Lightning Talks
BINGO! A Winning Strategy for Teaching Research Tools
Andrea Falcone (University of Northern Colorado)
Ditch the ineffective discovery tool or database demonstration for an engaging game of Bingo! With the implementation of a discovery tool (Summon by Serials Solutions) undergraduate students were visibly overwhelmed when confronted with a text-heavy interface. In order to combat the students’ glazed looks in instruction sessions, Summon BINGO was created. This quick game of chance allows students to locate and identify important limiters and features on a busy results page. Attendees will experience the game first-hand and see just how easy and effective it can be. Don’t use Summon? This game can easily be modified for any research tool.
Information Literacy vs. the Demagogue: Are We Preparing Students for Informed Citizenship?
Mark N. Lenker (Longwood University)
What can information literacy educators learn from a master of disinformation? Do the evaluation techniques we commonly teach students to employ for academic work readily translate into sophisticated information consumption in a civic context? By reflecting on the disinformation strategies of American history’s most infamous demagogue, Senator Joseph McCarthy, I identified several areas in my own instructional practice that need to be refined or supplemented in order to address the possibility of political disinformation in the present day. In particular, informed citizenship calls for an enhanced framework for asking questions about a source’s authority, purpose, and methods of disseminating information.
“Inside a Professor’s Mind”: Authentic Information Literacy Learning in a Single-Credit Course
Nadine Cohen (University of Georgia)
“Inside a Professor’s Mind” is a one-credit freshman seminar where students explore classroom learning from a professor’s point of view by designing their own first year seminar on any topic they choose, using learner-centered teaching principles. Although we never formally discuss information literacy, the students experience every facet of it organically and authentically as they go through the process of creating a comprehensive syllabus, including course description, learning goals, teaching philosophy statement, course policies, course readings, lesson plans, and learning assessments. Designed on learner-centered principles and taught in a collegial environment, the seminar was fun and transformative for us all.
On Your Mark, Get Set, Go! Teaching Information Literacy through Team Competition
Claire Ruswick (Mary Baldwin College)
When was the last time you saw a student jumping up and down to answer a question in a library instruction class? If your answer is ‘Never’, you’re not alone. Information Literacy is a collection of skill sets which is best taught with active learning techniques and maybe a little competition. In this lightning talk, I will discuss several competitive team activities that can be used in library instruction sessions to create a lively classroom atmosphere while engaging students in the material. Participants will come away with three activities they can use in their own classrooms to spark the competition.
Take a Picture, It Will Last Longer! Using an Interactive Imaging Tool to Enhance Your Teaching
Rhonda Huisman (Indiana University-Purdue University Indianapolis)
Want a great way to enhance your instruction, tutorials, subject guides, reference services, or website? Visual cues and clues are often a great way to convey information in a succinct manner, rather than a long, laborious tutorial that requires hours of creation, revisions, and needs periodic updating. This session will demonstrate ThingLink, an online image tagging software program that allows the user to upload their own photos, add “hot spots” for information and linking to a URL, be embedded in a subject guide or on a webpage, collect stats, and allow for user input.
