Item Type | Journal Article |
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Author | Veronica Arellano Douglas |
Author | Joanna Gadsby |
URL | https://crl.acrl.org/index.php/crl/article/viewFile/25583/33467 |
Volume | 83 |
Issue | 5 |
Pages | 807-818 |
Publication | College & Research Libraries |
Date | 2022 |
Abstract | The advantages and disadvantages of one-shot instruction sessions have long been debated, but Douglas and Gadsby accept one-shots as a major way librarians connect with students without making value judgments and examine them through the lens of Connected Teaching. They argue that teaching librarians can create connections through a focus on quality of presence regardless of the time spent with students. High-quality connections come from relational practices such as care, relational authenticity, openness, and empathy, as well as acknowledging factors that challenge connection, such as power dynamics. These strategies can help teaching librarians create a climate of care and maximize learning and connection even in one-shots. Annotation authored by members of the ACRL Instruction Section Teaching Methods Committee. |
Item Type | Journal Article |
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Author | Rachel L. Edford |
Author | Sandra Avila |
Volume | 16 |
Issue | 2 |
Pages | 94-107 |
Publication | Journal of Library & Information Services in Distance Learning |
Date | 2022 |
DOI | 10.1080/1533290X.2022.2112800 |
Abstract | There are many different ways to cultivate and grow an embedded librarianship model within a librarian. At the John C. Hitt Library on the UCF campus during the COVID pandemic different case studies explored how embedding can look depending on faculty and student needs ranging from engaging in discussion boards in the LMS to grading assignments to creating research guides. While the authors acknowledge that their exploration do not answer questions about scalability or sustainability, they do argue that maintaining open lines of communication with faculty and leveraging technology to best suit the needs of the learners one is working with helps create the most beneficial model of embedded librarianship for both on-campus and distance learners as they don’t believe in a one-size fits all approach. Annotation authored by members of the ACRL Instruction Section Teaching Methods Committee. |
Item Type | Journal Article |
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Author | Jay A. Edwards |
URL | https://commons.emich.edu/loexquarterly/vol48/iss4/5/ |
Volume | 48 |
Issue | 4 |
Publication | LOEX Quarterly |
Date | 2022 |
Abstract | What does improvisational theater have to do with teaching information literacy? According to Edwards, a lot! Edwards suggests that the applied improvisation method contributes to greater curiosity and information seeking behavior in students. This librarian offers 4 improvisational activities to try with students in this text. While Edwards acknowledges that it may be difficult for librarians to fit these activities into already limited interactions with students, he asserts that the “language of improvisation” provides an opportunity for students to explore convergent and divergent thinking without fear of failure. Annotation authored by members of the ACRL Instruction Section Teaching Methods Committee. |
Item Type | Journal Article |
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Author | Paige Crowl |
Author | Elizabeth Novosel |
URL | https://commons.emich.edu/loexquarterly/vol48/iss4/6/ |
Volume | 48 |
Issue | 4 |
Publication | LOEX Quarterly |
Date | 2022 |
Abstract | An increasing number of college students have disabilities, particularly "invisible" ones. Libraries can improve access to services and instruction for these students by implementing the Universal Design for Learning (UDL) framework, which aims to provide flexible ways for students to engage with educational content and reduces the need for last-minute accommodations. The authors acknowledge the challenges of adopting this framework within the one-shot environment, and the time and effort required to learn new approaches. They suggest employing a community of practice (CoP) model, which allows librarians to expand their pedagogical knowledge, offer and receive support, and promote anti-ableist practices in library instruction. CoPs can offer a sense of belonging, informal mentoring, and shared responsibilities in meeting student needs. Annotation authored by members of the ACRL Instruction Section Teaching Methods Committee. |
Item Type | Journal Article |
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Author | John Crook |
Author | Ullrich Ecker |
Author | Melanie Trecek-King |
Author | Gunnar Schade |
Author | Karen Jeffers-Tracy |
Author | Jasper Fessmann |
Author | Sojung Claire Kim |
Volume | 29 |
Issue | 4 |
Pages | 607-623 |
Publication | Environmental Education Research |
Date | 2022 |
DOI | 10.1080/13504622.2022.2085671 |
