Celebrating Undergraduate Research at York University: Insights inot Students' IL Skills & Future Directions for Instruction.
Presented at LILAC Conference March 2016 by Sophie Bury, Dana Craig, and Sarah Shujah.
This document provides an overview of research and citation skills. It discusses identifying an appropriate topic and keywords, finding relevant sources like books, reference materials, and articles using the library catalog and databases. It explains why citations are important for giving credit, demonstrating the development of ideas, and avoiding plagiarism. Finally, it covers the basics of APA citation style, including building citations for different source types and constructing reference list entries and in-text citations.
Dr. John A. Hoehn gave a presentation on February 24, 2014 about completing a dissertation. The presentation covered the dissertation timeline and process, resources for each phase, and future topics like web surveys and netnography. It provided an overview of the learning goals, which included understanding the dissertation timeline and process, developing a master plan based on research questions, and learning digital tools for each phase. The presentation utilized an audience response system and branching presentation.
This document provides an overview of a presentation on developing a successful dissertation. It includes an agenda with topics, activities, and times. The learning goals are to understand the dissertation timeline and process, develop a master plan based on research questions, and learn digital tools for each phase. Teaching methods include an audience response system and branching presentation. The document then discusses transforming the typically linear dissertation process into an iterative, multimedia, cloud-based process. It provides details on the major phases of developing a dissertation, including expected activities, decisions, deliverables, and tips.
Energizing your Case: QEP on Critical Thinking through WritingBryce Hantla
How can smaller liberal arts colleges develop a relevant, culture-changing QEP while maintaining long-term viability? The College at Southeastern developed a method of assessing student writing for critical thinking that collaborates across several departments using writing-intensive courses and a writing center. This faculty-driven assessment model scores student writing according to institutionally designed rubrics. By requiring writing center feedback, the engaged academic programs created an institution-wide culture of continuous improvement to reinforce student learning across the campus. Southeastern presents its preliminary findings, the CASE rubric, and a data-driven improvement model used on its campus that will energize your school’s assessment processes.
This document outlines an agenda for a workshop on scaffolding topic selection using Reading Apprenticeship techniques. The workshop introduces Reading Apprenticeship, which uses metacognitive strategies to improve students' reading abilities. It discusses how Reading Apprenticeship intersects with information literacy in developing problem-solving and reflection. The agenda then demonstrates practices like think-alouds, annotations, and discussion protocols to model reading processes and help students identify topics. The goal is to make reading, writing, and research feel less intimidating for students through collaborative knowledge-building.
Presented at Computers in Libraries 2016
As a late adopter to the LibGuide platform, our library was able to learn from earlier successes and failures of others. We took an evidence-based approach to design its guides based on iterative testing and data from Springshare and Google Analytics. I share what user data showed and how it led to a consistent look and feel.
The document summarizes a workshop on creative techniques to engage students more deeply. The workshop covered various topics: defining creativity, applying creativity to teaching strategies and content, theories of multiple intelligences and cognitive styles, a 5-step creative process, and strategies to improve creativity such as choosing niche topics and demonstrating non-conformism. Participants engaged in activities to develop creative content for classes and increase awareness of their own creativity. The goal was to help educators apply creativity within their own contexts.
Discusses the importance of teaching information literacy skills through hands-on learning, and offers alternatives to assigning research papers to add variety for both students and teachers.
This document provides an overview of research and citation skills. It discusses identifying an appropriate topic and keywords, finding relevant sources like books, reference materials, and articles using the library catalog and databases. It explains why citations are important for giving credit, demonstrating the development of ideas, and avoiding plagiarism. Finally, it covers the basics of APA citation style, including building citations for different source types and constructing reference list entries and in-text citations.
Dr. John A. Hoehn gave a presentation on February 24, 2014 about completing a dissertation. The presentation covered the dissertation timeline and process, resources for each phase, and future topics like web surveys and netnography. It provided an overview of the learning goals, which included understanding the dissertation timeline and process, developing a master plan based on research questions, and learning digital tools for each phase. The presentation utilized an audience response system and branching presentation.
This document provides an overview of a presentation on developing a successful dissertation. It includes an agenda with topics, activities, and times. The learning goals are to understand the dissertation timeline and process, develop a master plan based on research questions, and learn digital tools for each phase. Teaching methods include an audience response system and branching presentation. The document then discusses transforming the typically linear dissertation process into an iterative, multimedia, cloud-based process. It provides details on the major phases of developing a dissertation, including expected activities, decisions, deliverables, and tips.
Energizing your Case: QEP on Critical Thinking through WritingBryce Hantla
How can smaller liberal arts colleges develop a relevant, culture-changing QEP while maintaining long-term viability? The College at Southeastern developed a method of assessing student writing for critical thinking that collaborates across several departments using writing-intensive courses and a writing center. This faculty-driven assessment model scores student writing according to institutionally designed rubrics. By requiring writing center feedback, the engaged academic programs created an institution-wide culture of continuous improvement to reinforce student learning across the campus. Southeastern presents its preliminary findings, the CASE rubric, and a data-driven improvement model used on its campus that will energize your school’s assessment processes.
