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Library Instruction with Instagram
This document outlines Lauren Wallis' presentation on using Instagram for library instruction. She describes how she developed an Instagram library tour for freshman English students to make the experience fun, social, and student-guided. Wallis discusses the concepts of library anxiety, active learning, critical pedagogy, and metaliteracy that informed the project. She provides examples of student posts that addressed the learning outcomes and assessments that showed what students learned and still had questions about.
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Library Instruction with Instagram
- 1. #selfiesinthestacks Lauren Wallis Reference andInstruction Librarian University of Montevallo The Innovative Library Classroom May 13, 2014 Radford, VA tiny.cc/tilc2014 Library Instruction with Instagram
- 2.
- 3. #inspiration • Instructor requestsfor “Library Tour” • No common curriculum for Eng 101 • Few research-based assignments • Opportunity to reach most freshmen
- 4. #inspiration Make an experiencethat is: • Fun • Social • Student-guided
- 5. #inspiration Make an experiencethat 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. #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. #concepts Library Anxiety • Perceivelibrary skills as inadequate • Embarrassed and feel like “the only one” • Avoid asking questions to avoid looking stupid (Mellon 1986)
- 8. #concepts Active Learning and Constructivism •Link between learning and doing • Learning as a social process • Students integrate new ideas with preexisting values and experiences (Booth 2011)
- 9. #concepts Critical Pedagogy and User-GeneratedContent • Sharing classroom power • Valuing student experiences • User-generated content as a way to engage IL skills (Seale 2010) • Teens learn IL skills through participatory online communities (Harlan, Bruce, and Lupton 2012)
- 10. #concepts Information Literacy and SocialMedia Metaliteracy – Builds on core IL concepts to address how learners create and distribute information in participatory online environments. • Participating in conversations through comments and likes • Understanding the context of creation • Seeing oneself as a producer and consumer of info • Understanding privacy and access issues (Mackey and Jacobson 2011, 2013)
- 11. #SLOs The student willbe 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
- 12. #examples SLO 1: Thestudent will be able to identify main library service points, basic resources, and staff.
- 13. #examples SLO 1: Thestudent will be able to identify main library service points, basic resources, and staff.
- 14. #examples SLO 1: Thestudent will be able to identify main library service points, basic resources, and staff.
- 15. #examples SLO 1: Thestudent will be able to identify main library service points, basic resources, and staff.
- 16. #examples SLO 2: Thestudent will be able to recognize his/her existing knowledge about libraries.
- 17. #examples SLO 3: Thestudent will be able to show peers how to use library resources
- 18. #examples SLO 4: Thestudent will be able to identify connections between social media hashtags and library controlled vocabulary.
- 19. #examples SLO 4: Thestudent will be able to identify connections between social media hashtags and library controlled vocabulary.
- 20. #examples SLO 4: Thestudent will be able to identify connections between social media hashtags and library controlled vocabulary.
- 21. #examples SLO 4: Thestudent will be able to identify connections between social media hashtags and library controlled vocabulary.
- 24. #ownit • Interesting resourceswe wouldn’t have gotten to in a normal tour
- 25. #ownit • Interesting resourceswe wouldn’t have gotten to in a normal tour
- 26. #ownit • Interesting resourceswe wouldn’t have gotten to in a normal tour
- 27. #ownit • Interesting resourceswe wouldn’t have gotten to in a normal tour • Making connections with student workers
- 28. #ownit • Interesting resourceswe wouldn’t have gotten to in a normal tour • Making connections with student workers
- 29. #ownit • Interesting resourceswe wouldn’t have gotten to in a normal tour • Making connections with student workers • Slightly suggestive photos…
- 30. #ownit • Interesting resourceswe 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. #ownit • Interesting resourceswe wouldn’t have gotten to in a normal tour • Making connections with student workers • Slightly suggestive photos… • Non-users / students of non- traditional age
- 32. #ownit • Interesting resourceswe wouldn’t have gotten to in a normal tour • Making connections with student workers • Slightly suggestive photos… • Non-users / students of non- traditional age
- 33. #ownit • Interesting resourceswe 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. #ownit • Interesting resourceswe 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. #ownit • Interesting resourceswe 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
- 36. #ownit • Interesting resourceswe 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
- 37. #ownit • Interesting resourceswe 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. #ownit • Interesting resourceswe 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. #ownit • Interesting resourceswe 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
- 40. #ownit • Interesting resourceswe 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
- 41. #assessment • Google Form •What is one new resource you learned about today? • “The chat thingy” • “The computer search to find a book” • “There are so many people that are willing to help!” • “Where complete scores of music are in the library.” • “How to use Instagram at school and not get in trouble.”
- 42. #assessment • What issomething you still have a question about? • “I’m still confused about how to print stuff, but I’m sure the library staff will be happy to help when the time comes that I desperately need to print something.” • “How the call number system works.” • “How to not be awkward in the library.”
- 43. #workscited Booth, C. (2011).Reflective teaching, effective learning: Instructional literacy for library educators. Chicago: American Library Association. Gibson, C., & Jacobson, T. (2014). Framework for information literacy for higher education. Retrieved from http://acrl.ala.org/ilstandards/wp- content/uploads/2014/02/Framework-for-IL- for-HE-Draft-1-Part-1.pdf. Harlan, M.A., Bruce, C., & Lupton, M. (2012). Teen content creators: Experiences of using information to learn. Library Trends, 60 (3), 569-587. Jabobson, T.E., & Mackey, T.P. (2013). Proposing a metaliteracy model to redefine information literacy. Communications in Information Literacy, 7(2), 84-91.
- 44. #workscited 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. Seale, M. (2010). Information literacy standards and the politics of knowledge production: Using user-generated content to incorporate critical pedagogy. In M.T. Accardi, E. Drabinski, & A. Kumbier (Eds.), Critical library instruction: Theories and methods. (221-235). Duluth, MN: Library Juice Press.
- 45. #contact Lauren Wallis Reference &Instruction Librarian University of Montevallo Presentation: tiny.cc/tilc2014 Email: lwallis@montevallo.edu Instagram: instagram.com/lmwallis Twitter: @LaurenMWallis Blog: laurenwallis.wordpress.com