Abstract | The Cranky Uncle online educational game is an example of a preemptive (versus reactive) intervention to counter misinformation, specifically climate change misinformation. This work is grounded in inoculation theory which finds that exposing people to a weaken form of misinformation can build immunity to misinformation when encountered in the real world. Logic-based inoculation techniques are used in this game where players are tasked with identifying logical fallacies used to mislead. In addition to introducing a theoretical framework for this game, specific case studies from classroom settings where the game was implemented, are also discussed. This article was recently awarded 2023 Publication Award by The Institute for Information Literacy at Purdue at the Information and Democracy: Education, Access, Libraries, and Society (ID:EALS) Symposium. Annotation authored by members of the ACRL Instruction Section Teaching Methods Committee. |
Item Type | Journal Article |
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Author | Kirsten Hostetler |
Author | Tian Luo |
Volume | 48 |
Issue | 2 |
Publication | The Journal of Academic Librarianship |
Date | 2022 |
DOI | https://doi.org/10.1016/j.acalib.2022.102501 |
Abstract | Many librarians do not have the confidence to initially take on an instructional role, especially with one-shot library instruction. Hostetler and Luo complete a literature review and conduct three rounds of surveys among librarians to understand their instructional training and one-shot instruction design. The results show that librarians feel somewhat comfortable with one-shot instruction, but rely on professional development for understanding. Preferred strategies include backward design and librarians agree that subject instructors should be involved with instruction design. The authors conclude that lack of instructional training leads to comfort with design strategies not typically tied to one-shot instruction. The authors include six appendices of survey questions and statistics. Annotation authored by members of the ACRL Instruction Section Teaching Methods Committee. |
Item Type | Journal Article |
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Author | Kelly Hope |
Author | Erica R. Brody |
Volume | 41 |
Issue | 2 |
Pages | 157-168 |
Publication | Medical Reference Services Quarterly |
Date | 2022 |
DOI | https://doi.org/10.1080/02763869.2022.2054182 |
Abstract | Librarians at Virginia Commonwealth University Libraries responded to the challenge of providing professional development to instruction librarians and staff during the pandemic by creating a fully online platform to share asynchronous learning objects to support online instruction. The project involved soliciting submissions from staff and librarians using the theme of a digital petting zoo, posting the submissions in the learning management system, and hosting synchronous Zoom sessions with the object creators. Although the authors noted that they had a low participation rate, they did receive positive feedback from attendees. The article includes an appendix with additional information about the feedback form results. Annotation authored by members of the ACRL Instruction Section Teaching Methods Committee. |
Item Type | Journal Article |
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Author | Amanda Dinscore |
Volume | 18 |
Issue | 4 |
Pages | 271-292 |
Publication | Public Services Quarterly |
Date | 2002 |
DOI | 10.1080/15228959.2022.2065404 |
Item Type | Journal Article |
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Author | Rosalinda Hernandez Linares-Gray |
Author | Sara Newman Carroll |
Author | Emily K. Smith |
Volume | 16 |
Issue | 2 |
Pages | 151-166 |
Publication | Communications in Information Literacy |
Date | 2022 |
DOI | https://doi.org/10.15760/comminfolit.2022.16.2.4 |
Abstract | “What is health but the stories we tell about our bodies?” This article outlines a five-part undergraduate public health assignment that blends traditionally evidence-based health knowledge with socio-cultural theories and personal narratives. The learning outcomes and student outputs for each of the five parts of the course project are included in this paper as well as specific activities assigned to the librarian, faculty member and students for each part. Annotation authored by members of the ACRL Instruction Section Teaching Methods Committee. |
Item Type | Journal Article |
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Author | Aytac Selenay |
Author | Diane Mizrachi |
Volume | 63 |
Issue | 1/2 |
Pages | 43-61 |
Publication | Reference Librarian |
Date | 2022 |
DOI | 10.1080/02763877.2022.2030273 |
Abstract | Mindfulness strategies have exited in pedagogy discourse for some time, but Aytac and Mizrachi take the established 9 mindfulness pedagogy practices of Kabat Zinn (2003) and apply them to 12 information literacy instruction practices the authors identified through a survey. The 9 mindfulness practices fit into 3 pillars: paying attention, being in the present moment, and being non-judgemental. These pillars guide their application of mindfulness strategies, which provide a way to engage with students and draw them out of their multi tasking and phone driven habits and into the present classroom. Annotation authored by members of the ACRL Instruction Section Teaching Methods Committee. |
Item Type | Journal Article |
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Author | Christina Boyle |
Volume | 63 |
Issue | 3 |
Pages | 82-101 |
Publication | Reference Librarian |
Date | 2022 |
DOI | 10.1080/02763877.2022.2084210 |