This document outlines an agenda for a workshop on scaffolding topic selection using Reading Apprenticeship techniques. The workshop introduces Reading Apprenticeship, which uses metacognitive strategies to improve students' reading abilities. It discusses how Reading Apprenticeship intersects with information literacy in developing problem-solving and reflection. The agenda then demonstrates practices like think-alouds, annotations, and discussion protocols to model reading processes and help students identify topics. The goal is to make reading, writing, and research feel less intimidating for students through collaborative knowledge-building.
Presented at Computers in Libraries 2016
As a late adopter to the LibGuide platform, our library was able to learn from earlier successes and failures of others. We took an evidence-based approach to design its guides based on iterative testing and data from Springshare and Google Analytics. I share what user data showed and how it led to a consistent look and feel.
The document summarizes a workshop on creative techniques to engage students more deeply. The workshop covered various topics: defining creativity, applying creativity to teaching strategies and content, theories of multiple intelligences and cognitive styles, a 5-step creative process, and strategies to improve creativity such as choosing niche topics and demonstrating non-conformism. Participants engaged in activities to develop creative content for classes and increase awareness of their own creativity. The goal was to help educators apply creativity within their own contexts.
Discusses the importance of teaching information literacy skills through hands-on learning, and offers alternatives to assigning research papers to add variety for both students and teachers.
Undergraduate Research Fundamentals: Empowering Students (March 2020)ALAeLearningSolutions
The document discusses undergraduate research and empowering students by familiarizing them with the scholarly research ecosystem. It provides background on the speaker, Toni Carter, and their role at Auburn University. The learning outcomes aim to help students understand key components of the research ecosystem that are important for successful undergraduate research. Course objectives for an honors research methods class are outlined, including exploring different research methodologies, understanding research resources, writing grant proposals, and presenting proposals. Key questions are asked about defining the scholarly research ecosystem and where in the curriculum students can learn about it. Concepts that undergraduate researchers need to understand are discussed.
This document provides an overview of how to conduct a literature review. It discusses key aspects of developing good research questions, operational definitions, and formulating hypotheses. It also reviews important components of the literature review chapter, including reviewing theories, types of hypotheses, and evaluating primary vs. secondary sources. Finally, it outlines steps for analyzing literature, such as distinguishing between assertions and evidence, identifying trends, and evaluating references for currency and coverage of the topic. The overall document serves as a guide for graduate students on how to effectively conduct a literature review.
Doctoral Review of Literature Correspondence to Methodology: A general discus...DoctoralNet Limited
Part of the free ongoing series of conferences from DoctoralNet professors on Saturdays and Sundays, this set of slides covers the topic most likely to cause a person trouble at the proposal defense: the need for 1:1 correspondence between the review of literature and methodology.
Doug Baker's presentation at EMWP's 2/9/2011 "Reading and Writing in a Decade of Standards" Professional Development Series. This was the first of three.
Disciplinary literacy in the middle gradessr3woodall
This document outlines a demonstration lesson plan for pre-service teachers on disciplinary literacy in the middle grades. The lesson uses child labor in America as its topic and integrates both English Language Arts and Social Studies standards. It models strategies like photo analysis, document analysis, collaborative group work, and reflection. The lesson begins with an introductory photo to spark discussion, has students analyze primary sources in groups, conducts a "jigsaw" to share findings, and concludes with a written reflection. Resources for both the topic and teaching strategies are provided.
[Prepared for Faculty Development Day 2017 at Lone Star College-University Park.] Students often get lost in research assignments, especially when they try to run with a topic (jumping into specialized searches) before they can walk (gathering background information). This session will look at breaking down your research assignments into the research process. Credo Reference will be highlighted as resources to support the pre-research phase.
The document discusses several science education frameworks including the American Association for the Advancement of Science (AAAS) Benchmarks, National Science Education Standards (NSES), and Texas Essential Knowledge and Skills (TEKS). It provides definitions and purposes for each framework and compares how they define key concepts like scientific literacy and the nature of science. The document also outlines the grade levels and content areas addressed by the different standards.
This document discusses different conceptions of academic literacy and how it is taught. It summarizes three main approaches: study skills, academic socialization, and academic literacies. Study skills focuses on remediating surface-level issues and sees writing as an individual skill. Academic socialization focuses on inducting students into academic discourse and culture. Academic literacies views literacy as socially situated and focuses on issues of identity, power, and knowledge-making practices within institutions.
