Great article; great idea. It seems that the project was for the library to enlist the help of a handful of ENGL comp instructors to help the library determine their learning objectives. This might be useful for us as we build an instruction menu. But the workshop idea might also be helpful to think about how librarians/information literacy more generally might be inserted into department learning objectives. I will share this one with Sarah and Meredith (and, of course, Wendy)
\nAlso: good strategies for writing an article. This project is similar to ours, in that they have done it, and are feeling the positive glow, but do not have any hard/fast measurable results to report.
\nGood bibliography on other librarian/faculty collaborations, though most are specifically for learning objectives.
", "tags": [], "relations": {}, "dateAdded": "2014-11-24T15:23:54Z", "dateModified": "2014-11-26T16:08:30Z" } }, { "key": "J3B94P75", "version": 28, "library": { "type": "group", "id": 230586, "name": "Teaching Research Paper", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_research_paper", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/230586/items/J3B94P75", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_research_paper/items/J3B94P75", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1545315, "username": "smargolinnyc", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/smargolinnyc", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "J3B94P75", "version": 28, "itemType": "note", "note": "Very brief article: overview of the situation. But succinctly identifies the critical three questions that need to be answered:
\nStealling a quick line from the abstract to define CIL for our paper: \" librarians must focus less on information transfer and more on developing critical consciousness in students.\"
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ACRL standards mark the official transition from teaching \"library skills\" to teaching \"information literacy.\" (p. 219)
\nAuthor says that the \"mandate\" is largely overstated, but that he will (in this paper) look at the regional accrediting commissions official statements as \"barometers of acceptance\" of the mandate for IL/general integration of the library into the larger info community of colleges & universities. (p. 220)
\nNorthwest Association of Schools and Colleges (NASC), \"students are required to use library resources as part of the learning process.\" (220-221); \"students can use information sources independently and effectively\"
\nSouthern Assoc of Colleges and Schools (SACS)
\nexplicit IL: NEASC, Western Assoc of Schools and Colleges (WASC), North Central Assoc of Colleges and Schools (NCA), and then...(p. 222) \"The Middle States Commission on Higher Education has been one of the most vociferous proponents of information literacy as an intrinsic part of the standards of accreditation.\"
\nExamples of Middle States requirements (c. 2002) (p. 222). \"Middle States [MS] institutions are required to show the integration of information literacy into the curriculum....\" Possible points of evidence: collaboration between librarians and faculty; integration into syllabi, for example: syllabi contain \"expectations for students' demonstration of information literacy skills....\" ; assessment. [NOTE: Hunter College is accredited under Middle States]
\nHistory - part of the movement started by (identified by) Harvie Branscomb in 1940s, calling for students to become independent learners (make their own intellectual outputs). To that end, \"Information literacy is necessary to this effort because independent learners need to know how to access, collect, evaluate, synthesize, and report information that is important to tasks at hand.\" (p. 224) Need to move beyond \"library skills\" increased with the advent of technology/internet:
\n* \"The campus library should be the 'gymnasium for the mind,'\" (p.229)
\n* ACRL's Institute (now called Immersion) used to have a web page on \"Characteristics of Programs of IL that Illustrate Best Practices\" (not sure if this is still up, but it sounds interesting)
\nIn the sub-section. Teacher of Information Literacy, a discussion of the tensions between librarians and classroom professors, many for whom, ' Library instruction has simply not been on the radar\" (233, cited from Hardesty, 1995). This leads to some assertions: (233-34_
\np. 234 \"Many faculty are discovering that the concepts of IL are in tune with the competency=based standard being adopted in their own fields.\" [cited Thompson & Henley 2000)
\np. 234 \"Both librarians and faculty must look for connections between information literacy and the important concepts in disciplinary education.\"
\np. 235 \"As the campus moves to implement 'information literacy across the curriculum,' faculty and librarians should build upon ideas learned during the transition from composition courses to 'writing across the curriculum.'\" Students need continuous exposure to IL throughout college, as well as an understanding of how IL varies by subject. IL \"set of concepts and skills related to learning other skills, and not in isolation....\"
\np. 236, Conclusion is titled \"Collaboration is the key to achieving information literacy\"
\nCites The Collaborative Imperative where Dick Raspa and Dane Ward (librarian and faculty) identify these key junctures in their collaboration: networking (exchange of info); coordination (\"joint problem-solving\") to full collaboration.
