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• 1. [Article] Teaching Web Evaluation: A Cognitive Development Approach

  Web evaluation has been a standard information literacy offering for years and has always been a challenging topic for instruction librarians. Over time, the authors had tried a myriad of strategies to ...

  Citation × Citation Citation Abstract Copy Title: Teaching Web Evaluation: A Cognitive Development Approach Author: Benjes-Small, Candice, Archer, Alyssa, Tucker, Katelyn, Vassady, Lisa Year: 2013 Web evaluation has been a standard information literacy offering for years and has always been a challenging topic for instruction librarians. Over time, the authors had tried a myriad of strategies to teach freshmen how to assess the credibility of Web sites but felt the efforts were insufficient. By familiarizing themselves with the cognitive development research, they were able to effectively revamp Web evaluation instruction to improve student learning. This article discusses the problems of traditional methods, such as checklists; summarizes the cognitive development research, particularly in regards to its relationship to the ACRL Information Literacy Standards; and details the instructional lesson plan developed by the authors that incorporates cognitive development theories. Title: Teaching Web Evaluation: A Cognitive Development Approach Author: Benjes-Small, Candice, Archer, Alyssa, Tucker, Katelyn, Vassady, Lisa Year: 2013 Web evaluation has been a standard information literacy offering for years and has always been a challenging topic for instruction librarians. Over time, the authors had tried a myriad of strategies to teach freshmen how to assess the credibility of Web sites but felt the efforts were insufficient. By familiarizing themselves with the cognitive development research, they were able to effectively revamp Web evaluation instruction to improve student learning. This article discusses the problems of traditional methods, such as checklists; summarizes the cognitive development research, particularly in regards to its relationship to the ACRL Information Literacy Standards; and details the instructional lesson plan developed by the authors that incorporates cognitive development theories. Close

• 2. [Article] Sustainable & Scalable: Planning and Implementing Reusable Online Learning Objects for Information Literacy Instruction

  The core concept of sustainable development, meeting the needs of both present and future generations, is applicable to the sustainable development of reusable online information literacy instruction. ...

  Citation × Citation Citation Abstract Copy Title: Sustainable & Scalable: Planning and Implementing Reusable Online Learning Objects for Information Literacy Instruction Author: McLean, Lindsey Year: 2014 The core concept of sustainable development, meeting the needs of both present and future generations, is applicable to the sustainable development of reusable online information literacy instruction. This presentation will tackle this issue by discussing the steps involved in planning and implementing a reusable online tutorial using the case study of Loyola Marymount University’s William H. Hannon Library. LMU developed a stand-alone, online tutorial used in over 70 sections of the University’s new First Year Seminar course. Using this case study as a foundation for the presentation, the session will cover each stage of the sustainable development process for reusable online learning objects using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model as a framework. It will offer budget- and time-friendly alternatives to instruction librarians in an effort to make the information given in this session broadly applicable. Title: Sustainable & Scalable: Planning and Implementing Reusable Online Learning Objects for Information Literacy Instruction Author: McLean, Lindsey Year: 2014 The core concept of sustainable development, meeting the needs of both present and future generations, is applicable to the sustainable development of reusable online information literacy instruction. This presentation will tackle this issue by discussing the steps involved in planning and implementing a reusable online tutorial using the case study of Loyola Marymount University’s William H. Hannon Library. LMU developed a stand-alone, online tutorial used in over 70 sections of the University’s new First Year Seminar course. Using this case study as a foundation for the presentation, the session will cover each stage of the sustainable development process for reusable online learning objects using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model as a framework. It will offer budget- and time-friendly alternatives to instruction librarians in an effort to make the information given in this session broadly applicable. Close

• 3. [Article] Developing an Information Literacy Assessment Rubric: A Case Study of Collaboration, Process, and Outcomes

  A team of four librarians at the [Institution Name] ([Institution Initials]) Libraries partnered with the [Institution Initials] Office of Institutional Effectiveness and its Director of Assessment & Accreditation ...

