JaNae Kinikin, Science Librarian, MLSWeber State University, Utah
 Student poster presentations Alternative to annotated bibliography Goals:   Learn to use library and web search tools...
 Library Science (LibS 1704)   One‐credit general education class   Multiple delivery methods   Required for graduatio...
 Many academic disciplines use posters Rarely used in library skills courses Excellent tool to assess student learning...
 Difficult to assess students’ ability to find   information from annotated bibliography  Minimal opportunity to share r...
 Poster presentation rubric Assignments   Create a focused research question   Book    Scholarly/popular articles   ...
 Appearance (25 points)   Research question   Four relevant sources   Citations    Visuals Presentation (25 points) ...
 Determine presentation times Invite library colleagues  Create informal and non‐threatening   environment Interact wi...
 Graded posters not retrieved Lack of student engagement Difficult to evaluate both poster and presentation   at the sa...
 Develop final online assessment to test students’  library search skills Limit poster presentation’s focus to informati...
 Recruit colleague to monitor other students   during presentation Explore group presentations to reduce grading   time
 “This class was great.  I am glad that I completed  this course, I found it to be very beneficial to my  other classes.”...
 Reinforces library skills Offers  opportunity to share  Provides alternative method to assess student   learning Crea...
JaNae Kinikin, Associate Professor, MLS         jkinikin@weber.edu
Kiniken & Hench - Improved student engagement in a library skills course using poster presentations
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Kiniken & Hench - Improved student engagement in a library skills course using poster presentations

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Kiniken & Hench - Improved student engagement in a library skills course using poster presentations

  1. 1. JaNae Kinikin, Science Librarian, MLSWeber State University, Utah
  2. 2.  Student poster presentations Alternative to annotated bibliography Goals:  Learn to use library and web search tools  Find sources to answer research questions  Critically evaluate information found  Share what was learned
  3. 3.  Library Science (LibS 1704)  One‐credit general education class  Multiple delivery methods  Required for graduation  Teaches library search/evaluation skills “....[s]tudents completing this course will be able to use an  academic library and the Internet to successfully  identify, access, evaluate and use information resources  to support academic success and lifelong learning.”
  4. 4.  Many academic disciplines use posters Rarely used in library skills courses Excellent tool to assess student learning Significant improvement in student  comprehension and retention
  5. 5.  Difficult to assess students’ ability to find  information from annotated bibliography  Minimal opportunity to share research  with fellow classmates Individual oral presentations were  ineffective
  6. 6.  Poster presentation rubric Assignments  Create a focused research question  Book   Scholarly/popular articles  Web sites  Source assignment requirements  Information about source  Summary of source  Statement of relevancy  Citation
  7. 7.  Appearance (25 points)  Research question  Four relevant sources  Citations   Visuals Presentation (25 points)  Research question  Library skills
  8. 8.  Determine presentation times Invite library colleagues  Create informal and non‐threatening  environment Interact with each student individually
  9. 9.  Graded posters not retrieved Lack of student engagement Difficult to evaluate both poster and presentation  at the same time Time constraints
  10. 10.  Develop final online assessment to test students’ library search skills Limit poster presentation’s focus to information  on research question  Require students to summarize classmates’ presentations
  11. 11.  Recruit colleague to monitor other students  during presentation Explore group presentations to reduce grading  time
  12. 12.  “This class was great.  I am glad that I completed  this course, I found it to be very beneficial to my  other classes.” “I thought I learned more by doing a poster  presentation than doing a final exam or term  paper.” “I loved the class and it taught me a lot!”
  13. 13.  Reinforces library skills Offers  opportunity to share  Provides alternative method to assess student  learning Creates atmosphere of greater student  engagement and discussion
  14. 14. JaNae Kinikin, Associate Professor, MLS jkinikin@weber.edu

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