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", "tags": [], "relations": {}, "dateAdded": "2014-11-25T18:48:00Z", "dateModified": "2014-11-25T18:48:38Z" } }, { "key": "XJ2UBA7T", "version": 28, "library": { "type": "group", "id": 230586, "name": "Teaching Research Paper", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_research_paper", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/230586/items/XJ2UBA7T", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_research_paper/items/XJ2UBA7T", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/230586/items/R9ZEEGPI", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1545315, "username": "smargolinnyc", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/smargolinnyc", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "XJ2UBA7T", "version": 28, "parentItem": "R9ZEEGPI", "itemType": "note", "note": "A brief opinion piece , but one compelling quote (p.27 )
\n\"The “if you build it (and promote it), they will come” philosophy thatwas touted in my classes does not even begin to address the complexities of working with departments where the administration and faculty often have different visions for how the library can help them.\"
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She addresses her experience with promoting literacy education for the University's Center for English as a Second Language (CESL) and comments on the importance of simplicity.", "publicationTitle": "Reference & User Services Quarterly", "publisher": "", "place": "", "date": "Fall 2012", "volume": "52", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "27-28", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Reference & User Services Quarterly", "DOI": "", "citationKey": "", "url": "http://proxy.wexler.hunter.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lls&AN=80034972&site=ehost-live", "accessDate": "2014-11-25T17:19:46Z", "PMID": "", "PMCID": "", "ISSN": "10949054", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-11-25T17:19:46Z", "dateModified": "2014-11-25T17:19:46Z" } }, { "key": "G7GBJGFS", "version": 28, "library": { "type": "group", "id": 230586, "name": "Teaching Research Paper", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_research_paper", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/230586/items/G7GBJGFS", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_research_paper/items/G7GBJGFS", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/230586/items/XTNCJRAI", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1545315, "username": "smargolinnyc", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/smargolinnyc", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "G7GBJGFS", "version": 28, "parentItem": "XTNCJRAI", "itemType": "note", "note": "This is a super-rich page about assignments. We should definitely make use of it.
", "tags": [], "relations": {}, "dateAdded": "2014-11-25T17:14:30Z", "dateModified": "2014-11-25T17:14:52Z" } }, { "key": "A3WPKK25", "version": 29, "library": { "type": "group", "id": 230586, "name": "Teaching Research Paper", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_research_paper", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/230586/items/A3WPKK25", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_research_paper/items/A3WPKK25", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/230586/items/XTNCJRAI", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1545315, "username": "smargolinnyc", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/smargolinnyc", "type": "text/html" } } } }, "data": { "key": "A3WPKK25", "version": 29, "parentItem": "XTNCJRAI", "itemType": "attachment", "linkMode": "imported_url", "title": "Creating Effective Information Literacy Assignments | James Madison University Libraries", "accessDate": "2014-11-25T17:14:20Z", "url": "http://www.lib.jmu.edu/instruction/assignments.aspx", "note": "", "contentType": "text/html", "charset": "utf-8", "filename": "assignments.html", "md5": "2ac83e3b3d072756a0440011e26cde6f", "mtime": 1416935659576, "tags": [], "relations": {}, "dateAdded": "2014-11-25T17:14:20Z", "dateModified": "2014-11-25T17:14:20Z" } }, { "key": "XTNCJRAI", "version": 28, "library": { "type": "group", "id": 230586, "name": "Teaching Research Paper", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_research_paper", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/230586/items/XTNCJRAI", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_research_paper/items/XTNCJRAI", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1545315, "username": "smargolinnyc", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/smargolinnyc", "type": "text/html" } } }, "numChildren": 2 }, "data": { "key": "XTNCJRAI", "version": 28, "itemType": "webpage", "title": "Creating Effective Information Literacy Assignments | James Madison University Libraries", "creators": [], "abstractNote": "", "websiteTitle": "", "websiteType": "", "date": "", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "http://www.lib.jmu.edu/instruction/assignments.aspx", "accessDate": "2014-11-25T17:14:19Z", "shortTitle": "", "language": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-11-25T17:14:19Z", "dateModified": "2014-11-25T17:14:19Z" } }, { "key": "H7AN853D", "version": 28, "library": { "type": "group", "id": 230586, "name": "Teaching Research Paper", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_research_paper", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/230586/items/H7AN853D", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_research_paper/items/H7AN853D", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/230586/items/ATB7W5MC", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1545315, "username": "smargolinnyc", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/smargolinnyc", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "H7AN853D", "version": 28, "parentItem": "ATB7W5MC", "itemType": "note", "note": "Again, looking for articles that discuss/describe delivery of online tutorials. In this case, the key section was Designing for Motivation (p. 18). Students are motivated by grades. And thus, \"online tutorials were more effective if they were tied to a grade or some other required aspect of a course.