  Citation × Citation Citation Abstract Copy Title: Developing an Information Literacy Assessment Rubric: A Case Study of Collaboration, Process, and Outcomes Author: Gola, Christina, Ke, Irene, Creelman, Kerry, Vaillancourt, Shawn Year: 2014 A team of four librarians at the [Institution Name] ([Institution Initials]) Libraries partnered with the [Institution Initials] Office of Institutional Effectiveness and its Director of Assessment & Accreditation Services for General Education to conduct a campus-wide, exploratory assessment of undergraduate information literacy skills. The project evaluated a selection of graduating, senior-level student papers using a rubric developed as part of the collaboration. This paper describes and discusses the collaborative rubric development and rating process, the practical implications for other librarians seeking to conduct a similar assessment, and the impact the project is having on the library instruction program. Title: Developing an Information Literacy Assessment Rubric: A Case Study of Collaboration, Process, and Outcomes Author: Gola, Christina, Ke, Irene, Creelman, Kerry, Vaillancourt, Shawn Year: 2014 A team of four librarians at the [Institution Name] ([Institution Initials]) Libraries partnered with the [Institution Initials] Office of Institutional Effectiveness and its Director of Assessment & Accreditation Services for General Education to conduct a campus-wide, exploratory assessment of undergraduate information literacy skills. The project evaluated a selection of graduating, senior-level student papers using a rubric developed as part of the collaboration. This paper describes and discusses the collaborative rubric development and rating process, the practical implications for other librarians seeking to conduct a similar assessment, and the impact the project is having on the library instruction program. Close

• 4. [Article] An Assessment of Peer Coaching to Drive Professional Development and Reflective Teaching

  Given the competing demands on librarian's time, teaching and instruction are often a professional responsibility experienced in isolation with minimal colleague feedback beyond summative assessment. This ...

  Citation × Citation Citation Abstract Copy Title: An Assessment of Peer Coaching to Drive Professional Development and Reflective Teaching Author: Sinkinson, Caroline Year: 2011 Given the competing demands on librarian's time, teaching and instruction are often a professional responsibility experienced in isolation with minimal colleague feedback beyond summative assessment. This article will describe a peer coaching pilot designed to increase teacher reflection, teacher collaboration, and to indentify future training and professional development needs. The article will report on the program's assessment facilitated by participant surveys. The peer coaching program described offers a model for fostering a community of teachers who are intent on improving and invigorating teaching practice. Title: An Assessment of Peer Coaching to Drive Professional Development and Reflective Teaching Author: Sinkinson, Caroline Year: 2011 Given the competing demands on librarian's time, teaching and instruction are often a professional responsibility experienced in isolation with minimal colleague feedback beyond summative assessment. This article will describe a peer coaching pilot designed to increase teacher reflection, teacher collaboration, and to indentify future training and professional development needs. The article will report on the program's assessment facilitated by participant surveys. The peer coaching program described offers a model for fostering a community of teachers who are intent on improving and invigorating teaching practice. Close

• 5. [Article] Adapting and Using Instruction Proficiencies to Encourage Reflection, Goal Setting and Professional Development

  Librarians at Oregon State University undertook a teaching competency project to lay the foundation for practices that improve teaching by adapting the core teaching proficiencies in the ACRL Standards ...

  Citation × Citation Citation Abstract Copy Title: Adapting and Using Instruction Proficiencies to Encourage Reflection, Goal Setting and Professional Development Author: Hussong-Christian, Uta Year: 2013 Librarians at Oregon State University undertook a teaching competency project to lay the foundation for practices that improve teaching by adapting the core teaching proficiencies in the ACRL Standards for Proficiencies for Instruction Librarians and Coordinators. This article describes one model for locally adapting those proficiencies, the Oregon State University Libraries (OSUL) Framework for Teaching Excellence. This framework promotes reflection on, goal setting for, and professional development around teaching. The project team utilized a survey to determine the proficiency categories most valued by OSUL instruction librarians. The development and inclusion of context material for each proficiency category included in the OSUL Framework encourages use of the document in the intended way. Also included in the document are specific use guidelines for three stakeholder groups: library faculty with teaching responsibilities, supervisors, and faculty involved in the tenure process. Title: Adapting and Using Instruction Proficiencies to Encourage Reflection, Goal Setting and Professional Development Author: Hussong-Christian, Uta Year: 2013 Librarians at Oregon State University undertook a teaching competency project to lay the foundation for practices that improve teaching by adapting the core teaching proficiencies in the ACRL Standards for Proficiencies for Instruction Librarians and Coordinators. This article describes one model for locally adapting those proficiencies, the Oregon State University Libraries (OSUL) Framework for Teaching Excellence. This framework promotes reflection on, goal setting for, and professional development around teaching. The project team utilized a survey to determine the proficiency categories most valued by OSUL instruction librarians. The development and inclusion of context material for each proficiency category included in the OSUL Framework encourages use of the document in the intended way. Also included in the document are specific use guidelines for three stakeholder groups: library faculty with teaching responsibilities, supervisors, and faculty involved in the tenure process. Close

