Breakout presentation given at the 2014 WASC Core Competencies Retreat on Information Literacy and Critical Thinking in Oakland, CA.
Program information: http://www.wascsenior.org/content/retreat-core-competencies-critical-thinking-and-information-literacy
Pedagogical v. pathfinder: reimagining course and research guides for student...Bronwen Maxson
Lee, Y. Y., Lowe, M. S., Maxson, B. K. & Stone, S. M. (2017, May). Pedagogical v. pathfinder:
reimagining course and research guides for student success. Presented at the LOEX (formerly Library Orientation Exchange) annual conference, Lexington, KY.
Thinking about Teaching: Mindfulness and Metacognition as Pedagogychar booth
In meditation and psychology, “mindfulness” promotes reflective self-awareness, whereas in educational theory metacognition encourages “thinking about thinking” to enhance critical reflection, engagement, and information retention. This interactive presentation investigates mindful and metacognitive approaches to teaching and learning. Learn ideas for incorporating related strategies into the physical/digital classroom.
Keynote for SCIL event at UC Irvine - EXPERI(M)ENT(I)AL: Developing Process-oriented, User-focused Methodologies in the Library. See http://guides.lib.uci.edu/experi-m-ent-i-al/home
Pedagogical v. pathfinder: reimagining course and research guides for student...Bronwen Maxson
Lee, Y. Y., Lowe, M. S., Maxson, B. K. & Stone, S. M. (2017, May). Pedagogical v. pathfinder:
reimagining course and research guides for student success. Presented at the LOEX (formerly Library Orientation Exchange) annual conference, Lexington, KY.
Thinking about Teaching: Mindfulness and Metacognition as Pedagogychar booth
In meditation and psychology, “mindfulness” promotes reflective self-awareness, whereas in educational theory metacognition encourages “thinking about thinking” to enhance critical reflection, engagement, and information retention. This interactive presentation investigates mindful and metacognitive approaches to teaching and learning. Learn ideas for incorporating related strategies into the physical/digital classroom.
Keynote for SCIL event at UC Irvine - EXPERI(M)ENT(I)AL: Developing Process-oriented, User-focused Methodologies in the Library. See http://guides.lib.uci.edu/experi-m-ent-i-al/home
Revaluing Libraries: Content, Container, or Concept?char booth
Keynote given at the 2012 ACRL-Oregon conference in Corbett, Oregon, 26 October 2012. Audio available at http://bit.ly/acrlor12-boothaudio, video courtesy of Jim Holmes at http://www.youtube.com/watch?v=N16b2sMd_Ww.
.
Reframing Our Narratives: Advocacy and Action in Critical Timeschar booth
Advocacy and outreach are essential tools for creating and sustaining successful libraries, and in increasingly resource-strapped environments it is vital for libraries and librarians to effectively communicate our value. Advocacy is a process of identifying and shaping narratives that matter (and make sense) to our user communities, while outreach helps these ideas connect with stakeholders. When we “reframe” our outreach and advocacy narratives we acknowledge that libraries are dynamic, but that our core values of justice, access, and an informed and supported user population remain constant. Making this case can provide the foundation for creative advocacy strategies that help us build strong and lasting institutions.
Makabayan is the learning area that lays most stress on the development of social awareness, empathy and a firm commitment to our common goal as a nation.
It entails the use of integrated units, which enable the individual to personally process, assimilate and systematically practice wide range of values and life skills including work ethic.
This presentation shoows a detailed outline of CHED Memo No. 30, complete with the competencies for Teacher Education programs. Please give credit when copied or used for other academic affairs.
Assessment tools and strategies to help you align your course objectives to assessments in your courses. When you align objectives well, you can truly find out whether students are learning what they need to learn from your course.
Creative Reflection: The Critical Practice of Stepping Backchar booth
Reflective practice is the process of actively observing, understanding, and shaping pedagogy. Its associated skills include developing individual insight into the impact and practice of education through critical analysis, instructional design, theoretical grounding, and dialogue with peer educators. Also integral is gathering insight into the learner experience through meaningful assessment. Less often discussed is the role of creativity, experimentation, learner engagement, and the disruption of ingrained teaching habits and/or narratives; this keynote will explore strategies for cultivating a more holistic reflective practice in service of enriching and diversifying one’s teaching.
