We participated in an Information master's program assigned to a project in Trivandrum, India. We were tasked with providing assistance on the management of a library in a college specifializing in teaching Deaf students as well as research in Audiology and Speech Language Pathology. They have a very small collection of about 2000 books and 24 journals, and no website prior to our arrival.
Our understanding was that it would be difficult to make correct assumptions about the academic and technological environment given lack of experience in the region and the culture, as well as working with students with disabilities in general. We were not prepared for the rudimentary or non-existent policies and infrastructure that we met once we actually arrived. This presentation would detail the strategies of assessment and decision-making we employed to work with their available resources as well as deal with the lack of buy-in from various stakeholders. Among these include user interviews in translation, collecting and incorporating examples from other library sites in building a new website, and above all trying to figure out ways to communicate the importance of working with library online resources upon a population that is relatively new to them.
Presenters:
Jharina Pascual, Electronic Resources Acquisitions Librarian, University of California Irvine
Sybil Boone, University of Michigan School of Information
We participated in an Information master's program assigned to a project in Trivandrum, India. We were tasked with providing assistance on the management of a library in a college specifializing in teaching Deaf students as well as research in Audiology and Speech Language Pathology. They have a very small collection of about 2000 books and 24 journals, and no website prior to our arrival.
Our understanding was that it would be difficult to make correct assumptions about the academic and technological environment given lack of experience in the region and the culture, as well as working with students with disabilities in general. We were not prepared for the rudimentary or non-existent policies and infrastructure that we met once we actually arrived. This presentation would detail the strategies of assessment and decision-making we employed to work with their available resources as well as deal with the lack of buy-in from various stakeholders. Among these include user interviews in translation, collecting and incorporating examples from other library sites in building a new website, and above all trying to figure out ways to communicate the importance of working with library online resources upon a population that is relatively new to them.
Presenters:
Jharina Pascual, Electronic Resources Acquisitions Librarian, University of California Irvine
Sybil Boone, University of Michigan School of Information
Presented at GaCOMO15 by Ashley Lowery and Debra Skinner.
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Librarian? Teacher? Navigator? Information Literacy, Library Instruction, and...Sara Miller
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Presented at GaCOMO15 by Richard Horah.
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Presented at GaCOMO15 by Ashley Lowery and Debra Skinner.
The institutional repository Digital Commons@Georgia Southern launched in Fall 2013. Faculty immediately began to utilize the services including journals/conferences sites and SelectedWorks faculty profiles. The repository also sparked an unexpected success: collaboration between the Zach S. Henderson Library and the Office of Research. The Office of Research created an Expertise Search and purchased Plum Analytics, two services that integrate with Selected Works profiles.
Librarian? Teacher? Navigator? Information Literacy, Library Instruction, and...Sara Miller
Michigan State University Library Instruction Unit: Stephanie Perentesis, Sara Miller, Michelle Allen, Benjamin Oberdick
Presented to LAMP Scholars, May 22, 2010, East Lansing, Michigan
Presented at GaCOMO15 by Richard Horah.
This presentation discusses the process and resources used to develop the library curriculum and instructional plans implemented at a Department of Defense school. The presenter shares strategies for developing students' transferable library skills, including school-to-home communications and programming
Gillian Dawson, Information Consultant at the University of Aberdeen Library discusses the need to educate users even with the easy availability of information online.
Integrating Inquiry: Student Centered Approaches for Inspiring Lifelong Lear...Rebecca Kate Miller
Presentation delivered at the 3rd Annual Conference on Higher Education Pedagogy in Blacksburg, VA on February 3, 2011. Speakers included: Rebecca K. Miller, Carolyn Meier, Margaret Merrill, Heather Moorefield-Lang, and Lesley Moyo.
SADL UP - Keynote presentation at HEA Changing the Learning Landscape event 7...LSESADL
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Putting students in the SADL: keynote paper at HEA Changing the Learning Land...Maria Bell
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The Critical Role of Librarians In OER AdoptionUna Daly
Please join CCCOER on Tuesday, February 26, 10:00 am (Pacific time) to hear about the critical work that librarians do to support OER adoption at community colleges. This webinar will feature three projects where librarians are leading the way in searching, curating, and creating OER to expand student access and improve teaching practices.
card catalog cc-by-nc-sa reeding lessons
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Robin kear introduction to library instruction
1. Introduction to Library
Instruction in the ULS
Robin Kear, MLIS
Nazarbayev University Library
April 2012
2. What is Library Instruction?
Demystifies library
Empowers students
Generates PR/Good will
Supports mission of the library
Promotes Information Literacy
Set of abilities requiring individuals to "recognize
when information is needed and have the ability
to locate, evaluate, and use effectively the needed
information.“
ACRL Information Literacy Competency Standards for Higher Education
http://www.ala.org/acrl/standards/informationliteracycompetency
3. Bibliographic Instruction vs.
Information Literacy
ULS has a long
history of library
instruction
Both traditional and
innovative
4. Bibliographic Instruction vs.
Information Literacy
“Information literacy involves mastery over a complex set of
concepts and skills and their interplay…knowledge of library
skills is an integral part of information literacy… serving as
tools for realizing its higher goals.”
