scholarly journals Information Literacy Instruction and Assessment in an Honors College Science Fundamentals Course

2011 ◽  
Vol 72 (6) ◽  
pp. 533-547 ◽  
Author(s):  
Corey M. Johnson ◽  
Carol M. Anelli ◽  
Betty J. Galbraith ◽  
Kimberly A. Green
Keyword(s):  
Information Literacy ◽  
Library Instruction ◽  
State University ◽  
Literacy Curriculum ◽  
Honors College ◽  
Washington State University ◽  
Scaffolded Instruction ◽  
Homework Problem ◽  
Hands On ◽  
College Course

The Washington State University Honors College course, UH 290, “Science as a Way of Knowing,” engages freshmen in scientific inquiry and scholarly literature research. The UH 290 instructor, a learning design consultant, and two librarians collaborated to develop and deliver the course’s information literacy curriculum. The team used student surveys, research blogs, case studies, library instruction sessions, homework problem sets and exams. Students gained from scaffolded instruction including hands-on practice activities and feedback; embedded assessments informed adjustments to the course syllabus and activities. This case study details the progressively improved use of this approach and these tools over two semesters.

scholarly journals If You Build It, Will They Learn? Assessing Online Information Literacy Tutorials

2006 ◽  
Vol 67 (5) ◽  
pp. 429-445 ◽  
Author(s):  
Elizabeth Blakesley Lindsay ◽  
Lara Cummings ◽  
Corey M. Johnson ◽  
B. Jane Scales
Keyword(s):  
Washington State ◽  
Online Information ◽  
Library Instruction ◽  
State University ◽  
Washington State University ◽  
Assessment Program ◽  
Online Tutorials ◽  
Library Resources ◽  
Usage Patterns ◽  
Future Plans

With the support of an internal grant, the Washington State University Library Instruction Department was able to undertake an assessment program to measure the use and effectiveness of online tutorials built by the department. Students viewed four of the tutorial products and were asked to perform tasks using these tutorials. They also answered a number of questions designed to garner information about attitudes, usage patterns and perceptions of library resources and services. Results of the assessment activities and future plans for improving and expanding our tutorial offerings are discussed.

Hands-on instruction: the iPad self-guided library tour

2015 ◽  
Vol 43 (2) ◽  
pp. 309-318 ◽  
Author(s):  
Marianne Foley ◽  
Katherine Bertel
Keyword(s):  
New York ◽  
Class Discussion ◽  
Library Instruction ◽  
State University ◽  
Class Session ◽  
Content Type ◽  
Hands On ◽  
Simple Activity ◽  
Set Up ◽  
Long Course

Purpose – The purpose of this paper is to describe how librarians at the State University of New York College at Buffalo used iPads during one class session of a semester-long library instruction course to increase student engagement, energize the traditional library tour, build collaboration and give students experience using tablet technology in an educational setting. Design/methodology/approach – Librarians provided iPads to groups of students and sent them to photograph different areas of the library during one class session of a semester-long course. Students then uploaded the photographs to a common Web site for class discussion. Findings – Formal and informal student feedback was positive. Students connected with the instructors and with each other, enjoyed discovering library spaces and services and became more comfortable with tablet technology. The project also increased student enthusiasm for the class. Originality/value – This paper is the first to systematically describe a simple activity that can be used by instruction librarians to incorporate tablets into the curriculum. The method requires minimal time to set up and implement, involves a very short learning curve and is easily adaptable to various mobile devices.

iTech in library instruction: tips and best practices

2016 ◽  
Vol 33 (1) ◽  
pp. 9-10
Author(s):  
Susanna Eng-Ziskin ◽  
Jamie Johnson
Keyword(s):  
Best Practices ◽  
Information Literacy ◽  
Design Methodology ◽  
California State University ◽  
Library Instruction ◽  
State University ◽  
Trial And Error ◽  
Content Type ◽  
Freshmen Seminar ◽  
Teaching Information

Purpose – This paper aims to describe some best practices and tips for librarians who will be teaching in iPad classrooms. Design/methodology/approach – California State University Northridge librarians recently began teaching information literacy sessions to freshmen seminar students in a dedicated iPad classroom. Prior to this, they scoured the literature to find information on how to use the iPads to enhance their instruction. The kinds of papers they were looking for did not seem to exist so they began a process of trial and error during their instruction sessions to formulate their own best practices which are enumerated in this paper. Findings – A list of best practices for teaching information literacy sessions with iPads. Originality/value – This paper will be of value to instruction librarians who will be teaching in iPad or tablet classrooms. A search of the library literature shows there are no similar articles with practical tips and best practices for librarians.