Revaluing Libraries: Content, Container, or Concept?char booth
Keynote given at the 2012 ACRL-Oregon conference in Corbett, Oregon, 26 October 2012. Audio available at http://bit.ly/acrlor12-boothaudio, video courtesy of Jim Holmes at http://www.youtube.com/watch?v=N16b2sMd_Ww.
.
Reframing Our Narratives: Advocacy and Action in Critical Timeschar booth
Advocacy and outreach are essential tools for creating and sustaining successful libraries, and in increasingly resource-strapped environments it is vital for libraries and librarians to effectively communicate our value. Advocacy is a process of identifying and shaping narratives that matter (and make sense) to our user communities, while outreach helps these ideas connect with stakeholders. When we “reframe” our outreach and advocacy narratives we acknowledge that libraries are dynamic, but that our core values of justice, access, and an informed and supported user population remain constant. Making this case can provide the foundation for creative advocacy strategies that help us build strong and lasting institutions.
Makabayan is the learning area that lays most stress on the development of social awareness, empathy and a firm commitment to our common goal as a nation.
It entails the use of integrated units, which enable the individual to personally process, assimilate and systematically practice wide range of values and life skills including work ethic.
This presentation shoows a detailed outline of CHED Memo No. 30, complete with the competencies for Teacher Education programs. Please give credit when copied or used for other academic affairs.
Assessment tools and strategies to help you align your course objectives to assessments in your courses. When you align objectives well, you can truly find out whether students are learning what they need to learn from your course.
Creative Reflection: The Critical Practice of Stepping Backchar booth
Reflective practice is the process of actively observing, understanding, and shaping pedagogy. Its associated skills include developing individual insight into the impact and practice of education through critical analysis, instructional design, theoretical grounding, and dialogue with peer educators. Also integral is gathering insight into the learner experience through meaningful assessment. Less often discussed is the role of creativity, experimentation, learner engagement, and the disruption of ingrained teaching habits and/or narratives; this keynote will explore strategies for cultivating a more holistic reflective practice in service of enriching and diversifying one’s teaching.
Social Media, Keeping up to date, Pure and more : The Leiden talkGuus van den Brekel
Talk for a group of colleagues of Walaeus Library of the Leiden University Medical Center and others.
November 5th 2015 14:30-17:00
PIctures: https://www.facebook.com/digicmb/media_set?set=a.10156217814035603.1073741882.868270602
These slides provide a few tips for teaching in the 21st century. They might be useful for those who are new in the education sector and they show what you might need to make your lessons more exciting. These include a set of methods which might be a bit unorthodox but teaching is all about creativity after all.
Professor Julie Hall will be joining Solent as Deputy Vice-Chancellor (Academic) in August 2017. As a National Teaching Fellow Julie has won funding of over £1 million for pedagogic research and practice, and has written about student attainment gaps and student engagement. This lecture explored how HE institutions can value students and enhance their experience in an era influenced by metrics.
Libraries, Information Equity, & Economic Justicechar booth
Academic libraries are cultural institutions with massive resource and operational footprints. By orienting our missions purposefully toward information and economic justice, we have the capacity to reshape the scholarly information landscape while positively impacting the ability of individual learners and researchers to traverse it. This briefing explores the capacity of libraries and allied institutions to leverage individual and collective action to reduce the inextricably linked information and economic inequalities our users face. The session will examine academic library practice through the lenses of information equity and economic justice, highlighting actions libraries and allied organizations can take in pursuit of increased resource parity and greater freedom from the entrenched information-for-profit systems that threaten our own budgets.
Allyship, community, and tools for change.char booth
Keynote at the 2017 Social Justice Summit at CSU San Marcos. For more information about the event, see https://www.csusm.edu/sjs/about/index.html.
Transcription available at http://www.infomational.com
For the Greater (Not) Good (Enough): Open Access and Information Privilegechar booth
Distinguished Seminar Series talk at OCLC Headquarters in Dublin, Ohio on 9 November 2017. Discusses the concept that open access has had a huge impact on publishing and scholarly communication, yet who you are, what you earn, and how you research still create serious barriers to information availability.
