University Libraries
Librarians at North Carolina State University have developed useful techniques for enhancing information literacy instruction through the systematic incorporation of concepts pertaining to scholarly communication and the economics surrounding information. This presentation describes ways to leveraging such concepts as the Deep Web, Google Scholar, the nature of scholarly communication, and the inflated costs of journal subscriptions to contextualize hands-on instruction in the use of library resources. Assessment data from open-ended quizzes and surveys positively reflects students’ attitudes towards this instruction and exposes the impact of such instruction on student understanding about how research is made available on the Web.
Working within the System: Integrating Information Literacy Into a Research University Curriculum
Jenifer Lee Baldwin, Head of Reference and Instructional Services, Temple University Libraries
David C. Murray, Reference and Instructional Services Librarian for History, Temple University Libraries
Colleges and small universities are fertile ground for information literacy initiatives with well-developed outcomes. The large research university presents different challenges for the growth of curriculum-wide information literacy initiatives. When Temple University established a committee to develop a new General Education program, the Libraries seized the opportunity to integrate information literacy into the new curriculum. This presentation, which includes the Head of Reference and a Temple librarian-faculty duo responsible for information literacy in a course pilot, will discuss how working “within the system” enabled the Libraries to establish information literacy as an outcome for the new General Education program.