• 6. [Article] Best Practices for Online Video Tutorials: A Study of Student Preferences and Understanding

  In order to develop best practices for online video library tutorials, this research study used an interview-based research method to investigate usability, findability, and instructional effectiveness. ...

  Citation × Citation Citation Abstract Copy Title: Best Practices for Online Video Tutorials: A Study of Student Preferences and Understanding Author: Bowles-Terry, Melissa, Hensley, Merinda, Hinchliffe, Lisa Year: 2010 In order to develop best practices for online video library tutorials, this research study used an interview-based research method to investigate usability, findability, and instructional effectiveness. The findings document student learner preferences and are the basis for guidelines for future tutorial development. Title: Best Practices for Online Video Tutorials: A Study of Student Preferences and Understanding Author: Bowles-Terry, Melissa, Hensley, Merinda, Hinchliffe, Lisa Year: 2010 In order to develop best practices for online video library tutorials, this research study used an interview-based research method to investigate usability, findability, and instructional effectiveness. The findings document student learner preferences and are the basis for guidelines for future tutorial development. Close

• 7. [Article] Development and Evolution of an Information Literacy Course for a Doctor of Chiropractic Program

  The authors report on the development and evolution of a required one-credit course in information literacy for a doctor of chiropractic program. Our experience can serve as a model for planning and designing ...

  Citation × Citation Citation Abstract Copy Title: Development and Evolution of an Information Literacy Course for a Doctor of Chiropractic Program Author: Harvey, Phyllis, Goodell, Karen Year: 2008 The authors report on the development and evolution of a required one-credit course in information literacy for a doctor of chiropractic program. Our experience can serve as a model for planning and designing information literacy courses for doctor of chiropractic and other graduate health sciences programs. Title: Development and Evolution of an Information Literacy Course for a Doctor of Chiropractic Program Author: Harvey, Phyllis, Goodell, Karen Year: 2008 The authors report on the development and evolution of a required one-credit course in information literacy for a doctor of chiropractic program. Our experience can serve as a model for planning and designing information literacy courses for doctor of chiropractic and other graduate health sciences programs. Close

• 8. [Article] How Librarians are Winning the West: Development of a Scalable Digital Learning Badges Program for Information and Research Proficiency

  Digital learning badges offer an innovative approach to foster student success within the higher education learning environment. At Arizona State University, the need to reach transfer students was the ...

  Citation × Citation Citation Abstract Copy Title: How Librarians are Winning the West: Development of a Scalable Digital Learning Badges Program for Information and Research Proficiency Author: Gallegos, Bee, Pardon, Kevin Year: 2014 Digital learning badges offer an innovative approach to foster student success within the higher education learning environment. At Arizona State University, the need to reach transfer students was the impetus for creation of a digital learning badges project that offers librarians a mechanism to sequence and assess instruction within the University’s New College curriculum, provides faculty with a menu of choices to match skills with course goals, and is sustainable across disciplines, instructional formats and campuses. A team of librarians representing multiple disciplines, in collaboration with faculty and online staff, developed this pilot program for students to learn and demonstrate information and research proficiency. Elements needed to develop a scalable digital badges program at a large, multi-campus research university, a summary of feedback and lessons learned, and the current status of the program will provide attendees with an understanding of what is necessary to establish similar programs at their institutions. Title: How Librarians are Winning the West: Development of a Scalable Digital Learning Badges Program for Information and Research Proficiency Author: Gallegos, Bee, Pardon, Kevin Year: 2014 Digital learning badges offer an innovative approach to foster student success within the higher education learning environment. At Arizona State University, the need to reach transfer students was the impetus for creation of a digital learning badges project that offers librarians a mechanism to sequence and assess instruction within the University’s New College curriculum, provides faculty with a menu of choices to match skills with course goals, and is sustainable across disciplines, instructional formats and campuses. A team of librarians representing multiple disciplines, in collaboration with faculty and online staff, developed this pilot program for students to learn and demonstrate information and research proficiency. Elements needed to develop a scalable digital badges program at a large, multi-campus research university, a summary of feedback and lessons learned, and the current status of the program will provide attendees with an understanding of what is necessary to establish similar programs at their institutions. Close