CSUSM Trans & Gender Non-Conforming Task Force: Report and Recommendations, 2017char booth
Download accessible PDF: http://bit.ly/csusmtranstf-report
In May of 2016, members of the California State University San Marcos (CSUSM) community issued an open letter to President Karen Haynes advocating for actions to encourage the inclusion of trans and gender non-conforming individuals at CSUSM. In November of 2016, President Haynes issued a call for participation in a Trans and Gender Non-Conforming Task Force (TGNCTF) “in an effort to ensure ongoing support for members of our Trans and Gender Non-Conforming community at Cal State San Marcos.” The TGNCTF was convened in December 2016 as advisory to the President, and by March 17th, 2017 was charged to “Review and make recommendations regarding protocols, programs and services for CSUSM Trans and Gender Non-Conforming Communities to include: Preferred Name Policy Implementation;; Restrooms;; Training;; Housing. Your participation and knowledge will greatly benefit the University and the goals we are working to achieve, which include providing an open, welcoming and safe environment all members of our community.”
In response to this charge, the TGNCTF is pleased to provide an overview of the current status of policies, procedures, and actions relevant to trans and gender non-conforming communities at CSUSM, and to provide recommendations to further improve the environment and experience of our trans students, staff, and faculty. We do so from a variety of perspectives, including those of trans- identified and trans-allied task force (TF) members, trans and allied communities at CSUSM, and stakeholders critical to the implementation of these recommendations. Careful consideration was given to federal and state law, as well as best practice guidance from organizations dedicated to trans advocacy.
Task Force Membership
Char Booth - Associate Dean, University Library (Chair)
Zev Anbar - Student
Bridget Blanshan - Associate Vice President and Title IX Coordinator Wesley Dayhoff - Student
Jessica Dockstader - Student
Anne Rene Elsbree - Professor, School of Education
Lisa McLean - Director, Labor & Employee Relations, Human Resources
Lisa Medina, Registrar - Enrollment Management Services
Deborah Morton - Assistant Professor, Public Health
Steve Ramirez - Interim Director, Planning, Design and Construction
Betsy Read - Professor, Biology
Jay Robertson-Howell - Psychologist, Student Health & Counseling Services
Questions about this report or its recommendations can be submitted to transtf@csusm.edu.
To cite this report, use:
CSUSM Trans & Gender Non-Conforming Task Force. (2017). "Trans & Gender Non-Conforming Task Force Report and Recommendations." California State University San Marcos. San Marcos, CA.
Strategic Cartography: Identifying IL Intersections Across the Curriculumchar booth
Presentation at ACRL 2015 in Portland, OR.
Abstract: Curriculum mapping builds insight into the sequence of requirements and competencies a learner negotiates while on an academic path. When combined with data visualization, visual curriculum mapping (VCM) provides a holistic view of an entire educational community, highlighting pivotal points at which to introduce information literacy instruction, resources, and research support. This paper presents findings of a large-scale consortial VCM project in 2013-14, exploring anticipated and unanticipated outcomes and offering strategies applicable to other institutions.
Information Privilege - Critical Approaches to Access and Advocacychar booth
DLF Forum 2013 Closing Keynote in Austin, Texas. Video available at http://mediasite.engr.utexas.edu/UTMediasite/Play/15fef35f23364ca0bbe4f0ee5f04a3e71d
Guest lecture given for the Metaliteracy MOOC, which is facilitated by Trudi Jacobsen and Tom Mackey. Unit description can be found at http://metaliteracy.cdlprojects.com/week2.htm. Session recording available at https://sas.elluminate.com/p.jnlp?psid=2013-09-18.0829.M.0FAB3903494045EFC45539A96FEDFA.vcr&sid=2012301 (Collaborate recording).
