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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] Surveying Libraries to Identify Best Practices for a Menu Approach for Library Instruction Requests

  A challenging situation has developed in regards to library instruction. With increases in both the quantity of information and the variety of information technologies being made available to researchers, ...

  Citation × Citation Citation Abstract Copy Title: Surveying Libraries to Identify Best Practices for a Menu Approach for Library Instruction Requests Author: Benjes-Small, Candice, Dorner, Jennifer, Schroeder, Robert Year: 2009 A challenging situation has developed in regards to library instruction. With increases in both the quantity of information and the variety of information technologies being made available to researchers, the information literacy landscape is getting more complex. Simultaneously, the time allotted for library instruction is remaining essentially the same. In order to market the breadth of content available for library instruction sessions and to promote collaboration between librarians and teaching faculty in order to create optimal instruction sessions an 'a la carte menu' approach to library instruction requests was adopted by Radford University in 2004. Since the late 1990s a number of community colleges and universities have included some type of menu in their instruction request forms or documentation and the authors desired to understand what approach these institutions had taken and whether they were effective in marketing instruction and improving communication between library instructors and teaching faculty. They analyzed forty-seven adaptations of the menu available on the web and surveyed the librarians who created them. In this article the authors present the findings of the web analysis and the survey, and recommendations are given for using the menu approach to library instruction requests. Title: Surveying Libraries to Identify Best Practices for a Menu Approach for Library Instruction Requests Author: Benjes-Small, Candice, Dorner, Jennifer, Schroeder, Robert Year: 2009 A challenging situation has developed in regards to library instruction. With increases in both the quantity of information and the variety of information technologies being made available to researchers, the information literacy landscape is getting more complex. Simultaneously, the time allotted for library instruction is remaining essentially the same. In order to market the breadth of content available for library instruction sessions and to promote collaboration between librarians and teaching faculty in order to create optimal instruction sessions an 'a la carte menu' approach to library instruction requests was adopted by Radford University in 2004. Since the late 1990s a number of community colleges and universities have included some type of menu in their instruction request forms or documentation and the authors desired to understand what approach these institutions had taken and whether they were effective in marketing instruction and improving communication between library instructors and teaching faculty. They analyzed forty-seven adaptations of the menu available on the web and surveyed the librarians who created them. In this article the authors present the findings of the web analysis and the survey, and recommendations are given for using the menu approach to library instruction requests. Close