What if being or becoming information literate were an adventure?

See RECORDING What if we allowed ourselves to rethink what becoming information literate is about, or can be? In this talk, I will take us along paths of thought that allow us to re-imagine what it might mean to become an information literate person. I will draw from my base in several psychological research traditions and years of experience designing curricula and hands-on teaching in both traditional and non-traditional learning environments. I invite you to join me in thinking about how we might build on what you already do well in IL education by entertaining one simple question: What if being or becoming information literate were an adventure? Where might that take us?

Teacher Candidate Experiences Related to Augmented Reality Applications

This study aimed to compare and contrast educational presentations prepared with the help of PowerPoint (PPT) program and augmented reality (AR) and to explore teacher candidates' presentation experiences in terms of impact on learning, motivation, usability/employability, and positive and negative aspects. In this context, a qualitative study with a phenomenological design was conducted. The study group was composed of teacher candidates attending the Department of Computer Education. Study data were collected via the interview form developed by the researchers. Research results show that AR applications are superior to PPT presentations in many respects, and while both AR and PPT presentations have positive and negative aspects, traditional learning environments with PPT presentations are no longer sufficient to attract the attention and interest of today's students and meet current demands. Moreover, there is a need to increase educational content and infrastructure to improve the use of AR in addition to providing training to teacher candidates and teachers.

“Best of both worlds”: A students-as-partners near-peer moderation program improves student engagement in a course Facebook group

Social media platforms like Facebook are designed to facilitate online communication and networking, primarily around content posted by users. As such, these technologies are being considered as potential enhancements to traditional learning environments. However, various barriers to effective use may arise. Our research investigated the effectiveness of a students-as-partners near-peer moderation project, arising from collaboration between instructors and senior students, as a vehicle for enhancing student interaction in a Facebook group associated with a large introductory science course. The quantity and quality of sample posts and comments from Facebook groups from three successive academic years were evaluated using a rubric that considered characteristics such as civility, content accuracy, critical thinking and psychological support. Two of these groups were moderated by near-peer students while the third group was not moderated. We found improved course discussion associated with moderated groups in addition to benefits to moderators and the faculty partner. This suggests that near-peer moderation programs working in collaboration with faculty may increase student engagement in social media platforms.

Toolbox of teaching strategies

A teaching strategy is a method, which can help students to gain knowledge, deliver information, and improve their learning. Different learning environments, such as clinical teaching, online teaching, and face-to-face traditional learning environments, require different teaching strategies for students. Choosing teaching strategies for a course is very important for nurse educators because various factors should be taken into account to make students meet the learning outcomes. The use of modern technologies in teaching strategies can improve students’ competencies and confidences. The purpose of this article is to create a toolbox integrating ten teaching strategies that can be used in different teaching environments.

Nursing students' motivation regulation and its relationship with engagement and burnout

Motivation regulation, study engagement, and students' wellbeing are critical components of skillful self-regulated learning. However, few studies have focused on these factors and their relationship in nursing education and as there is an increased usage of blended learning in nursing education, measuring students' learning in this setting is increasingly important. This person-oriented, quantitative study explored first-year nursing students' ( N = 90) motivation regulation related to study engagement and study burnout in blended and traditional learning environments in two undergraduate nursing programs. Regardless of the learning environment, the majority of the nursing students (65.6%) had a highly developed motivation regulation profile. They performed highly on motivation regulation, showed strong engagement, and exibhited reduced exposure for study burnout compared to those with less-developed motivation regulation profiles. It is suggested that motivation regulation, study engagement, and experienced burnout influence nursing students' learning. These components should be emphasized in developing nursing education and facilitating nursing students' learning.

Book Review: The One-Shot Library Instruction Survival Guide

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.