The document provides information about the Journal of Adolescent & Adult Literacy (JAAL) including its editors, vision, types of submissions sought, review process, and opportunities for participation. It summarizes that JAAL is co-edited by Emily Skinner and Margaret Hagood and seeks to foster connections between various literacy stakeholders through a balance of theory, research and practice pieces addressing expanded definitions of literacy. It outlines the submission and review process for feature articles and sidebar content and encourages participation through cover art, social media, and podcasts.
This document summarizes a library instruction project that aimed to promote student authority and empowerment. The authors describe two instruction sessions where students were divided into groups to evaluate information sources and find scholarly articles. They reflect on what worked, such as student engagement when acting as experts, and what didn't, like superficial survey responses. The goal was to foster an anti-hierarchical classroom through small group work, student-led discussions, and opportunities for personal reflection on authorship and voice.
Understand the NVivo tools specifically designed for team research as well as the implications regarding the use of other NVivo tools that tend to be used in solo research projects, but may take on new implications in team settings.
Planning and organizing your project to ensure success with NVivoQSR International
This document summarizes a webinar about planning and organizing qualitative research projects in NVivo to ensure success. It discusses 13 questions to address during the planning process related to cases, classifications, attributes, values, nodes/codes, and queries. It also provides 5 tips for project organization, such as keeping each data collection moment in its own file and avoiding viral coding structures. The webinar aimed to help researchers design NVivo databases and coding structures, work with multimedia sources, perform queries and analysis, and facilitate teamwork using the software.
Higher Education and the Public Good: An Analysis of the Economic and Social ...Roy Y. Chan
Chan, R. Y. (November 2016). Higher Education and the Public Good: An Analysis of the Economic and Social Benefits for Completing a College Degree. Scholarly paper presented at the Association for the Study of Higher Education (ASHE) 2016 Annual Conference, Columbus, OH.
This document provides strategies and processes for effective reading at different levels. It discusses activities teachers can use before, during, and after reading to help students comprehend texts and practice reading strategies. Some key strategies mentioned include using graphic organizers and anticipation guides before reading, talking to the text and double entry journals during reading, and literature circles after reading. The purpose is to teach students a "toolkit" of approaches to help them actively engage with texts at an appropriate level for their language development.
This curriculum vitae summarizes the academic and professional experience of Dr. C. Richele O'Connor, an Associate Professor in the Teacher Education Department. It includes her education, positions held, professional memberships, academic awards, courses taught, and scholarly publications. She received her Ph.D. in Teacher Education from Ohio State University and has been an Associate Professor at Wright State University since 2003. Her research and publications focus on literacy education.
This is a North Central University course (EDU 7101-8): Prepare an Annotated Bibliography. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
RDAP 15: Lessons Learned from the Data Information Literacy ProjectASIS&T
Research Data Access and Preservation Summit, 2015
Minneapolis, MN
April 22-23, 2015
Part of “Developing Data Literacy Programs: Working with Faculty, Graduate Students and Undergraduates”
Jake Carlson, Research Data Services Manager, University of Michigan
Undergraduate Research Fundamentals: Empowering Students (March 2020)ALAeLearningSolutions
The document discusses undergraduate research and empowering students by familiarizing them with the scholarly research ecosystem. It provides background on the speaker, Toni Carter, and their role at Auburn University. The learning outcomes aim to help students understand key components of the research ecosystem that are important for successful undergraduate research. Course objectives for an honors research methods class are outlined, including exploring different research methodologies, understanding research resources, writing grant proposals, and presenting proposals. Key questions are asked about defining the scholarly research ecosystem and where in the curriculum students can learn about it. Concepts that undergraduate researchers need to understand are discussed.
This document provides an overview of how to conduct a literature review. It discusses key aspects of developing good research questions, operational definitions, and formulating hypotheses. It also reviews important components of the literature review chapter, including reviewing theories, types of hypotheses, and evaluating primary vs. secondary sources. Finally, it outlines steps for analyzing literature, such as distinguishing between assertions and evidence, identifying trends, and evaluating references for currency and coverage of the topic. The overall document serves as a guide for graduate students on how to effectively conduct a literature review.
Doctoral Review of Literature Correspondence to Methodology: A general discus...DoctoralNet Limited
Part of the free ongoing series of conferences from DoctoralNet professors on Saturdays and Sundays, this set of slides covers the topic most likely to cause a person trouble at the proposal defense: the need for 1:1 correspondence between the review of literature and methodology.
Doug Baker's presentation at EMWP's 2/9/2011 "Reading and Writing in a Decade of Standards" Professional Development Series. This was the first of three.
Disciplinary literacy in the middle gradessr3woodall
This document outlines a demonstration lesson plan for pre-service teachers on disciplinary literacy in the middle grades. The lesson uses child labor in America as its topic and integrates both English Language Arts and Social Studies standards. It models strategies like photo analysis, document analysis, collaborative group work, and reflection. The lesson begins with an introductory photo to spark discussion, has students analyze primary sources in groups, conducts a "jigsaw" to share findings, and concludes with a written reflection. Resources for both the topic and teaching strategies are provided.
