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• 11. [Article] Situating Information Literacy in the Disciplines: New Opportunities for Sustainable Instruction

  Information literacy educators continue to struggle to get significant instruction into the curriculum through the use of “one-shot” sessions that focus on inculcating generic IL skills. In response, librarians ...

  Citation × Citation Citation Abstract Copy Title: Situating Information Literacy in the Disciplines: New Opportunities for Sustainable Instruction Author: Badke, William, Farrell, Robert Year: 2014 Information literacy educators continue to struggle to get significant instruction into the curriculum through the use of “one-shot” sessions that focus on inculcating generic IL skills. In response, librarians have turned to "embedding" or "situating" discipline-specific IL learning opportunities within disciplinary curricula. But given the limited resources and staff time of most academic libraries, how can we develop and ensure sustainable relationships with the many disciplines on our campuses? Presenters William Badke (Trinity Western University, British Columbia) and Robert Farrell (Lehman College, City University of New York) will highlight systematic theoretical and practical approaches to developing sustainable collaborative relationships with disciplinary colleagues, arguing that information literacy must ultimately be “owned” by the disciplines if meaningful learning is to occur. Following an overview of Badke’s recent book, Teaching Research Processes and Farrell’s recent work to apply Badke’s ideas at the City University of New York, attendees will be invited to discuss challenges faced when librarians seek to locate ownership of information literacy instruction within the disciplinary classroom. Title: Situating Information Literacy in the Disciplines: New Opportunities for Sustainable Instruction Author: Badke, William, Farrell, Robert Year: 2014 Information literacy educators continue to struggle to get significant instruction into the curriculum through the use of “one-shot” sessions that focus on inculcating generic IL skills. In response, librarians have turned to "embedding" or "situating" discipline-specific IL learning opportunities within disciplinary curricula. But given the limited resources and staff time of most academic libraries, how can we develop and ensure sustainable relationships with the many disciplines on our campuses? Presenters William Badke (Trinity Western University, British Columbia) and Robert Farrell (Lehman College, City University of New York) will highlight systematic theoretical and practical approaches to developing sustainable collaborative relationships with disciplinary colleagues, arguing that information literacy must ultimately be “owned” by the disciplines if meaningful learning is to occur. Following an overview of Badke’s recent book, Teaching Research Processes and Farrell’s recent work to apply Badke’s ideas at the City University of New York, attendees will be invited to discuss challenges faced when librarians seek to locate ownership of information literacy instruction within the disciplinary classroom. Close

• 12. [Article] Building a Library Subculture to Sustain Information Literacy Practice with Second Order Change

  This article addresses development for information literacy (IL) practice through building internal library organizational culture. Using an analysis of relevant literature and reflection on lived experience, ...

  Citation × Citation Citation Abstract Copy Title: Building a Library Subculture to Sustain Information Literacy Practice with Second Order Change Author: Wetzel Wilkinson, Carroll, Bruch, Courtney Year: 2014 This article addresses development for information literacy (IL) practice through building internal library organizational culture. Using an analysis of relevant literature and reflection on lived experience, the authors explore issues and concepts for instruction librarians and leaders to consider as they advance and sustain IL initiatives. Through a lens of second order change the article proposes change agency theory and organizational development as theoretical approaches; calling on librarians to adopt roles and techniques that honor personal learning and continuing education while simultaneously focusing on student learning. It additionally suggests a flexible roadmap for managed change processes including organizational assessment techniques, inspiration for conversations and inclusive dialogues, reasons for and ways to address resistance, and steps to implement action plans. The authors conclude IL initiatives will be more effective if supported by an internal library culture that is embraced and implemented by knowledgeable instruction librarians and their leaders. Title: Building a Library Subculture to Sustain Information Literacy Practice with Second Order Change Author: Wetzel Wilkinson, Carroll, Bruch, Courtney Year: 2014 This article addresses development for information literacy (IL) practice through building internal library organizational culture. Using an analysis of relevant literature and reflection on lived experience, the authors explore issues and concepts for instruction librarians and leaders to consider as they advance and sustain IL initiatives. Through a lens of second order change the article proposes change agency theory and organizational development as theoretical approaches; calling on librarians to adopt roles and techniques that honor personal learning and continuing education while simultaneously focusing on student learning. It additionally suggests a flexible roadmap for managed change processes including organizational assessment techniques, inspiration for conversations and inclusive dialogues, reasons for and ways to address resistance, and steps to implement action plans. The authors conclude IL initiatives will be more effective if supported by an internal library culture that is embraced and implemented by knowledgeable instruction librarians and their leaders. Close