Sharma, Shikha. “From Chaos to Clarity.” Journal of Academic
Librarianship 33.1 (Jan. 2007): 127-35.
5. A Few Differences Between
BI and IL
Responsibility is librarian- Responsibility is collaborative
controlled
Content is focused on tools Content is focused on
and search interfaces overreaching concepts, critical
thinking processes, and
thinking standards
Assessment is focused on Assessment is focused on
limited evaluations and skill- competencies and standards
based measurements as yardsticks for outcomes
based approaches
6. Our Reasons for Information
Literacy Initiative
Assessment requirements at
the University of Pittsburgh
Middle States Commission
on Higher Education
ARL’s call to transform
research, teaching and
learning
ULS Long Range Goal
7. Information Literacy Objectives
1. Develop a Research Strategy
2. Select Finding Tools
3. Search
4. Use Finding Tool Features
5. Retrieve Sources
6. Evaluate Sources
7. Document Sources
8. Understand Economic, Legal, and Social Issues
-Modeled on the SAILS Skill Sets
8. Role of ULS In
Information Literacy Assessment
Online information literacy
test
45 questions dealing with a
range of information seeking
skills
Benchmark freshman IL
skills
Assess senior class skills
9. The Goal: Better IL Integration at
the Course/Program Level
Embed into the research
process of the course or
program
Collaborate with the
instructor(s) or program
director(s)
Always tie instruction to the
assignment
10. Various, Simultaneous
IL Components
One-shot classes as library/searching orientations
One-on-one instruction
Embedded librarians
Classroom integrated tools
Integrated discipline/IL goals and rubrics
Curriculum mapping
12. ENGLIT 0500: Intro to Critical Reading
Collaboration with a Pitt English Professor
Tiered assignment
I teach just before the annotated bibliography
is due
Part of their CourseWeb
Review annotated bibliographies
13. Levels for Courseware Tools
Macro Level Library Courseware
Involvement, entails working with the developers
and programmers of courseware to integrating into
the software a generic, global library presence.
Micro Level Library Courseware
Involvement, involves individual librarians teaming
up with faculty as consultants to participate in
developing a customized library instruction and
resource component for the courseware enhanced
courses.
14. Ideas for Courseware
Create downloadable items that can be
imported into online courses
Remind faculty of virtual reference desks and
library web presence
Offer to create and embed discipline specific
IL rubrics
“Librarian Role”
15. The Reality
The research process is more difficult with
information abundance:
•Technology issues now complicate
research concepts further
•Too many information choices, not enough
orientation
16. The Assignment
Write a 5-7 page paper on
the topic of your choice.
Use scholarly sources.
Due the last day of the
semester.
18. Things students say…
“I have no idea [about the dates or details of my topic].”
I can’t find this article in the catalog.
This magazine isn’t online so I can’t get it.
There is not enough on my topic, I have to change it.
I don’t know what a primary or secondary source is.
My professor said to use scholarly sources…what are those?
Am I cheating if I use someone else’s bibliography?
(Mary George, Admissions of Another Sort)
19. Things students do…
Procrastinate (80% of Head &Elison’s 86 students
procrastinate on 80% of their research assignments)
Spend 3 hours on research, 2 hours
writing
Go to Wikipedia for context and to pre-
search (8 out of 11)
Go to the Internet or databases for
sources
Do “good enough” research to get by
20. The Result
Papers aren’t as good as
they could be
Research is associated
with negativity
Hard for library to fulfill
requests (reference and
collection related) when
students procrastinate
21. Goal: Better Research Assignments
Process over Product
Tiered Paper Approach
Suggest Alternatives to the 5-7 Pages
Annotated bibliography
Literature review
Bibliographic essay
Evaluate and edit a Wikipedia entry
Grant or research proposal
22. Goal: Tiered Research Assignments
Thesis/topic meeting
Research log/journal
Preliminary bibliography
Outline/Introduction
Mid-point check
Drafts
Final Paper
23. Goal: Embed Smaller Research
Components
Explain Citations
Explain Source Types
Suggest Disciplinary Sources
Explain Terminology (primary vs. secondary)
Explain Information Cycle
24. Things students need…
Collaboration between faculty and librarians
Collaboration between academic departments and
libraries
Connection between research-paper process and
everyday life research
Context:
background, vocabulary, expectation, gathering
resources
Librarian as informational coach
Frequent explanations of research (IL) concepts
across courses and years from faculty and librarians
25. The Result: Ubiquity
Research is not disconnected from
the classroom
Research is not an outside skill
Research skills are necessary for all
their work
26. LibGuide Companions
Information Literacy
Fundamentals
http://pitt.libguides.com/infolit
Information Literacy Tools
http://pitt.libguides.com/infolittools