[Prepared for Faculty Development Day 2017 at Lone Star College-University Park.] Students often get lost in research assignments, especially when they try to run with a topic (jumping into specialized searches) before they can walk (gathering background information). This session will look at breaking down your research assignments into the research process. Credo Reference will be highlighted as resources to support the pre-research phase.
The document discusses several science education frameworks including the American Association for the Advancement of Science (AAAS) Benchmarks, National Science Education Standards (NSES), and Texas Essential Knowledge and Skills (TEKS). It provides definitions and purposes for each framework and compares how they define key concepts like scientific literacy and the nature of science. The document also outlines the grade levels and content areas addressed by the different standards.
This document discusses different conceptions of academic literacy and how it is taught. It summarizes three main approaches: study skills, academic socialization, and academic literacies. Study skills focuses on remediating surface-level issues and sees writing as an individual skill. Academic socialization focuses on inducting students into academic discourse and culture. Academic literacies views literacy as socially situated and focuses on issues of identity, power, and knowledge-making practices within institutions.
The document provides information about the Journal of Adolescent & Adult Literacy (JAAL) including its editors, vision, types of submissions sought, review process, and opportunities for participation. It summarizes that JAAL is co-edited by Emily Skinner and Margaret Hagood and seeks to foster connections between various literacy stakeholders through a balance of theory, research and practice pieces addressing expanded definitions of literacy. It outlines the submission and review process for feature articles and sidebar content and encourages participation through cover art, social media, and podcasts.
This document summarizes a library instruction project that aimed to promote student authority and empowerment. The authors describe two instruction sessions where students were divided into groups to evaluate information sources and find scholarly articles. They reflect on what worked, such as student engagement when acting as experts, and what didn't, like superficial survey responses. The goal was to foster an anti-hierarchical classroom through small group work, student-led discussions, and opportunities for personal reflection on authorship and voice.
Understand the NVivo tools specifically designed for team research as well as the implications regarding the use of other NVivo tools that tend to be used in solo research projects, but may take on new implications in team settings.
Planning and organizing your project to ensure success with NVivoQSR International
This document summarizes a webinar about planning and organizing qualitative research projects in NVivo to ensure success. It discusses 13 questions to address during the planning process related to cases, classifications, attributes, values, nodes/codes, and queries. It also provides 5 tips for project organization, such as keeping each data collection moment in its own file and avoiding viral coding structures. The webinar aimed to help researchers design NVivo databases and coding structures, work with multimedia sources, perform queries and analysis, and facilitate teamwork using the software.
Higher Education and the Public Good: An Analysis of the Economic and Social ...Roy Y. Chan
Chan, R. Y. (November 2016). Higher Education and the Public Good: An Analysis of the Economic and Social Benefits for Completing a College Degree. Scholarly paper presented at the Association for the Study of Higher Education (ASHE) 2016 Annual Conference, Columbus, OH.
This document provides strategies and processes for effective reading at different levels. It discusses activities teachers can use before, during, and after reading to help students comprehend texts and practice reading strategies. Some key strategies mentioned include using graphic organizers and anticipation guides before reading, talking to the text and double entry journals during reading, and literature circles after reading. The purpose is to teach students a "toolkit" of approaches to help them actively engage with texts at an appropriate level for their language development.
This curriculum vitae summarizes the academic and professional experience of Dr. C. Richele O'Connor, an Associate Professor in the Teacher Education Department. It includes her education, positions held, professional memberships, academic awards, courses taught, and scholarly publications. She received her Ph.D. in Teacher Education from Ohio State University and has been an Associate Professor at Wright State University since 2003. Her research and publications focus on literacy education.
This is a North Central University course (EDU 7101-8): Prepare an Annotated Bibliography. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
RDAP 15: Lessons Learned from the Data Information Literacy ProjectASIS&T
Research Data Access and Preservation Summit, 2015
Minneapolis, MN
April 22-23, 2015
Part of “Developing Data Literacy Programs: Working with Faculty, Graduate Students and Undergraduates”
Jake Carlson, Research Data Services Manager, University of Michigan
RDAP 15: Growing an Undergraduate DIL Support Program at University of Cincin...ASIS&T
Research Data Access and Preservation Summit, 2015
Minneapolis, MN
APril 22-23, 2015
Part of “Developing Data Literacy Programs: Working with Faculty, Graduate Students and Undergraduates”
Amy Koshoffer, Science Informationist, University of Cincinnati
RDAP 15: Jumpstarting a Research Data Program with Limited ResourcesASIS&T
Research Data Access and Preservation Summit, 2015
Minneapolis, MN
April 22-23, 2015
Mary Molinaro, Director of the Research Data Center, University of Kentucky
RDAP 16: If I could turn back time: Looking back on 2+ years of DMP consultin...ASIS&T
This document summarizes Andi Ogier's experience providing data management plan (DMP) consulting at Virginia Tech over the past 2 years. It outlines the goals and timeline of DMP consulting services, things that have been done to educate researchers on DMPs, statistics on DMP consulting, logistics of the consulting process, feedback received from the National Science Foundation, and plans for the future of DMP consulting at Virginia Tech including more embedded consulting and leveraging new data repository services.