Promoting lifelong learning through government document information literacy

2014 ◽  
Vol 42 (1) ◽  
pp. 52-69 ◽  
Author(s):  
B. Jane Scales ◽  
Marilyn Von Seggern
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Government Information ◽  
Literacy Curriculum ◽  
Student Groups ◽  
Content Type ◽  
Composition Students ◽  
Washington State University ◽  
Job Seeking ◽  
Long Term Impact

Purpose – The aim of this paper is to report on the development and assessment of a government document information literacy curriculum by librarians at Washington State University. The pedagogical and assessment goals are described, and the learning outcomes by participating sophomore and junior English composition students are explored. Design/methodology/approach – Instruction librarians adopted ACRL standards to government information in order to address difficulties undergraduates have in identifying and evaluating common federal government resources. Learning outcomes are measured with a mixed-methods approach including pre- and post-tests, in-class worksheets, and student bibliographies. Findings – Overall, the project improved government document information literacy in the student groups that participated. Research limitations/implications – There are many questions the project raises that the authors cannot address. Does the curriculum have any long-term impact on the students? Will it make students who participated more likely to use government information when job seeking, or when making important decisions? Originality/value – The project uniquely targets a population for which there has been little research on regarding government information literacy – undergraduates who have already received introductory library instruction, but who are not yet researching upper-division, discipline-specific topics.

scholarly journals Teaching with the Framework: a Cephalonian approach

2017 ◽  
Vol 45 (1) ◽  
pp. 117-130 ◽  
Author(s):  
David A. Hurley ◽  
Robin Potter
Keyword(s):  
Information Literacy ◽  
Practical Experience ◽  
First Year ◽  
Library Instruction ◽  
Content Type ◽  
Flipped Instruction ◽  
Research Libraries ◽  
Hands On ◽  
Library Resources ◽  
Core Concepts

Purpose This paper aims to provide academic instruction librarians with a model for integrating concepts from the Association of College and Research Libraries (ACRL) Framework into “one-shot” library instruction sessions without losing the practical experience of searching the library resources. Design/methodology/approach The authors adapted the Cephalonian method as the structure of first-year library instruction sessions for an English composition class. The sessions were re-designed to emphasize the core concepts of information literacy while incorporating active learning activities and discussion. Findings The authors found the Cephalonian method to be a useful structure for incorporating aspects of the ACRL Framework into the first-year library instruction program. The call-and-response format fosters conversations and leads seamlessly into hands-on activities. When used as part of “flipped” instruction, the Cephalonian method allows instructors to engage students who have completed the online portion and those who have not. Practical implications This paper offers librarians practical ideas for incorporating the information literacy concepts outlined in the ACRL Framework into one-shot instruction sessions. Originality/value With the recent adoption of the Framework for Information Literacy for Higher Education by ACRL, there is a need for practical examples of how to incorporate the frames into existing library instruction programs.

scholarly journals Applying Active Learning Methods to the Design of Library Instruction for a Freshman Seminar

1997 ◽  
Vol 58 (4) ◽  
pp. 299-308 ◽  
Author(s):  
Katherine Strober Dabbour
Keyword(s):  
Active Learning ◽  
Freshman Seminar ◽  
Library Instruction ◽  
State University ◽  
Learning Methods ◽  
Traditional Lecture ◽  
Faculty Evaluations ◽  
Individual Instruction ◽  
Lecture Demonstration ◽  
Hands On

Active learning methods were employed in designing library instruction for an experimental freshman seminar at California State University-San Bernardino. Rather than rely on the traditional lecture/demonstration format, the centerpiece of the ninety-minute “one-shot” sessions was a small-group, self-guided exercise focusing on the library’s online system. As a prelude to the hands-on exercise, students participated in class discussions on the importance of information literacy. Opportunities for individual instruction also were provided. Student, librarian, and faculty evaluations of the sessions were favorable.