Abstract | Memes are everywhere on the internet and students are constantly encountering them and interacting with them. Boyle provides an overview of memes and their relationship to mis and dis information in the recent history of the United States. Boyle emphasizes the importance of preparing students be critical of the information they receive through meme consumption and offers strategies for creating memes that emphasize ethical and critical strategies for engaging with information.Annotation authored by members of the ACRL Instruction Section Teaching Methods Committee. |
Item Type | Journal Article |
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Author | Debby Wegener |
Volume | 48 |
Issue | 1 |
Publication | The Journal of Academic Librarianship |
Date | 2022 |
DOI | https://doi.org/10.1016/j.acalib.2021.102482 |
Abstract | Asynchronous learning is a challenging environment for building learner engagement and community. Through evidence-based recommendations and practical strategies, the author argues that humor can improve engagement, create a relaxed environment, and enhance retention in asynchronous learning. Humor-based activities include using memes and funny videos; however, the author also emphasizes that humor should be used intentionally and with consideration of the audience and cultural context. Instruction librarians can benefit from understanding how humor can promote engagement and learning outcomes, in ways that are respectful and inclusive of diverse audiences, in asynchronous learning environments. This article adds to previous research on humor in information literacy which was limited to classroom instruction. Annotation authored by members of the ACRL Instruction Section Teaching Methods Committee. |
Item Type | Journal Article |
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Author | Karen Sheldon |
Volume | 83 |
Issue | 5 |
Pages | 197-200 |
Publication | College & Research Libraries News |
Date | 2022 |
DOI | https://doi.org/10.5860/crln.83.5.197 |
Abstract | Librarians have often been left out of the conversation when to course development. Sheldon reports on their experience co-teaching a course and integrating the ACRL framework into the heart of the course with intentional course development. Specifically, this librarian investigates integrating the ACRL frames through gathering readings, structuring the course, and designing assignments and activities. Sheldon also finds that students built rapport with library services and continued to utilize library services after taking the librarian co-designed and co-taught course. Annotation authored by members of the ACRL Instruction Section Teaching Methods Committee. |
Item Type | Journal Article |
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Author | Shelby Herbert |
Author | Sierra Laddusaw. |
URL | https://journal.radicallibrarianship.org/index.php/journal/article/view/67 |
Volume | 8 |
Pages | 41-52 |
Publication | Journal of Radical Librarianship |
Date | 2022 |
Abstract | Challenging traditional ideas of what defines a map and how it should be used, the authors describe using social justice practices to teach cartographic literacy, or the reading and critical evaluation of maps, with a Maps of Imaginary Places library collection. These maps include fictional places, such as Middle Earth, allegorical maps charting shared experiences, like matrimony, and maps of intellect that illustrate concepts and ideas, such as the history of Jewish people. The authors review how they use these maps to challenge students to discuss difficult topics such as racism, misogyny, and immigration and evaluate why maps are made and in what context. This article considers principles of EDI by incorporating critical evaluation and reflection of the colonial context of maps. Annotation authored by members of the ACRL Instruction Section Teaching Methods Committee. |
Item Type | Journal Article |
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Author | JJ Pionke |
Author | Lorelei Rutledge |
Volume | 59 |
Issue | 3/4 |
Pages | 161-164 |
Publication | Reference & User Services Quarterly |
Date | 2021 |
DOI | https://doi.org/10.5860/rusq.59.3/4.7713 |
Abstract | JJ Pionke and Lorelei Rutledge illustrate how Universal Design for Instruction (UDI) is important to designing accessible library instruction sessions. Pinoke and Rutledge provide background on the complex ways that patrons with disabilities must navigate library services and library instruction. They then introduce the principles of UDI, which focus on designing instruction sessions with a goal of accessibility from the beginning, including equitable use, flexibility in use, tolerance for error, and others. Pionke and Rutledge follow by adapting the principles of UDI to explicitly fit the library classroom. A short checklist of ways that library instructors can design their instruction for accessibility from the beginning follows this adaptation. Pionke and Rutledge conclude with an emphasis on the importance of libraries providing accessible services, as librarians have the opportunity to meet students in many different classes and in many different situations. Annotation authored by members of the ACRL Instruction Section Teaching Methods Committee. |
Item Type | Journal Article |
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Author | Kara Flynn |
Volume | 21 |
Issue | 3 |
Pages | 573-602 |
Publication | portal: Libraries and the Academy |
Date | 2021 |
DOI | https://doi.org/10.1353/pla.2021.0031 |
