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ALLA Instagram Presentation

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ALLA Instagram Presentation

  1. 1. #librarylove Lauren Wallis Reference and Instruction Librarian University of Montevallo Alabama Library Association 2014 Annual Convention #alla14 tiny.cc/instagramlib Sharing the Library with Instagram
  2. 2. #libraryloveSharing the Library with Instagram #inspiration #stats #concepts #SLOs #examples #ownit #expansion #workscited
  3. 3. #inspiration • Instructor requests for “Library Tour” • No common curriculum for Eng 101 • Few research-based assignments • Felt my Eng 101 instruction was lackluster • Opportunity to reach most freshmen
  4. 4. #inspiration Make an experience that is: • Fun • Social • Student-guided
  5. 5. #inspiration Make an experience that is: • Fun • Social • Student-guided How it works: • Small groups • Library iPads and Instagram login • Brief intro and worksheet • Respond to open-ended questions • Post pictures, captions, and hashtags • End with brief class discussion • Make a connection between hashtags and controlled vocabulary
  6. 6. #stats Pew Research : • 17 percent of internet users use Instagram • 37 percent of internet users ages 18- 29 use Instagram • 54 percent of internet users have posted original photos or videos online Instagram Class Stats: • 15 out of 22 English 101 sections • 8 of the 15 sections visited more than once for instruction
  7. 7. #concepts Library Anxiety: • Students perceive their library skills as inadequate, but think that their peers don’t have the same problems • They are embarrassed by their feelings of inadequacy • They don’t ask questions because they want to avoid looking stupid (Mellon 1986)
  8. 8. #concepts Active learning “describes techniques that engage audiences and invite them to interact meaningfully rather than passively. Active learning emphasizes the link between learning and doing and is itself an extension of constructivist learning theory, which posits that individuals create meaning through direct experiences that shape their views.” (Booth 2011)
  9. 9. #concepts Information Literacy and Social Media “While information literacy prepares individuals to access, evaluate, and analyze information, metaliteracy prepares individuals to actively produce and share content through social media and online communities.” • Participating in conversations through comments and likes • Understanding the context of creation • Producing original content • Sharing information • Understanding privacy and access issues (Mackey and Jacobson 2011)
  10. 10. #SLOs The student will be able to: 1) Identify main library service points, basic resources, and staff 2) Recognize his/her existing knowledge about libraries 3) Show peers how to use library resources 4) Identify connections between social media hashtags and library controlled vocabulary
  11. 11. #examples SLO 1: The student will be able to identify main library service points, basic resources, and staff.
  12. 12. #examples SLO 1: The student will be able to identify main library service points, basic resources, and staff.
  13. 13. #examples SLO 1: The student will be able to identify main library service points, basic resources, and staff.
  14. 14. #examples SLO 1: The student will be able to identify main library service points, basic resources, and staff.
  15. 15. #examples SLO 2: The student will be able to recognize his/her existing knowledge about libraries.
  16. 16. #examples SLO 2: The student will be able to recognize his/her existing knowledge about libraries.
  17. 17. #examples SLO 3: The student will be able to show peers how to use library resources
  18. 18. #examples SLO 4: The student will be able to identify connections between social media hashtags and library controlled vocabulary.
  19. 19. #examples SLO 4: The student will be able to identify connections between social media hashtags and library controlled vocabulary.
  20. 20. #examples SLO 4: The student will be able to identify connections between social media hashtags and library controlled vocabulary.
  21. 21. #examples SLO 4: The student will be able to identify connections between social media hashtags and library controlled vocabulary.
  22. 22. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour
  23. 23. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour
  24. 24. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour
  25. 25. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour • Making connections with student workers
  26. 26. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour • Making connections with student workers
  27. 27. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour • Making connections with student workers • Slightly suggestive photos…
  28. 28. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour • Making connections with student workers • Slightly suggestive photos… • Non-users / students of non- traditional age
  29. 29. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour • Making connections with student workers • Slightly suggestive photos… • Non-users / students of non- traditional age
  30. 30. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour • Making connections with student workers • Slightly suggestive photos… • Non-users / students of non- traditional age
  31. 31. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour • Making connections with student workers • Slightly suggestive photos… • Non-users / students of non- traditional age • Visuals of problems and frustrations
  32. 32. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour • Making connections with student workers • Slightly suggestive photos… • Non-users / students of non- traditional age • Visuals of problems and frustrations
  33. 33. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour • Making connections with student workers • Slightly suggestive photos… • Non-users / students of non- traditional age • Visuals of problems and frustrations
  34. 34. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour • Making connections with student workers • Slightly suggestive photos… • Non-users / students of non- traditional age • Visuals of problems and frustrations
  35. 35. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour • Making connections with student workers • Slightly suggestive photos… • Non-users / students of non- traditional age • Visuals of problems and frustrations • Humor
  36. 36. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour • Making connections with student workers • Slightly suggestive photos… • Non-users / students of non- traditional age • Visuals of problems and frustrations • Humor
  37. 37. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour • Making connections with student workers • Slightly suggestive photos… • Non-users / students of non- traditional age • Visuals of problems and frustrations • Humor
  38. 38. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour • Making connections with student workers • Slightly suggestive photos… • Non-users / students of non- traditional age • Visuals of problems and frustrations • Humor
  39. 39. #expansion • Connections to later class sessions
  40. 40. #expansion • Connections to later class sessions • Applications with other classes
  41. 41. #expansion • Connections to later class sessions • Applications with other classes
  42. 42. #expansion • Connections to later class sessions • Applications with other classes
  43. 43. #expansion • Connections to later class sessions • Applications with other classes
  44. 44. #expansion • Connections to later class sessions • Applications with other classes • Outreach to faculty
  45. 45. #workscited Booth, C. (2011). Reflective teaching, effective learning: Instructional literacy for library educators. Chicago: American Library Association. Mackey, T. P., & Jacobson, T. E. (2011). Reframing information literacy as a metaliteracy. College & Research Libraries, 72(1), 62-78. Mellon, C. (1986). Library anxiety: A grounded theory and its development. College & Research Libraries, 47(2), 160-165.
  46. 46. #contact Lauren Wallis Reference & Instruction Librarian University of Montevallo Presentation: tiny.cc/instagramlib Email: lwallis@montevallo.edu Twitter: LaurenMWallis Instagram: lmwallis Blog: laurenwallis.wordpress.com

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