\" Author also discusses the \"importance of collaboration with faculty and getting buy-in on the project.\" For her own project, described in this essay, the tutorial and pre-/post-tests were mandatory and 5% of the grade, for the first-year comp course (p. 24). T
", "tags": [], "relations": {}, "dateAdded": "2014-11-25T16:46:35Z", "dateModified": "2014-11-25T16:49:05Z" } }, { "key": "4KUPMV9G", "version": 29, "library": { "type": "group", "id": 230586, "name": "Teaching Research Paper", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_research_paper", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/230586/items/4KUPMV9G", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_research_paper/items/4KUPMV9G", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/230586/items/ATB7W5MC", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1545315, "username": "smargolinnyc", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/smargolinnyc", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "4KUPMV9G", "version": 29, "parentItem": "ATB7W5MC", "itemType": "attachment", "linkMode": "imported_url", "title": "EBSCO Full Text", "accessDate": "2014-11-25T16:45:45Z", "url": "http://content.ebscohost.com.proxy.wexler.hunter.cuny.edu/ContentServer.asp?T=P&P=AN&K=89100497&S=R&D=lls&EbscoContent=dGJyMNLr40SeqLM4zOX0OLCmr0yep69Ssam4Sq6WxWXS&ContentCustomer=dGJyMPGnsEy2p7NLuePfgeyx44Dt6fIA", "note": "", "contentType": "application/pdf", "charset": "", "filename": "Stiwinter - 2013 - Using an Interactive Online Tutorial to Expand Lib.pdf", "md5": "bf9b7fcb65292a69e05eda7cae59b998", "mtime": 1416933947227, "tags": [], "relations": {}, "dateAdded": "2014-11-25T16:45:45Z", "dateModified": "2014-11-25T16:45:47Z" } }, { "key": "ATB7W5MC", "version": 28, "library": { "type": "group", "id": 230586, "name": "Teaching Research Paper", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_research_paper", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/230586/items/ATB7W5MC", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_research_paper/items/ATB7W5MC", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1545315, "username": "smargolinnyc", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/smargolinnyc", "type": "text/html" } } }, "creatorSummary": "Stiwinter", "parsedDate": "2013-01", "numChildren": 3 }, "data": { "key": "ATB7W5MC", "version": 28, "itemType": "journalArticle", "title": "Using an Interactive Online Tutorial to Expand Library Instruction", "creators": [ { "creatorType": "author", "firstName": "Katherine1, stiwinterk@sccsc.edu", "lastName": "Stiwinter" } ], "abstractNote": "This article presents the design and assessment of an online, interactive, information literacy tutorial for first-year composition students at a community college. The objective of the tutorial was to use technology to teach basic research skills effectively, thereby extending the staff-limited reach of in-person information literacy programs. The tutorial used different types of interactivity to promote student learning in an online environment. Interface design and e-learning best practices enhanced the user experience and usability of the tutorial. Through sound pedagogical and design principles, students exhibited learning in all areas.", "publicationTitle": "Internet Reference Services Quarterly", "publisher": "", "place": "", "date": "January 2013", "volume": "18", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "15-41", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Internet Reference Services Quarterly", "DOI": "10.1080/10875301.2013.777010", "citationKey": "", "url": "http://proxy.wexler.hunter.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lls&AN=89100497&site=ehost-live", "accessDate": "2014-11-25T16:45:45Z", "PMID": "", "PMCID": "", "ISSN": "10875301", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-11-25T16:45:45Z", "dateModified": "2014-11-25T16:45:45Z" } }, { "key": "NVNQSMKH", "version": 28, "library": { "type": "group", "id": 230586, "name": "Teaching Research Paper", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_research_paper", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/230586/items/NVNQSMKH", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_research_paper/items/NVNQSMKH", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/230586/items/4GTDGADG", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1545315, "username": "smargolinnyc", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/smargolinnyc", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "NVNQSMKH", "version": 28, "parentItem": "4GTDGADG", "itemType": "note", "note": "I found this article, while doing a search for articles that discussed the delivery of instruction (the idea that building it isn't enough).