Abstract | The focus of this article centers around the challenges and potential adaptations of teaching archival research to large class sizes. Flynn provides an initial overview of the higher education literature related to teaching large class sizes before focusing attention on integrating these approaches into archival instruction. Approaches include the increased use and integration of digital tools, teaching assistants, and active learning strategies to assist in addressing potential security, logistical, and pedagogical concerns of teaching with primary sources in large classes. The author concludes by challenging readers to adapt the idea of what is considered traditional archival instruction and encourages the adoption of new tools and pedagogical practices. Annotation authored by members of the ACRL Instruction Section Teaching Methods Committee. |
Item Type | Journal Article |
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Author | Paul Thomas |
Author | Matthew F. Jones |
Author | Spencer G. Mattingly |
Volume | 15 |
Issue | 2 |
Pages | 178-190 |
Publication | Journal of Information Literacy |
Date | 2021 |
DOI | https://doi.org/10.11645/15.2.2913 |
Abstract | Thomas et al. describe a collaborative project from the libraries and Biology department of the University of Kansas. Instead of writing traditional research papers, students create articles that they peer-review and revise using a double-blind method. Wikipedia’s publication requirements that articles should be citational, neutral, and devoid of original research requires students to research, analyze, and critically evaluate resources. Feedback shows that the assignment was well received by students. Educators who are considering similar renewable, open-source assignments will appreciate the authors’ flowchart and their helpful and practical reflections and “lessons learned,” such as how to identify nascent topics using “Wikipedia stubs” and ways to solve problems with time constraints and variations in student writing quality. Annotation authored by members of the ACRL Instruction Section Teaching Methods Committee. |
Item Type | Journal Article |
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Author | Pamela Espinosa de los Monteros |
Author | Elizabeth Black |
Volume | 15 |
Issue | 2 |
Pages | 208-226 |
Publication | Communications in Information Literacy |
Date | 2021 |
DOI | https://doi.org/10.15760/comminfolit.2021.15.2.4 |
Abstract | Providing a globally inclusive model for information literacy curriculum, Espinosa de los Monteros and Black (2021) describe how librarians can advance global citizenship education competencies through library instruction. Through a three-part scaffolded annotated bibliography assignment, students challenge the barriers of accessing global information by using their ability to seek, locate, and evaluate global information that is often missing, such as underrepresented Global South perspectives and scholarship. Annotation authored by members of the ACRL Instruction Section Teaching Methods Committee. |
Item Type | Journal Article |
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Author | Elena Azadbakht |
Volume | 15 |
Issue | 1 |
Pages | 57-74 |
Publication | Communications in Information Literacy |
Date | 2021 |
DOI | https://doi.org/10.15760/comminfolit.2021.15.1.3 |
Abstract | Azadbakht presents the findings of her survey and interviews of academic librarians regarding their construction of teaching personas. Although librarians face challenges to crafting their identities as teachers, such as stereotypes and self-, student- and institutional perceptions, the study revealed five common core themes: librarians’ desire to appear approachable and welcoming; their need to convey expertise and authority and to be recognized as peers of disciplinary educators; adaptability to student and institutional needs and improvisational styles; personas grounded in authenticity and core values; and a strong appreciation of professional growth opportunities as educators. She includes her survey questionnaire and concludes that further study in this area is needed, along with professional development and better preparation in LIS programs regarding librarian teaching identities. Annotation authored by members of the ACRL Instruction Section Teaching Methods Committee. |
Item Type | Journal Article |
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Author | Mike Caulfield |
URL | https://projectinfolit.org/pubs/provocation-series/essays/information-literacy-for-mortals.html |
Publication | Project Information Literacy Provocation Series |
Date | 2021 |
Abstract | Exploring misinformation, human reasoning processes, and every-day decision making, Caulfield provides strategies for fact checking and information literacy practices within the confines of everyday life and the real world. Important to this piece is Caulfield’s earlier developed strategy SIFT. Caulfield applies this exploration to students who are navigating an overwhelming amount of information with limited time. Rather than encouraging students to constantly apply intense scrutiny to every little detail, Caulfield argues that we should encourage students to use modified versions of strategies they have already developed in their social lives. By applying Caulfield’s SIFT strategy, students can then use internet tools to check for reputation or corroboration in similar ways to how they seek information in their social lives, the upshot being that “faster and simpler” can actually be a better starting point for students to begin navigating research. Annotation authored by members of the ACRL Instruction Section Teaching Methods Committee. |
