scholarly journals Transforming theory into practice: Creating student-centered instructional activities rooted in the Framework

2021 ◽  
Vol 82 (3) ◽  
pp. 114
Author(s):  
Meghan Kowalski ◽  
Catherine Meals ◽  
Faith Rusk
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Information Literacy ◽  
District Of Columbia ◽  
Learning Activities ◽  
Library Instruction ◽  
Student Centered ◽  
Instructional Activities ◽  
Reference Librarians ◽  
The University

During summer 2019, the four reference librarians at the University of the District of Columbia (UDC), an HBCU in the nation’s capital, met weekly to review and discuss each part of the ACRL Framework for Information Literacy for Higher Education. With our student population in mind, we had two goals: establishing a team-wide shared analysis of each frame and developing a collection of student-centered active learning activities, rooted in the Framework’s concepts, that could be mixed and matched during one-shot and embedded library instruction. Prior to this project, the librarians were using a limited group of library instruction activities that were not necessarily related to the Framework. During the project, the librarians found the Framework to be highly theoretical, making it challenging to identify concrete learning activities. However, by deeply engaging with the Framework, it was possible to create student-centered instructional activities that were rooted in the theory, and we were able to expand our repertoire of activities used in library instruction. We were also able to provide faculty with firm examples of how library instruction engages their students in information literacy and lifelong learning.

The New Age “Information Dowser” and Mobile Learning Opportunities

2011 ◽  
pp. 265-284
Author(s):  
Tom Adamich
Keyword(s):  
Higher Education ◽  
Information Retrieval ◽  
Information Literacy ◽  
Mobile Technology ◽  
Academic Library ◽  
Learning Opportunities ◽  
The Other ◽  
Student Centered ◽  
Robert Morris ◽  
The University

The other challenge is to determine if the resulting use of contextual identification (using library classification and subject headings) accessible via a mobile device is appropriate for a particular institution’s information/material retrieval needs, user population, and budget (in this case, a small academic library). The result is the development of the “RMU Information Dowser” project by the Robert Morris University (RMU) Libraries. This project, also designed to possibly satisfy the RMU Libraries mandate to assist in university-wide application of the ACRL Information Literacy Competency Standards for Higher Education in the future, will profile how the university has been exploring use of a combination of mobile technology and reference processes to create a tool to promote rapid library catalog information retrieval and materials access in a student-centered, socially-friendly context.

scholarly journals Book Review: The One-Shot Library Instruction Survival Guide

2015 ◽  
Vol 55 (1) ◽  
pp. 68
Author(s):  
Calantha Tillotson
Keyword(s):  
Information Literacy ◽  
Time Management ◽  
Management Strategies ◽  
Learning Activities ◽  
Traditional Learning ◽  
Library Instruction ◽  
Challenges And Opportunities ◽  
The One ◽  
Traditional Learning Environments

Based on their combined thirty years of experience in information literacy instruction, Heidi Buchanan and Beth McDonough speak honestly of the challenges and opportunities associated with one-shot library sessions and provide readers with practical, creative, and inspirational resources. The authors begin each chapter with an attention-grabbing title, such as “They never told me this in library school” and “There is not enough of me to go around!” After capturing the readers’ attention, they proceed to continually captivate readers which covering relevant topics, such as how to effectively collaborate with departmental instructors, how to create a meaningful session despite severe time constraints, how to utilize active learning activities to engage students, how to instruct in non-traditional learning environments, how to successfully assess instruction sessions, and how to efficiently follow time management strategies.

Teaching and assessing students of information literacy in a single session—The case of the University of the West Indies Mona library

2021 ◽  
pp. 095574902110635
Author(s):  
Genevieve Jones-Edman ◽  
Karlene Patricia Robinson
Keyword(s):  
Active Learning ◽  
Information Literacy ◽  
Multiple Choice ◽  
Higher Order ◽  
Library Instruction ◽  
Cooperative Teaching ◽  
Daunting Task ◽  
Writing Course ◽  
Digital Pedagogy ◽  
The University

