Information Literacy Assessment for International Students: from ESL to Library Instruction Hong Cheng, Graduate Student, Indiana University Bloomington
International students in U.S. academic institutions face many barriers to their use of library resources, including language, educational and library background, and cultural differences. Research has proposed a number of library instruction methods to meet these unique needs. However, evaluating the impact of these library instruction programs can be a challenge. This poster presentation will demonstrate evaluation methods from the English as a Second Language (ESL) field and analyze the possibility of implementing these methods into library instruction assessment to international students. Librarians who are involved with students from diverse backgrounds are welcome to take this novel thought into practice.
Library Instruction and the Information Commons Bethany Croteau, Marcia Rapchak, and Eryn Roles, Graduate Students, University of Kentucky
As academic libraries begin to focus on information literacy, life-long learning and collaborative learning, the organizational structure and physical layout of the library must evolve to support these goals. The growing trend in academic libraries towards the Information or Learning Commons that house computer labs, classrooms, study areas, tutoring centers, and other user-centered areas is founded in the understanding that learning is a social experience. Increasingly, library instruction programs are being made a part of these collaborative learning spaces. This presentation aims to evaluate what organizational structure and components lead to successful library instruction programs and generate a set of criteria for the effective implementation of future programs.
Librarians without borders: Techie spaces Richard Hal Hannon, Graduate Student, San Jose State University
Traditional instruction in the use of information tools is not working for developmental students because they do not possess a solid foundation about the purpose of information itself. To understand the challenge, a focus group was conducted. Students were asked how they approach the problem of an “information need.” The results from the study confirmed that many students lack a fundamental understanding about how information is created, as well as how to use it for academic purposes. Academic librarians may need to look towards more alternative forms of instruction, such as those used in the field of critical information studies.
Teaching Outside of Expertise: Or, how non-scientist librarians master cell death Carolyn M Caffrey and Audra Green, Graduate Students, Indiana University Bloomington
This poster session will highlight strategies for teaching one-shot library instruction sessions outside of your discipline. Through teaching research skills to biology students, library science graduate students at Indiana University discovered that teaching library resources and meeting student needs overcomes lack of disciplinary knowledge. The experience of being outside of your expertise and comfort zone furthers your learning, expands your teaching, challenges your abilities, and helps you evolve as a teacher and learner. Learn from the problems we encountered and take away strategies for teaching outside of your discipline.
What Do Undergraduates Know About Primary Sources?: Developing a Rubric to Assess Archival Instruction Magia G. Krause, Graduate Student, University of Michigan
This study introduces an assessment tool for evaluating archival instruction. The researcher developed an analytic rubric to measure archival skills based on a document analysis exercise. To assess the rubric, the researcher undertook a field study to examine what students in an undergraduate history course at a large state university learn from archival instruction. The results of this study indicate that students who received archival instruction performed better on a post-test measuring their document analysis skills.