Item Type | Journal Article |
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Author | Sandra J. Valenti |
Author | Brady D. Lund |
Volume | 82 |
Issue | 4 |
Pages | 530-547 |
Publication | College & Research Libraries |
Date | 2021 |
DOI | https://doi.org/10.5860/crl.82.4.530 |
Abstract | Surveying course names and descriptions, Valenti and Lund explore the ways LIS programs are addressing the need for training in instructional practice. To provide a mechanism for coding, the authors utilize ACRL’s Roles and Strengths of Teaching Librarians (2017) to establish their seven main codes and subcodes to identify themes within their analysis. While a limitation of the study is that the authors’ relied on course names and descriptions, it is noteworthy that of the 98 courses examined that focused on some element of instructional practice, only 25% were offered each semester, and many of the ALA-accredited schools with the greatest focus on instructional librarianship happened to co-exist within the College of Education. Annotation authored by members of the ACRL Instruction Section Teaching Methods Committee. |
Item Type | Journal Article |
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Author | Ashley Roach-Freiman |
Volume | 15 |
Issue | 2 |
Pages | 227-239 |
Publication | Communications in Information Literacy |
Date | 2021 |
DOI | https://doi.org/10.15760/comminfolit.2021.15.2.5 |
Abstract | Roach-Freiman reviews the literature on problems with existing methods of source evaluation, such as CRAAP and the Five Ws, and argues for the use of the BEAM schema by Joseph Bizup. BEAM is a rhetorical method for source evaluation and use, standing for Background, Exhibit, Argument, and Method. Roach-Freiman provides an overview of the need for and use of BEAM within the University of Memphis’s (UM) first-year writing courses, including learning objectives and lesson plan. UM’s Informal assessment via observation and surveys indicate students’ overall appreciation of the BEAM schema as a method for organizing sources. Annotation authored by members of the ACRL Instruction Section Teaching Methods Committee. |
Item Type | Journal Article |
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Author | Jenny Mills |
Author | Rachel Flynn |
Author | Nichole Fox |
Author | Dana Shaw |
Author | Claire Walker Wiley |
Volume | 15 |
Issue | 1 |
Pages | 119-139 |
Publication | Communications in Information Literacy |
Date | 2021 |
DOI | https://doi.org/10.15760/comminfolit.2021.15.1.7 |
Abstract | Source evaluation is one of the most important aspects of information literacy, and Mills et al. share how they successfully collaborated with faculty to design a unit introducing first-year students to the BEAM method: a more nuanced method of source evaluation than a checklist. The unit includes a video introduction to the BEAM method, a class session in which students practice applying it, and an annotated bibliography assignment. Students and instructors connected with the BEAM method, though the annotated bibliographies show areas for improvement, particularly in assessing how sources can be used as exhibits. Mills et al. include the lesson plan for the BEAM unit, the rubric used to assess annotated bibliographies, and an activity on reading scholarly sources. Annotation authored by members of the ACRL Instruction Section Teaching Methods Committee. |
Item Type | Journal Article |
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Author | Chapel Cowden |
Author | Priscilla Seaman |
Author | Sarah Copeland |
Author | Lu Gao |
Volume | 21 |
Issue | 2 |
Pages | 231-251 |
Publication | portal: Libraries and the Academy |
Date | 2021 |
DOI | https://doi.org/10.1353/pla.2021.0014 |
Abstract | Cowden et al. present an expansion of Elizabeth Foster’s 2018 article called “Cultural Competence in Library Instruction.” Library instructors face special barriers due to the limitations of their one-shot sessions, but the authors provide discussion and many practical suggestions to improve culturally responsive teaching practice, even with time constraints. Cowden et al. include an extensive literature review and numerous techniques within three areas of focus: preparation, which includes self-reflection and awareness of bias; transcultural communication; and decentralizing the instructor role from lecturing authority to facilitator. Future directions for growth are included and specific exercises are given in the article’s body and appendix. Annotation authored by members of the ACRL Instruction Section Teaching Methods Committee. |
Item Type | Journal Article |
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Author | Alaina, C. Bull |
Author | Margy MacMIllan |
Author | Allison Head |
URL | https://www.inthelibrarywiththeleadpipe.org/2021/dismantling-evaluation/ |
Publication | In The Library with the Lead Pipe |
Date | 2021 |
Abstract | While the CRAAP test and SIFT have been a part of library-instruction source evaluation for over twenty years, these frameworks are not without flaws. Bull et al. argue for a new form of source evaluation that is proactive, rather than reactive, in nature. This new form builds on SIFT and asks students to question the traditional way of evaluating sources. Annotation authored by members of the ACRL Instruction Section Teaching Methods Committee. |