\nOn page 134, \"Using technology tools to teach information literacy concepts is a well-accepted practice.\" However, later in the paragraph, the subtle clarification that it is \"Embedding information literacy modules within academic courses...\" that makes them work. There are also mentions of outreach and the necessity for collaboration on this page.
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\nPossible uses: review of other schools' processes, and maybe at the end they say something about measuring their own usage? Maybe??
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This process considered both improving the online learning objects and developing a feasible workflow process for librarians. The findings for both processes are discussed. Design/methodology/approach – The scholarship on online library learning objects and web tutorials, beginning with Dewald's seminal study, was examined for trends, patterns, and best practices. From this research, informal interviews were conducted with library faculty members. Once this information had been collected, other public university libraries in the state of Michigan – 14 in all – were considered in terms of if, and how, they offered online learning objects and web tutorials. These three areas of inquiry provide a foundation for the best practices and workflows developed. Findings – Based on the scholarship, librarian feedback, and informal assessment of other public university libraries' practices, best practices were developed for web tutorial evaluation and creation. These best practices are to make online learning content: maintainable, available, geared at users, informative, and customizable. Workflows for librarians around these best practices were developed. Also, using these best practices, the library redesigned its tutorials web page and employed a different content management tool, which benefitted both librarians and users with increased interactivity and ease of use. Originality/value – This article shares best practices and library workflows for online learning objects in ways that are not commonly addressed in the literature. It also considers the library's online instructional presence from the perspectives of both user and librarian, and works to develop structures in which both can function effectively. This article is also of value because of the practical implications it offers to library professionals.", "publicationTitle": "New Library World", "publisher": "", "place": "", "date": "March 2014", "volume": "115", "issue": "3/4", "section": "", "partNumber": "", "partTitle": "", "pages": "87-101", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "New Library World", "DOI": "10.1108/NLW-11-2013-0087", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "03074803", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-11-25T16:07:53Z", "dateModified": "2014-11-25T16:07:53Z" } }, { "key": "679NCUEG", "version": 28, "library": { "type": "group", "id": 230586, "name": "Teaching Research Paper", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_research_paper", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/230586/items/679NCUEG", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_research_paper/items/679NCUEG", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/230586/items/MJJ3H64C", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1545315, "username": "smargolinnyc", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/smargolinnyc", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "679NCUEG", "version": 28, "parentItem": "MJJ3H64C", "itemType": "note", "note": "
This collection came at the perfect time for me (emailed on 11/24, in the midst of my writing). I don't know that she chose great sources, but she did manage to distill the basic findings that we've seen throughout, and to provide a cite or two for each
\n- it's the writing and thinking that are the problem (not the searching) - Dimmock 2013, p 12
\n- Singley summarizes that students \"rely too heavily on simple keyword search and are likely to start a new search (or even choose a new topic) rather than broaden, narrow, or re-structure an existing search. And students rarely consider a poor result to be the outcome of a poor search -- instead they assume the information just isn't there.\" (from Asher & Duke, 2012 p 77)
\n* students have difficulty understanding descriptions of different kinds of sources (eg. online vs. open web vs library dbs)
\nWikipedia as access point
\nStudents stick with tried and true (PIL, Asher & Duke), so [my editorializing], it's up to us to show them one new thing, but not too many new things at once.
\nAdequate bib at the end.
", "tags": [], "relations": {}, "dateAdded": "2014-11-25T15:09:17Z", "dateModified": "2014-11-25T15:13:36Z" } } ]