Libraries and Learning (Guest Facilitator, Hyperlinked Library MOOC)char booth
Guest Facilitator lecture for Michael Stephens and Kyle Jones' Hyperlinked Library MOOC, September 2013. Video available at http://www.youtube.com/watch?v=BvoeIROFExc&feature=share&list=UUDMYwJV49agmQ5uol_BIq2w
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Thesis Statement for students diagnonsed withADHD.ppt
Strategies for Holistic Assessment of Student IL Learning
1. S T R A T E G I E S
for holistic assessment
of student IL learning
2. C H A R B O O T H
S T R A T E G I E S
for holistic assessment
of student IL learning
T H E C L A R E M O N T C O L L E G E S L I B R A R Y
3. C H A R B O O T H
S A R A L O W E S E A N S T O N E
N A T A L I E T A G G E D A N I B R E C H E R
S T R A T E G I E S
for holistic assessment
of student IL learning
T H E C L A R E M O N T C O L L E G E S L I B R A R Y
18. { D I S C U S S :
does your campus/institution
have an infrastructure for
I L A S ? S E S S M E N T ?
}
19. { D I S C U S S :
does your campus/institution
have an infrastructure for
I L A S ? S E S S M E N T ?
} is it adequate to achieve
your STRATEGIC GOALS?
47. I L P ERFORMANCE P ERCE P T I O N S GAP
100%
80%
60%
40%
20%
0%
Faculty
Student
Faculty
Student
Faculty
Student
Faculty
Student
Faculty
Student
Faculty
Student
Write
annotated
bibliographies
Provide
proper
attribution to
source
materials in
their academic
work
Use sources
to further an
argument/
thesis
Evaluate
sources to
determine if
they are
authoritative
Differentiate
between types
of information
sources (e.g.,
scholarly v.
popular
literature, fact
v. opinion)
Effectively use
Library
databases,
catalog(s),
and other
information
resources to
find relevant
source
material
Excellent/Very High
Above Average/High
Average/Moderate
Below Average/Low
Poor/None
48. I L P ERFORMANCE P ERCE P T I O N S GAP
100%
80%
60%
40%
20%
0%
Faculty
Student
Faculty
Student
Faculty
Student
Faculty
Student
Faculty
Student
Faculty
Student
Write
annotated
bibliographies
Provide
proper
attribution to
source
materials in
their academic
work
Use sources
to further an
argument/
thesis
Evaluate
sources to
determine if
they are
authoritative
Differentiate
between types
of information
sources (e.g.,
scholarly v.
popular
literature, fact
v. opinion)
Effectively use
Library
databases,
catalog(s),
and other
information
resources to
find relevant
source
material
Excellent/Very High
Above Average/High
Average/Moderate
Below Average/Low
Poor/None
* * * * * *
* * * * *
49.
50.
51.
52.
53.
54. C A M P U S - L E V E L I M P L E M E N T A T I O N
S C R I P P S
PITZER
P O M O N A
C G U
H M C
K G I
C M C
Grassroots/
consensus
governance
with robust
committee
structure
Pitzer College
Consensus-based
governance
without much
committee
structure
Scripps College
Faculty
committees
with strong
departmental
autonomy
Pomona
College
Top-down/
federated
states
governance
Claremont
Graduate
University
Faculty-committee-based
governance
Harvey Mudd
College
Small/agile/
progressive
committee of
core faculty
Keck Graduate
Institute
Top-down
governance/
assessment
driven
Claremont
McKenna
College
55. Grassroots/
consensus
governance with
robust
committee
structure
Pitzer College
Consensus-based
governance
without much
committee
structure
Scripps College
Faculty-committee-based
with
strong
department
decision making
Pomona College
Top-down/
federated states
governance
Claremont
Graduate
University
Faculty-committee-based
governance
Harvey Mudd
College
Small/agile/
progressive
committee of
core faculty
Keck Graduate
Institute
Top-down
governance/
assessment
driven
Claremont
McKenna
College
SU 2012: Director of
Assessment meets
with librarians to
discuss IL
assessment options