RDAP 16 Poster: Challenges and Opportunities in an Institutional Repository S...ASIS&T
Research Data Access and Preservation Summit, 2016
Atlanta, GA
May 4-7, 2016
Poster session (Wednesday, May 4)
Presenters:
Amy Koshoffer, University of Cincinnati
Eric J. Tepe, University of Cincinnati
The Role of an Information Literacy Award as part of an Undergraduate Researc...sshujah
Digging Deeper: The Role of an Information Literacy Award as part of an Undergraduate Research Fair to Profile and E-valuate Students' Information Literacy Skills at York University
Presented at WILU 2014 at Western University, London, Ontario by Sophie Bury, Dana Craig, and Sarah Shujah
This document outlines a library instruction session on using the ACRL Framework for Information Literacy for Higher Education. It begins with a pre-test to assess participants' familiarity with threshold concepts and information literacy. It then discusses the key aspects of threshold concepts and how to design one-shot instruction sessions using the frames. Examples are provided for how to develop essential questions, learning outcomes, and activities for each frame. The document concludes with post-test questions and sources for further information.
This document discusses how academic librarians think about library instruction and their teaching role. It explores different conceptions of instruction found in the literature, such as teaching, training, and facilitation. It also examines how librarians view the role and value of instruction in their work. The document then discusses research on how teachers' beliefs shape their practice and an ecological model for understanding teaching librarians. The rest of the document provides examples and implications using an ecological model to frame brief profiles of five librarian participants in the author's research on conceptions of instruction.
Assessing collaboration: The effect of pedagogical alignment and shared learning outcomes for information literacy instruction in first year writing classes
Presentation given at LILAC (Librarian's Information Literacy Annual Conference) 2010 in Limerick, Ireland
Presenters: Sara D. Miller, Assistant Library Instruction Coordinator, and Nancy DeJoy, Director of First Year Writing, Michigan State University
Teaching & assessment with the acrl frameworkdfulkerson57
The document discusses teaching information literacy concepts using the ACRL Framework. It defines threshold concepts as transformative lessons that define a discipline. The framework can be used to design one-shot instruction sessions focused on essential questions and learning outcomes related to frames like authority, information creation and value. Assessment methods include class discussions, research logs and concept maps to evaluate if students understand framework concepts. Examples provided demonstrate how individual frames can be applied to an instruction session through big questions, outcomes and activities.
Are they being served? Reference Services Student Experience Project - Jenny ...CONUL Conference
The document discusses a student experience project conducted at a university library to understand student research behaviors and needs. The project used ethnographic and user experience research methods like customer journey mapping workshops, photo diaries, and student and academic interviews. Preliminary themes identified a gap between student and academic expectations of assignments. Academics expected more critical thinking and reading than students demonstrated. The interviews highlighted a need for coordinated information skills training between the library and colleges. Lessons learned included the value of conversations with academics but also the time required to analyze qualitative data.
Seeing That Students Succeed: Rising Expectations and the Library's Role in T...Kate Lawrence
Roger Schonfeld of Ithaka S+R and Kate Lawrence of EBSCO co-presented a talk at the Charleston Library Conference on the topic of students success, learning outcomes and the role of librarians and faculty in teaching information literacy skills.
Are They Being Served? Reference Services Student Experience Project, UCD Lib...UCD Library
Presentation given by Jenny Collery and Dr Marta Bustillo, College Liaison Librarians at University College Dublin Library, at the CONUL Annual Conference held on May 30-31, 2018 in Galway, Ireland.
PhD students as a library user group are receiving increased
focus in the development of library services. In addition to
writing their doctoral thesis, they need to balance the roles
as ‘good academics’ and ‘good scientists’, and a key element
in this respect is raised awareness around academic integrity
and publication channels. In this breakout session, based on
experiences from our own teaching sessions, we discuss how
PhD students respond to these challenges, and which actions
should be taken by university libraries to help them meet the
expectations of present day academia.
The Story of the Information Literacy Prize & Collaboration in the 3rd Space?...dkitlibrary
Presentation for 'Evolving identities: Collaboration to enhance student success', National Forum Seminar Series, Dundalk Institute of Technology, 23rd May 2019
This document outlines the development of information literacy training for PhD students and researchers at Leeds University Library. It discusses how the library identified a need to improve researchers' skills, developed a strategy and pilot workshop, gathered feedback, and expanded training by involving subject librarians. Challenges discussed include sustaining efforts after project funding ends and expanding training through online delivery and additional courses. The library's approach focused on collaboration, identifying user needs, and making the most of existing resources and expertise.