Using iBooks and iPad apps to embed information literacy into an EFL foundations course

2014 ◽  
Vol 115 (1/2) ◽  
pp. 51-60 ◽  
Author(s):  
Nicole Johnston ◽  
Sally Marsh
Keyword(s):  
Information Literacy ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Literacy Curriculum ◽  
Content Type ◽  
Reference Services ◽  
Hands On ◽  
Ipad Apps ◽  
Library Staff

Purpose – This case study describes the collaborative process between library staff and faculty of embedding information literacy into an EFL (English as a Foreign Language) foundations (bridging) course through an information literacy matrix, iBooks and iPad apps. Design/methodology/approach – The study focuses on the approach taken to embed information literacy through iPads and iBooks through the development of an information literacy matrix and iPad activities created in collaboration with faculty in a foundations bridging course in an EFL environment. Feedback was sought from faculty on the content of the iBooks and the outcome of using them in the classroom. Findings – The embedding of information literacy into the curriculum though iPads and iBooks created new opportunities for library staff to collaborate with faculty and professional development opportunities for library staff. Feedback from faculty about the iBooks indicated that the “hands on” nature of the activities and the interactivity provided by the apps contributed to student engagement in the lessons. Literature on using mobile technology in education has also found that it fosters collaboration and interactivity in the classroom. Research limitations/implications – Further research is needed that assesses and gathers feedback from students regarding the usability of the iBooks from the students' perspective. This research fills a gap in the literature that explores using mobile technology, specifically iPads to develop information literacy curriculum. Practical implications – This case study can be used as an example of how to embed information literacy curriculum using iPads and iBooks into English foundations or bridging courses. Students and faculty will develop information literacy and technological skills through teaching and learning from these iBooks. Originality/value – There are currently only a few academic articles written on the use of iPads in the library. Most of these articles focus on reference services and one-shot instructional lessons. There are few academic articles that focus on using iPads and iBooks to embed information literacy into curriculum.

scholarly journals First Year Course Programmatic Assessment: Final Essay Information Literacy Analysis

2015 ◽  
Vol 55 (1) ◽  
pp. 49 ◽  
Author(s):  
Holly Luetkenhaus ◽  
Steve Borrelli ◽  
Corey Johnson
Keyword(s):  
General Education ◽  
Information Literacy ◽  
Creative Thinking ◽  
Source Analysis ◽  
First Year ◽  
State University ◽  
Source Attribution ◽  
Washington State University ◽  
Library Research ◽  
Final Essay

Washington State University recently launched a new general education system with a foundational first year course called Roots of Contemporary Issues. Roots features a set of library research assignments and a culminating final essay, jointly developed and maintained by Roots instructors and librarians. A group of Roots instructors and a WSU librarian conducted a study to assess the achievement of the information literacy, and critical and creative thinking student learning outcomes associated with the research project. The group found that students were proficient at the first year level in terms of utilizing scholarly materials and source attribution. The students were less successful concerning argument building and source analysis; they struggled most with thesis development. Adjustments to the assignments were made in light of these results and the findings contributed to the larger university-wide assessment program.

The Instructional SEM Laboratory at Iowa State University

1996 ◽  
Vol 54 ◽  
pp. 396-397
Author(s):  
L. S. Chumbley ◽  
M. Meyer ◽  
K. Fredrickson ◽  
F.C. Laabs
Keyword(s):  
Materials Science ◽  
Computer Network ◽  
Energy Dispersive Spectrometer ◽  
Computer Control ◽  
State University ◽  
Iowa State University ◽  
Internet Server ◽  
Schematic Layout ◽  
Hands On ◽  
Improve Instruction

The Materials Science Department at Iowa State University has developed a laboratory designed to improve instruction in the use of the scanning electron microscope (SEM). The laboratory makes use of a computer network and a series of remote workstations in a classroom setting to provide students with increased hands-on access to the SEM. The laboratory has also been equipped such that distance learning via the internet can be achieved.A view of the laboratory is shown in Figure 1. The laboratory consists of a JEOL 6100 SEM, a Macintosh Quadra computer that acts as a server for the network and controls the energy dispersive spectrometer (EDS), four Macintosh computers that act as remote workstations, and a fifth Macintosh that acts as an internet server. A schematic layout of the classroom is shown in Figure 2. The workstations are connected directly to the SEM to allow joystick and computer control of the microscope. An ethernet connection between the Quadra and the workstations allows students seated there to operate the EDS. Control of the microscope and joystick is passed between the workstations by a switch-box assembly that resides at the microscope console. When the switch-box assembly is activated a direct serial line is established between the specified workstation and the microscope via the SEM’s RS-232.

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