Assessing the performance of information literacy (IL) students can be a daunting task for librarians globally. Most IL sessions are taught in 1 to 2 hours where any meaningful assessments are difficult to achieve. This research demonstrated how this feat was achieved in an active learning environment through the use of Google Forms. This mixed method study shows how this was effectively achieved to test both lower and higher order skills in a 2 hour session to one hundred and seventy-two foundation writing course students.The research tested a rarely examined feature of Google Forms which is the tool’s effectiveness in enabling comprehensive assessment, facilitating active learning, and identifying instructional errors in an IL instruction session. The findings show that Google Forms can be used to teach and administer a quiz using both multiple-choice as well as open-ended questions to assess both low and higher order learning skills in IL. Students were able to actively respond to questions while they were being taught, the data gathered and analyzed and used to inform future library instruction. It also showed that Google Forms are useful not simply to administer multiple-choice quizzes at the end of teaching but can be used in executing real-time assessment and support active learning. Because Google Forms support the easy creation of charts and downloading/exporting of statistics, results of assessments can be shared among librarians, faculty, and students to motivate and encourage digital pedagogy. It allows for greater collaboration with faculty in the cooperative teaching of students in single sessions where there is usually difficulty in having dialogue with faculty once a session ends. This case study is based on a limited number of students; thus, the findings of this research may not be generalized but the methodology and some skills in teaching the concepts encountered by librarians may be replicated.

Empowering DC's Future Through Information Access

2018 ◽  
pp. 57-77
Author(s):  
Christopher T. Anglim ◽  
Faith Rusk
Keyword(s):  
Information Literacy ◽  
Major Part ◽  
District Of Columbia ◽  
Information Access ◽  
Washington Dc ◽  
Collection Development ◽  
Learning Resources ◽  
University Archives ◽  
Service Mission ◽  
The University

This chapter describes the various ways that Learning Resources Division at the University of the District of Columbia (LRD) provides various services to the community it operates (i.e., Washington, DC). UDC is the only public university in the District of Columbia. Serving the greater community, therefore, has been a major part of the university mission and a central part of LRD's service mission. Specifically, the chapter considers the service LRD provides to community users through reference, RAIL, information literacy, collection development, the jazz archives, the foundation center, and the university archives.

New Perspectives on Communication During the COVID-19 Pandemic

2022 ◽  
pp. 76-94
Author(s):  
Nicoleta Duță
Keyword(s):  
Higher Education ◽  
Communication Skills ◽  
Learning Process ◽  
Teaching And Learning ◽  
Research Data ◽  
Learning Activities ◽  
Practical Approach ◽  
Research Findings ◽  
Teaching Learning ◽  
The University

This chapter approaches the problematic of communication in teaching-learning activities in higher education during the crisis generated by the COVID-19 pandemic. The authors have proposed to present a theoretical and practical approach to the effective communication in teaching, with the objective of knowing which are the opinions of students on communication skills and motivation of them in the classroom. The study included a total of 261 students from different faculties at the University of Bucharest, who were a Likert-scale survey in the period May -July 2020. Results of the analysis of research data shows that students have seen their ability to concentrate and motivation to perform tasks affected, but they did not leave university. In this respect, most difficulties were in carrying out teamwork than individual. The adaptations made by the university during confinement have been positively appreciated. The research findings coming according to recent studies confirm that without communication the teaching and learning process will not take place.

Students at the center in emerging academic models: embedded information literacy and distance services in the University of Wisconsin System Flex degree

2015 ◽  
Vol 32 (7) ◽  
pp. 12-15 ◽  
Author(s):  
Kristin M. Woodward
Keyword(s):  
Information Literacy ◽  
Student Body ◽  
Student Centered ◽  
Content Type ◽  
Competency Based Education ◽  
University Of Wisconsin ◽  
Challenges And Opportunities ◽  
Competency Based ◽  
The University

Purpose – As a model of competency-based education (CBE), the University of Wisconsin (UW) System Flex options present a unique case study of challenges and opportunities for embedding student-centered library services and information literacy. Design/methodology/approach – In this paper, we describe strategies for engaging with the evolving Flex curriculum, the needs of an unknown student body and the role of new student support staff. The author notes the relevance of examining the library’s role in Flex at this time, given the potential for growth nationally in CBE. Findings – The challenges the author faced initially were closely tied with opportunities that once examined, formed the basis of the embedded library model for competency-based education. Further, the author found opportunities to articulate their role in Flex on their campus and share with other institutions. Originality/value – This case study is based on the author’s experiences embedding Information Literacy and Distance Services in the Flex option at the University of Wisconsin Milwaukee.

scholarly journals Recycling C.R.A.P.: Reframing a Popular Research Mnemonic for Library Instruction

2015 ◽  
Vol 3 (2) ◽  
pp. 115-121 ◽  
Author(s):  
Robert E. LeBlanc ◽  
Barbara Quintiliano
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
American Association ◽  
Library Instruction ◽  
Mnemonic Device ◽  
Research Libraries ◽  
Student Reflection ◽  
Literacy Standards ◽  
Core Concepts ◽  
Flexible Framework