Undergraduates' Motivating Factors for Continued Use of Information Literacy ...kslovesbooks
Karen Sobel conducted research to understand what motivates undergraduate students to continue using information literacy skills after initially learning them in a university course. She interviewed 24 undergraduate students who had participated in a first-year seminar course. Her findings showed that students are motivated by factors like believing in searching for reliable sources to learn about topics and that strong information literacy skills will help them in future careers. She concluded that similar factors motivate students' use of critical thinking and information literacy skills, so instructors can design lessons combining both.
This document outlines how library information literacy instruction can help students become active participants in research. It discusses the ACRL information literacy competency standards and how teaching those standards through techniques like modeling skills, student-centered learning, and reflective exercises can equip students to form their own research questions, evaluate and ethically use information, and enter academic conversations. The document also proposes opportunities for libraries to partner with writing and student support centers to collaboratively teach these skills across campus.
The document discusses April Manabat's experiences as an instruction librarian at Nazarbayev University in Astana, Kazakhstan. She outlines some of the challenges of the role, including teaching anxiety, imposter syndrome, and incorporating culturally responsive teaching into library instruction. She then provides practical tips for instruction librarians to thrive in their work, such as preparing well, communicating effectively, facilitating active learning, and engaging in reflection. The talk concludes with case studies to prompt discussion around handling challenging situations that instruction librarians may face.
Predictable misunderstandings in information literacy webinar slides 11142017credomarketing
Instructional Librarian Lisa Janicke Hinchliffe shares initial findings from her research into predictable misunderstandings students harbor toward information literacy, and how librarians can tailor instruction to correct these. In any domain of learning, it is helpful to anticipate common student misconceptions—however such systematic research is only beginning for information literacy. Hinchliffe will discuss her groundbreaking research, and explore how libraries can design instruction to more effectively teach these important skills.
This document discusses supporting disciplinary literacy and inquiry in the classroom. It defines disciplinary literacy as using reading, reasoning, investigating, speaking and writing required to learn complex content knowledge in a particular discipline. Project-Based Inquiry (PBI) Global is presented as a way to engage students in the disciplines through a 5 step process: asking compelling questions, gathering and analyzing sources, synthesizing claims and evidence, critically evaluating and revising work, and sharing findings. The document provides examples of how teachers can incorporate more student choice and voice into inquiry projects to support disciplinary literacy.
This document summarizes an information literacy session conducted by the author for first year undergraduate students. The session focused on teaching referencing skills using PowerPoint slides, group exercises, and demonstrations of reference management software. The author notes that future sessions could better align with Bloom's taxonomy by focusing more on synthesis and evaluation, providing follow-up assessments, and gathering feedback to improve. The author recommends seeking additional feedback channels, offering more drop-in sessions, and developing more online reference tools.
Similar to Celebrating Undergraduate Research (20)
Taking the show on the road: helping institutions implement the IL Frameworksshujah
The document summarizes a workshop on implementing the ACRL Framework for Information Literacy. It discusses best practices for developing workshops, provides examples of workshop activities from institutions, and encourages sharing ideas. The workshop covered identifying best practices, illustrating examples like scenario-building and a tutorial, and building a community to discuss barriers and opportunities for implementing the Framework. The goal is to help institutions explore the Framework and develop information literacy strategies.
The Steacie Library Dungeon Hackfest infographic describes the inaugural annual event and student feedback. The Hackfest took place in 2013 at York University Libraries, themed Open York Data.
This document outlines training for the LibAnswers reference service. It introduces LibAnswers and discusses best practices for answering questions. Librarians are encouraged to check the unanswered questions queue and provide helpful, example-based responses. The training also includes an activity where librarians practice answering sample student questions in LibAnswers. Finally, it reviews the workflow for managing questions in LibAnswers and integrating the service with library guides and chat platforms.
This document outlines training for the LibAnswers service at York University. It introduces LibAnswers and discusses best practices for answering questions. Trainees will learn about the different question queues in LibAnswers, including unanswered, public, and private questions. They will also learn strategies for providing good answers, such as using examples. The training will include a partner activity where trainees practice asking and answering questions as librarians and students. Finally, it will cover how questions typically move through the LibAnswers workflow before being answered automatically or claimed by a librarian.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
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2. AGENDA
1. What & How
□ Activity: How do you celebrate Undergraduate
Research (UR)?
2. IL Abilities: What did we learn?
3. Looking forward
□ Activity: ACRL IL Framework and IL Award
Questions
6. 4400$That’s a lot of award money
100%Total success!