SU 2012: Librarians
edit Carleton College
Rubric to create
Rubric v1.1
SU 2012: Librarians
score First Year
Seminar papers (FYS)
using Rubric v1.2
FA 2012: Faculty
incorporate Rubric
v1.4 into FYS
FA 2012: Librarians
score capstone
papers with Rubric
v1.4
SU 2014: Library
uses AiA Rubric to
evaluate student IL
skills
FA 2012: Writing 50
(first-year seminar)
faculty score papers
using Rubric
2012/2013
SU 2014: Library
uses 5-part Rubric to
evaluate student IL
skills
Future: Hopeful
integration of
2013-14 IL Rubric
into capstone
evaluation
SU 2011:
Environmental
Analysis (EA) Rubric
created based on
Drake Univ. Rubric
SU 2011: Discussions
with faculty improve
rubric & EA program
FA 2011/FA 2012:
EA Rubric used to
develop IL instruction
for EA senior thesis
students
SP 2013: Librarians/
faculty use Rubric
2012/2013 to
evaluate sample EA
theses from three
prior years, submits
to WASC
SU 2013: Library
uses AiA Rubric to
evaluate student IL
skills
SU/FA 2012: Rubric
v1.4 discussed at all
departmental
meetings
SP 2013: Dean
requests Rubric
2012/2013 as
foundation for an IL
instruction session in
methods course /
leads to development
of IL Labs pilot
SP 2013: 5-Part
Rubric provides
foundation for
developing five core
learning outcomes for
IL Labs pilot
Future: Planning for
potential integration
of Rubric into a
Canvas course pilot
as a sample
evaluation object, and
a Thesis/Dissertation
evaluation project
FA 2012: Librarians
and ALO attend
WASC Accreditation
Retreat on Core
Competencies:
Critical Thinking and
Information Literacy
FA 2012: Librarians
present Rubric
2012/13 to
Assessment
Committee
FA 2012: Committee
interested in training
upper class “peers” in
using rubric to
evaluate clinic work
SU 2014: Library
uses AiA Rubric to
evaluate student IL
skills
Future: Hopeful
integration of
2013-14 IL Rubric
into clinic evaluation
FA 2012: Librarians
and ALO attend
WASC Accreditation
Retreat on Core
Competencies:
Critical Thinking and
Information Literacy
FA 2012: Map and
integrate Rubric v1.?
into existing rubrics
for some programs
SP 2013: Begin using
updated rubrics as
part of an overall
program to increase
rubric use in more
classes
Future: IL Rubric data
needs to be gathered
and assessed.
Rubrics are being
adopted/developed
for the new
BioPharmacy
program
FA 2012:
Assessment
committee adopts
Rubric 2012/2013
FA 2012: Keck
Science Dept. adopts
Rubric 2012/2013
SP 2013: Library
scores senior theses
using Rubric
2012/2013
SP 2013: Keck
Science Dept. scores
senior theses using
Rubric 2012/2013
SU 2014: Library
uses AiA Rubric to
evaluate student IL
skills
Future: Hopeful
integration of
2013-14 IL Rubric
into capstone
evaluation
56. { D I S C U S S :
how would you characterize
y o u r o ? r g a n i z a t i o n a l
s t r u c t u r e / c u l t u r e ?
} ( h o w ) a r e d e c i s i o n s
a b o u t I L a s s e s s m e n t
m a d e & i m p l e m e n t e d ?
57. S P E C I F I C R U B R I C A P P L I C A T I O N S
• F i r s t - y e a r s e m i n a r p a p e r e v a l u a t i o n
• S e n i o r c a p s t o n e / t h e s i s e v a l u a t i o n
• C a m p u s e s a c c r e d i t a t i o n a s s e s s m e n t
• A s s e s s m e n t i n A c t i o n ( 2 0 1 3 - 1 4 )
58. S P E C I F I C R U B R I C A P P L I C A T I O N S
• F i r s t - y e a r s e m i n a r p a p e r e v a l u a t i o n
• S e n i o r c a p s t o n e / t h e s i s e v a l u a t i o n
• C a m p u s e s a c c r e d i t a t i o n a s s e s s m e n t
• A s s e s s m e n t i n A c t i o n ( 2 0 1 3 - 1 4 )
59. 5 C O L L E G E S = 5 F I R S T Y E A R
S E M I N A R P R O G R A M S
60. Research Question
“What impact (if any) does librarian intervention in first-year courses have on IL
performance in student work?”