In 2015 the American Association of College & Research Libraries jettisoned its long-standing set of Information Literacy Standards for Higher Education and adopted the richer, more flexible Framework for Information Literacy for Higher Education. Composed of core concepts rather than prescriptive objectives, the Framework more closely mirrors the complexity of the rapidly evolving academic environment and encourages engagement on the part of students. However, many instruction librarians find that the Frame’s flexibility also poses pedagogical challenges. The authors describe how instruction librarians at one university library have adapted and used a popular mnemonic device when presenting the Frames, thus promoting greater student reflection and interaction.

scholarly journals Strategy of the University of Maribor 2021–2030

2021 ◽  
Author(s):  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Lifelong Learning ◽  
Academic Integrity ◽  
Green Infrastructure ◽  
Quality Of Education ◽  
Institutional Autonomy ◽  
Autonomy Development ◽  
The University

The strategy of the University of Maribor pursues an inclusive, innovative and integrated higher education area that will train active, critically-thinking and responsible citizens, guarantee the quality of education and research, academic integrity, and cultivate concern for sustainable development of society. It stresses the importance of the freedom of research and institutional autonomy, development of lifelong learning, digitalisation and green infrastructure. It follows the orientations of the Rome Ministerial Communiqué of 2020 on the development of higher education in Europe, the Magna Charta Universitatum 2020 principles and the national strategic documents on higher education.

scholarly journals Concept analysis of Pancasila student character in the "Merdeka" Student Exchange Program at University of Merdeka Malang

2021 ◽  
Vol 18 (2) ◽  
pp. 26-39
Author(s):  
Razqyan Mas Bimatyugra Jati ◽  
Nurul Zuriah ◽  
Hari Sunaryo
Keyword(s):  
Higher Education ◽  
Research Method ◽  
Learning Activities ◽  
Study Program ◽  
Student Profile ◽  
Exchange Program ◽  
Social Contribution ◽  
Student Exchange ◽  
The Right ◽  
The University

The Minister of Education and Culture Regulation Number 3 and 20 of 2020, students are given the right to study for a maximum of three semesters of study outside the study program and campus through the Merdeka Learning-Independent Campus or “Merdeka Belajar Kampus Merdeka” (MBKM) Program and the Pancasila student profile as the embodiment of Indonesian students. “Merdeka” Student Exchange Program or “Program Pertukaran Mahasiswa” (PMM) to accommodate the MBKM program and the realization of the Pancasila student profile. In the implementation of PMM, there are learning activities that provide experiences of diversity, inspiration, reflection, and national social contribution through the Nusantara Module (MN). The MN provides an opportunity to implement the concept of Pancasila student character in the implementation of PMM at the University of Merdeka Malang. The purpose of this study was to obtain the concept of the character of Pancasila students in higher education. The research method used descriptive qualitative, with the entire population of the PMM participants in the University of Merdeka Malang. Data were obtained through observation, questionnaires, interviews, and FGDs. The result is the concept of Pancasila character in higher education could be supported by the PMM program with the MN activities.

scholarly journals Library as Research Lab

2020 ◽  
Author(s):  
Justin Schell ◽  
Meghan Sitar
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Design Thinking ◽  
Information Science ◽  
Lessons Learned ◽  
Library Services ◽  
Research Experiences ◽  
Research Libraries ◽  
Research Activities ◽  
The University

Information literacy at the graduate level can happen at the intersection of research method education and mentorship into a disciplinary community of practice with its own traditions of inquiry, communication, and knowledge creation. Funded by the Institute for Museum and Library Services, the Library as Research Lab Project at the University of Michigan enables graduate students, academic librarians, and information science faculty to engage in a series of research activities together, illuminating tacit knowledge in information studies and librarianship, both as a discipline and as a profession. In the project, three interconnected labs pursue authentic research questions emerging from challenges faced by the Library while providing School of Information students with mentorship, new skills, and a fellowship stipend. A common curriculum across the labs includes research ethics, publishing, project management, and current issues in higher education research. Engaging with the frames of “Research as Inquiry” and “Scholarship as Conversation” from the Association of College and Research Libraries Framework for Information Literacy in Higher Education​, students also learn how to effectively discuss, iterate upon, and present their research activities to different audiences. At the end of the fellowship, students enter the profession with an understanding of complex challenges facing libraries and with new strategies for responding to ambiguity and pursuing new solutions through research. As we complete the final year of the grant, the librarians from the Design Thinking for Library Services Lab will reflect on lessons learned and share student perspectives as a way of discussing how similar initiatives might facilitate positive and critically engaged research projects at other institutions. Attendees will be able to describe strategies for developing similar environments in support of authentic research experiences and will be able to apply strategies documented in a mentoring handbook from the project in their own work.

Sign in / Sign up

Export Citation Format

Share Document