~57 participants
7+ awards
And a lot more faculty, family, and friends
2016
7. WHY CELEBRATE UR?
○ Strategic priority
○ Institutional profile
○ Profiles library role
○ Experiential education
○ Students’ writing, presentation and IL skills
○ Scholarly publication and dissemination
○ Career goals and/or graduate school
○ Growing trend in higher education
(Jones & Canuel, 2013; Hensley, Shreeves & Davis-Kahl, 2014)
8. BONNET ET AL.
Contributes unique
findings to what is known
about the apprentice
undergraduate researcher.
MAIN STUDIES
ERIAL / PIL
Studies
Studied undergraduate
students at large.
9. ERIAL / PIL
Undergraduate students are:
○ Digital natives
○ Pragmatic and self sufficient
○ Rarely use new sources
○ Lack Boolean understanding
○ Seek faculty help
○ Rarely seek librarians’ help
10. BONNET ET AL.
Apprentice undergraduate researchers are:
○ Not just about grades
○ Invested in research
○ Use wide range of sources and tools
○ Ability to critically evaluate sources
○ Rely on librarians’ research help
11. HOW DO YOU
CELEBRATE UR?
Activity 1:
On a sticky note write your institution
and how you celebrate undergraduate
research?
15. PRIMARY GOALS
To investigate high achieving students’ IL
skills:
○ strengths
○ gaps
○ similarities to other studies
○ IL and reference help significance
16. IL AWARD QUESTIONS
Identify
Describe strategies that
you used to search for
relevant resources for
this research project.
For example, outline why
you chose specific
databases or other search
tools/engines available at
the library or beyond it,
provide examples of
keyword searches used, and
approaches you applied to
develop or refine your
search strategies as your
research progressed etc.
Please be as detailed as
possible.
Evaluate
Describe strategies that
you used to select the
relevant types of
resources for this
research project and
explain how this may
have influenced your
decision to use them.
(i.e. relevance, currency,
authority, purpose/point of
view, scholarly vs. popular,
peer-reviewed, primary vs.
secondary sources etc.).
Services
How did you use library
services and/or library
resources for this
research project?
(i.e. Did you consult with a
librarian or archivist? Did
you use the library catalogue
to find your resources? Did
you use virtual library help?
Did you attend library drop-
in sessions or library classes?
Did you use
LibGuides/Research Guides?
What new library services
and /or resources did you
learn about in conducting
this research project?)
17. “
I used Google Scholar for articles I could
not retrieve easily from York’s databases.
HOW STUDENTS SEARCHED
19. Students’ ability to critically think about information
is evident. Students are influenced by the fact that
assignments call for scholarly sources
(Ganley, Gilbert, & Rosario, 2013).
CRITICAL THINKING ABOUT
INFORMATION SOURCES
20. Students ability to think critically
about information is evident.
CRITICAL THINKING ABOUT
INFORMATION SOURCES
21. “As a first year student, I was very confused on how to use
library services. My professor arranged a session where a
library representative came to one class to lecture us on
research skills...I believe this session was extremely important
to me as I felt I could tackle the research paper easily.
LIBRARY ROLE IN HELPING
WITH RESEARCH
22. ROLE OF IL
Did IL and/or research help play a
significant role in terms of students’
performance on IL award submissions?
24. SUMMARY OF OUR FINDINGS
Strengths Gaps
In Common With
Other Studies
Rarely use new sources PIL/ERIAL
Self-sufficient PIL/ERIAL
Seldom demonstrate
Boolean and subject
heading understanding
PIL/ERIAL
(Head, 2010; Duke & Asher,
2012; Kolowich, 2011)
Seek library help Bonnet et al., 2013
Ability to critically
evaluate
Bonnet et al., 2013; Ganley,
Gilbert, & Rosario, 2013
Lack understanding of
publisher role Jones & Canuel, 2013
26. IMPLICATIONS FOR
INSTRUCTION
○ Avoid library jargon (i.e. library catalogue)
○ Discovery Layer
○ Librarian reference and IL is beneficial
○ Flipped classrooms
○ Intentional integration of IL threshold
concepts
○ Embedded librarians to foster higher order IL
skills
27. ACRL IL
FRAMEWORK
Information literacy is the set of integrated abilities
encompassing the reflective discovery of information, the
understanding of how information is produced and valued,
and the use of information in creating new knowledge and
participating ethically in communities of learning.
28. THRESHOLD CONCEPTS
Authority Is Constructed and Contextual
Information Creation as a Process
Information Has Value
Research as Inquiry
Scholarship as Conversation
Searching as Strategic Exploration
(Souce: http://silenceandvoice.com/)
29. “
...I accessed tools like the “Oxford Dictionary of National Biography” to find
background information on important authors of travel handbooks...
I quickly discovered, though, that
these databases were more
suitable for natural sciences
students, and that I was looking at
the politics of the environment,
not the science of it.