Methodology
• First-Year Student Papers coded by Level of Librarian Collaboration in Course
• Rubric Evaluation (http://bit.ly/ccl-ilrubric) of papers
• 4 Liberal Arts College First-Year Seminar/ Experience programs > Claremont
McKenna College, Pitzer College, Pomona College, Scripps College (coded in
results for anonymity) ; Results from fifth college, Harvey Mudd, still being
coded
• 416 papers; 14 interrater pairs (Jan-May, 2014)
Collaboration Levels
1. None = no faculty collaboration with librarian
2. Low = Traditional One-Shot
3. Moderate = multiple sessions, moderate syllabus/assignment collaboration
4. High = multiple sessions, online tutorial & quiz, significant syllabus/
assignment collaboration
65. { f a c u l t y / l i b r a r i a n c o l l a b o r a t i o n
M U T U A L U N D E R S T A N D I N G
i m m e d i a t e a s s e s s m e n t t o o l
} L O N G - T E R M F R A M E W O R K
R U B R I C S
66. m a p p i n g
R E S O U R C E S C A L A B I L I T Y
T A R G E T E D I N S T R U C T I O N
S T U D E N T C O M P E T E N C I E S
r u b r i c s
67. E V A L U A T I O N
I L i n f r a s t r u c t u r e
68. E V A L U A T I O N
C O L L A B O R A T I O N
I L i n f r a s t r u c t u r e
69. E V A L U A T I O N
C O L L A B O R A T I O N
A D V O C A C Y
I L i n f r a s t r u c t u r e
70. R E S O U R C E S
ea curriculum map: ea.pomona.edu/ea-5c-program-map/
ccl il program documents: libraries.claremont.edu/informationliteracy/
A i A p r o j e c t a n d d a t a : l i b g u i d e s . l i b r a r i e s . c l a r e m o n t . e d u / A i A
Degrees of Impact: Analyzing the Effects of Progressive Librarian Course
Co l l a b o r a t i o n s o n S t u d e n t P e r f o r m a n c e . W i t h M . S a r a L o w e , N a t a l i e
T a g g e , a n d S e a n M . S t o n e . C o l l e g e & R e s e a r c h L i b r a r i e s .
Accept e d : June 26, 2014; Ant i c i pat e d Pub l i c a t i on Dat e : Jul y 1 , 20 1 5 .
Slide 41 Adapted from Tagge, Natalie; Booth, Char; Chappell, Alexandra; Lowe,
M. Sara; and Stone, Sean M., "Choose Your Own Adventure: Integrating an
I n f o r m a t i o n L i t e r a c y R u b r i c i n t o S e v e n ( V e r y ) D i f f e r e n t
Col l e g e s " (2013) . L i b r a r y St a f f Pub l i c a t i o n s a n d Re s e a r c h . Pape r 1 7 .
h t t p : / / s c h o l a r s h i p . c l a r e m o n t . e d u / l i b r a r y _ s t a f f / 1 7
S l i d e s 4 6 a n d 4 8 a d a p t e d fr o m Lowe , M. S a r a ; Bo o t h , Ch a r ; S t o n e , S e a n
M . ; T a g g e , Nat a l i e ; C h a p p e l l , A l e x a n d r a ; a n d B u r r o w , Ga l e , " L i b r a r i a n s
M a t t e r ! I m p a c t o n F i r s t - Y e a r I n f o r m a t i o n L i t e r a c y S k i l l s a t 5
Col l e g e s " (20 1 4 ) . L i b r a r y S t a f f Pu b l i c a t i o n s a n d Re s e a r c h . P a p e r 22.
h t t p : / / s c h o l a r s h i p . c l a r e m o n t . e d u / l i b r a r y _ s t a f f / 2 2
71. C H A R B O O T H
D I R E C T O R
r e s e a r c h , t e a c h i n g
&
l e a r n i n g
S E R V I C E S
c l a r e m o n t c o l l e g e s
L I B R A R Y
c h a r b o o t h @ g m a i l
i n f o m a t i o n a l . c o m
@ c h a r b o o t h
s l i d e s h a r e . n e t / c h a r b o o t h