• 9. [Article] Learners: Development of Self-Confidence

  The Development of Self Confidence Brief highlights the ways that participation in a digital literacy acquisition program improved learners’ self-confidence and attitudes towards technology. The Research ...

  Citation × Citation Citation Abstract Copy Title: Learners: Development of Self-Confidence Author: Castek, Jill, Jacobs, Gloria, Pendell, Kimberly D., Pizzolato, Drew, Reder, Stephen, Withers, Elizabeth Year: 2015 The Development of Self Confidence Brief highlights the ways that participation in a digital literacy acquisition program improved learners’ self-confidence and attitudes towards technology. The Research Briefs series highlight key findings about how underserved adults acquire digital literacy skills, and include quotes from participants and practitioners. The Briefs are designed to be accessible by practitioners, program administrators, and policy makers to inform and enhance digital literacy programs. Title: Learners: Development of Self-Confidence Author: Castek, Jill, Jacobs, Gloria, Pendell, Kimberly D., Pizzolato, Drew, Reder, Stephen, Withers, Elizabeth Year: 2015 The Development of Self Confidence Brief highlights the ways that participation in a digital literacy acquisition program improved learners’ self-confidence and attitudes towards technology. The Research Briefs series highlight key findings about how underserved adults acquire digital literacy skills, and include quotes from participants and practitioners. The Briefs are designed to be accessible by practitioners, program administrators, and policy makers to inform and enhance digital literacy programs. Close

• 10. [Article] Beyond One-Shots and Tutorials: Supporting Inquiry Through Online Library Instruction

  Online learning technologies present librarians with exciting opportunities to engage students beyond one-shot instruction sessions. This presentation highlights the development of a series of interactive ...

  Citation × Citation Citation Abstract Copy Title: Beyond One-Shots and Tutorials: Supporting Inquiry Through Online Library Instruction Author: Bess, Marc Year: 2014 Online learning technologies present librarians with exciting opportunities to engage students beyond one-shot instruction sessions. This presentation highlights the development of a series of interactive online learning modules designed to teach critical thinking skills to freshman seminar students. Developed to support the University of North Carolina at Charlotte’s commitment to inquiry-guided learning, the modules focus on cultivating higher-level skills over the mechanics of conducting research. This session will provide attendees with an in-depth examination of online instructional planning, design, and delivery processes, including a discussion of pedagogical, technological, and user experience considerations. The presenter will also discuss the challenges he encountered in creating sustainable online instruction that not only supports institutional learning objectives but is also learner-centered. Title: Beyond One-Shots and Tutorials: Supporting Inquiry Through Online Library Instruction Author: Bess, Marc Year: 2014 Online learning technologies present librarians with exciting opportunities to engage students beyond one-shot instruction sessions. This presentation highlights the development of a series of interactive online learning modules designed to teach critical thinking skills to freshman seminar students. Developed to support the University of North Carolina at Charlotte’s commitment to inquiry-guided learning, the modules focus on cultivating higher-level skills over the mechanics of conducting research. This session will provide attendees with an in-depth examination of online instructional planning, design, and delivery processes, including a discussion of pedagogical, technological, and user experience considerations. The presenter will also discuss the challenges he encountered in creating sustainable online instruction that not only supports institutional learning objectives but is also learner-centered. Close