poster sessions
Poster sessions by library/information science graduate students will take place on Friday, May 4, 2012 from 1:15-1:45pm and 3:40-4:10pm.
Anxious Students in the Commons: Does Commons use Correlate with Lower Levels of Library Anxiety?
Allison Sharp [Bolorizadeh] (University of Tennessee)
The Commons environment pushes the boundaries of traditional library spaces and services with its focus on collaborative student learning. Library Anxiety has long been a concern of instruction librarians who deal with students on a daily basis. This poster, which is an exploration of my in-progress dissertation research, looks at correlations between undergraduate student use of the Commons and their levels of library anxiety. This concept is important because there is a dearth of research examining the effectiveness of the Commons in student learning, and absolutely no research on Library Anxiety in the Commons.
Choose Your Own Adventure: A Model for Student Empowerment in Information Literacy Instruction
Sara O'Donnell (Indiana University)
This poster session will explore my experience implementing the Choose Your Own Adventure (CYOA) instruction model in first-year information literacy classes at Indiana University-Bloomington. CYOA encourages feedback at key points in instruction by intermittently polling students on what they want/need to learn about library resources, creating an educational scenario in which students are involved from the very beginning. When students actively choose the course of the session, they become more engaged in the material and more motivated to learn. I will discuss the foundational learning theories that undergird CYOA, as well as the benefits and challenges to the approach.
Facing the Elephant in the Room: Strategies for Incorporating Google and Wikipedia into One‐Shot Library Instruction Sessions
Brianna Marshall (Indiana University)
This poster describes ways that Google and Wikipedia can be used alongside scholarly databases to facilitate more comprehensive resource evaluation skills in undergraduates. When librarians incorporate interactive, comparison‐based learning activities into library instruction sessions, student critical thinking skills are developed in a relevant and lasting way. Poster includes five innovative ideas for utilizing Google and Wikipedia in one‐shot library instruction sessions of multiple disciplines and an overview of the presenter's personal experiences using these strategies in the classroom.
"Here There be Dragons": Navigating the Waters of Information Literacy Through Storytelling
Megan Welsh (University of Denver)
Wondering how you can engage your students and revitalize your library instruction lecture? This poster session explores the idea that storytelling is a fundamental means of communication and a strategy that can be employed to educate college students in a library instruction session. Included are a review of research on storytelling as a teaching strategy and examples of storytelling in the library instruction session. This poster session also proposes more research on the integration and possible effects of storytelling in library instruction classes.
Learning to Teach: Best Practices in Practical Instruction Experience for MLIS Students and Librarians.
Rachel Gammons (University of Tennessee)
For MLIS students, gaining practical experience in user instruction can be a daunting process. Although coursework can provide an understanding of teaching methods and techniques, only experience can create confident and effective library instructors. This poster will explore how instruction librarians can benefit from creating opportunities to include students in their information literacy instruction programs, and graduate students can make the most of these opportunities by utilizing reflexive teaching practice to improve their overall instruction and increase their confidence.
LibQUAL as an Information Literacy Assessment Tool
Emma Clausen (University of Illinois at Urbana-Champaign)
Given the popularity of the LibQUAL survey as an assessment tool, there is the potential for institutions to share results and strategies to inform and improve the impact of instruction programs and information literacy (IL) initiatives. This poster presentation will illustrate how institutions have used LibQUAL for strategic planning and the allocation of resources with regards to IL, as well as how to best use core survey items and customization options to mine IL data. With the high cost of implementation of most large-scale survey efforts, institutions will benefit from using LibQUAL to its fullest potential.
Library Focus Group with KDX Sorority
Porcia Vaughn (University of North Texas)
This poster describes the observation of the Kappa Delta Chi Sorority, a Southern Methodist University student organization, and monitors the organization's undergraduate information literacy skills and library usage during the 2011-2012 academic year.
SCVNGR for Information Literacy
Meggan Frost and Morningstar (University of Michigan)
SCVNGR is a mobile application developed for iPhone and Android devices that is used to create augmented reality games. Typically it has been used by businesses to drive customer traffic, but has been underutilized as a valuable educational tool. This poster explores the use of SCVNGR as a catalyst for information literacy instruction in an academic setting by using a SCVNGR game constructed by graduate students at the University of Michigan's School of Information.
2.0 To Go: Utilizing Social Media to Enhance Instructional Programming
Blake Doherty (University of Illinois at Urbana-Champaign)
This poster examines how academic libraries can use social media tools to foster a more collaborative learning environment by making library instruction more accessible. Specifically, it explores how the Undergraduate Library at the University of Illinois Urbana-Champaign uses Twitter and blogging to help students learn how to access and use library resources in order to meet their information needs. Furthermore, the poster provides guidance for how other libraries can keep their instructional social media efforts relevant, manageable, and flexible. Finally, the poster recommends different strategies libraries can use in order to measure the success and impact of these efforts.
Welcome to the Copyright Buffet: Creating Flexible Instructional Materials
Jennifer Sams (University of Illinois at Urbana-Champaign)
Librarians approach copyright with varying degrees of background knowledge and comfort. At the University of Illinois at Urbana-Champaign, we sought to support librarians, specifically subject librarians, by creating a set of instructional materials they could use both to familiarize themselves with copyright and in turn teach faculty, staff, and students. When planning, we realized that because of the diverse backgrounds of subject librarians, we did not simply want to create a rigid, linear copyright curriculum to hand down to them. Instead, we wanted to give them flexible tools that would start conversations.
We chose to develop very small chunks of instructional materials that librarians could combine, recombine, modify, and build on however they wanted. We offered them a buffet of instructional materials to choose from. This buffet was organized both by type of resource and by topic. Resources included activities, presentations, PowerPoints, lesson plans, outlines for brown bag sessions, and suggestions for in-class copyright projects. For example, rather than handing librarians a PowerPoint on copyright in general, we developed eight short presentations with suggestions on how to combine them. So, a librarian who is very comfortable with addressing fair use and has her own existing materials on getting permission can grab just the slides on public domain that she needs. The lesson plans also include suggestions on incorporating and meeting ACRL information literacy standards.
In addition to examples of copyright materials created, this poster will also include visual representations of how the buffet style instructional materials created can be served, arranged, and combined. Visit http://go.illinois.edu/copyright/toolkit/teachingresources.
March 27, 2012