...I critically analyzed my
primary sources to create my
own argument, and contrast it
to what other scholars had said
earlier...I needed to critically
analyze a variety of different
texts, so that I could hear
different voices and
perspectives.
...many authors also mentioned important books Victorians
would use when they travelled...This intrigued me and I
started looking for the actual sources mentioned by the
secondary source authors.
AWARD WINNERS ABILITIES
RELATIVE TO THRESHOLD
CONCEPTS
Information Creation as a Process
Authority is constructed and
contextual/Scholarship as
conversation
Research as Inquiry
Searching as strategic
exploration
31. CONCLUSION
Celebrating UR
We heard from you and you heard
from us on how we celebrate
undergraduate research. In our
experience collaboration is key!
Research Questions
We took a closer look at high
achieving students’ IL strengths
and weaknesses, and implications
of our findings for future IL
instruction.
Role of IL
Is IL instruction on target? Yes,
according to our research, IL
instruction and reference is
making a difference to students’ IL
abilities. Librarians should focus
on targeted and strategic teaching
IL Framework
We looked closer at the IL abilities
of award winners relative to the
ACRL IL Framework and its
constituent threshold concepts.
IL Award Questions
We asked you to think about the
threshold concepts while
developing IL Award questions.
Next Steps
We’ll take your feedback to
develop new IL Award questions
and continue to analyse IL abilities
of high achieving students to
further understand implications
for instruction.
32. REFERENCES
○ Bonnet, J. L., Anderson Cordell, S., Cordell, J., Duque, G. J., MacKintosh, P.J., & Peters, A. (2013). The
Apprentice Researcher: Using Undergraduate Researchers' Personal Essays to Shape Instruction
and Services. portal: Libraries and the Academy 13(1), 37-59.
○ Duke, L.M., & Asher, A.D. (2008). The Information Behaviour of the Researcher of the Future [CIBER
Briefing Paper]. College Libraries and Student Culture (Chicago, IL: American Library
Association, 2012), 80; CIBER. Retrieved on July 21, 2015 from:
http:// www.webarchive.org.uk/wayback/archive/20140614113419/http://www.jisc.ac.uk/media
/documents/programmes/reppres/gg_final_keynote_11012008.pdf
○ Foster, N. (2014). Information Literacy and Research Practices. Ithaka S+R. Retrieved from:
http://www.sr.ithaka.org/wp-
content/uploads/2014/11/SR_Briefing_Information_Literacy_Research_Practices_20141113.pdf
○ Ganley, B.J., Gilbert, A., & Rosario, D. (2013). Faculty and Student Perceptions and Behaviours Related
to Information Literacy. Journal of Information Literacy 7(2), 90.
○ Head, A. J., & Eisenberg, M. B. (2009). Lessons Learned: How College Students Seek Information in the
Digital Age. Project Information Literacy Progress Report. Retrieved on October 31, 2014 from:
http://projectinfolit.org/pdfs/PIL_Fall2009_finalv_YR1_12_2009v2.pdf
○ Head, A. J., & Eisenberg, M. B. (2010). Truth Be Told: How College Students Evaluate and Use
Information in the Digital Age. Project Information Literacy Research Reports. Retrieved on June 1,
2015 from: http://projectinfolit.org/images/pdfs/pil_fall2010_survey_fullreport1.pdf.
33. REFERENCES
○ Hensley, M. K., Shreeves, S. L., & Davis-Kahl, S. (2014). A Survey of Library Support for Formal
Undergraduate Research Programs. College & Research Libraries 75(4), 434.
○ Hofer, A. R. & Townsend, L. & Brunetti, K. (2012). Troublesome Concepts and Information Literacy:
Investigating Threshold Concepts for IL Instruction. portal: Libraries and the Academy, 12(4),
387-405.
○ Jones, J., & Canuel, R. (2013). Supporting the Dissemination of Undergraduate Research: An
Emerging Role for Academic Librarians [proceedings]. The Association of College and Research
Libraries Conference: Imagine, Innovate, Inspire. Retrieved on May 17, 2014 from:
http://www.ala.org.catalog.wblib.org/acrl/sites/ala.org.acrl/files/content/conferences/
confsandpreconfs/2013/papers/JonesCanuel_Supporting.pdf
○ Kolowich, S. (August 22, 2011). What Students Know. Inside Higher Ed. Retrieved on October 24, 2014
from: https://www.insidehighered.com/news/2011/08/22/erial_study_of_student_research_
habits_at_illinois_university_libraries_reveals_alarmingly_poor_information_literacy_and_skills.
○ Meyer, J., & Land, R. (2005). Threshold concepts and troublesome knowledge: Epistemological
considerations and a conceptual framework for teaching and learning. Higher Education, 49(3),
373–388.
36. CREDITS
Special thanks to all the people who made and released
these awesome resources for free:
○ Presentation template by SlidesCarnival
○ Photographs by Unsplash
○ Backgrounds by SubtlePatterns