• 13. [Article] Potential Ramifications of Common Core State Standards Adoption on Information Literacy

  In the United States, the decline in jobs for high school educated workers and the proliferation of jobs for post-secondary educated workers is driving the development of the Common Core State Standards. ...

  Citation × Citation Citation Abstract Copy Title: Potential Ramifications of Common Core State Standards Adoption on Information Literacy Author: Eubanks, Jacob Year: 2014 In the United States, the decline in jobs for high school educated workers and the proliferation of jobs for post-secondary educated workers is driving the development of the Common Core State Standards. The Common Core State Standards theoretically shift K-12 pedagogy towards ability development of critical and extended thinking skills, preparing high school graduates for college and career readiness. This literature review explores the reasoning behind the shift to the Common Core State Standards and asks questions regarding the potential ramifications their adoption might have on post-secondary information literacy instruction. Title: Potential Ramifications of Common Core State Standards Adoption on Information Literacy Author: Eubanks, Jacob Year: 2014 In the United States, the decline in jobs for high school educated workers and the proliferation of jobs for post-secondary educated workers is driving the development of the Common Core State Standards. The Common Core State Standards theoretically shift K-12 pedagogy towards ability development of critical and extended thinking skills, preparing high school graduates for college and career readiness. This literature review explores the reasoning behind the shift to the Common Core State Standards and asks questions regarding the potential ramifications their adoption might have on post-secondary information literacy instruction. Close

• 14. [Article] Piloting a Blended Model for Sustainable IL Programming

  Purpose – This paper aims to describe the MacEwan University Library’s successful pilot of a fully blended information literacy (IL) instruction program for first-year English courses. Development, implementation ...

  Citation × Citation Citation Abstract Copy Title: Piloting a Blended Model for Sustainable IL Programming Author: Nelson, Jody, Morrison, Joan, Whitson, Lindsey Year: 2014 Purpose – This paper aims to describe the MacEwan University Library’s successful pilot of a fully blended information literacy (IL) instruction program for first-year English courses. Development, implementation and assessment of the pilot prior to full implementation are discussed. Design/methodology/approach – The new sustainable blended model for the English Library Instruction Program reduced duplication of content and effort, incorporated online and in-person instruction and promoted self-directed learning opportunities through a new Learning Commons. This model places essential instruction online while maintaining personal relationships for students with the English Librarian and the Library through multiple points of interaction. Face-to-face instruction efforts were concentrated on developing critical thinking skills through a hands-on source evaluation activity and on providing point-of-need support. Librarians worked closely with English faculty to encourage early voluntary adoption of the new model for the Fall 2013 pilot. Findings – The voluntary early-adopter model worked well for garnering and maintaining support from the English department: the authors had 42 per cent of English sessions piloting the new model for Fall 2013, surpassing the initial target of 25 per cent. Students scored well on an assessment of their ability to identify scholarly sources. Librarian preparation time has been greatly reduced. Originality/value – Many academic libraries are looking to asynchronous online tutorials as a more sustainable model for delivering IL instruction. This case study demonstrates that it is possible to move some instruction online while maintaining the personal relationships librarians have forged with students and faculty. The presentation associated with this article can be accessed at http://archives.pdx.edu/ds/psu/14489. Title: Piloting a Blended Model for Sustainable IL Programming Author: Nelson, Jody, Morrison, Joan, Whitson, Lindsey Year: 2014 Purpose – This paper aims to describe the MacEwan University Library’s successful pilot of a fully blended information literacy (IL) instruction program for first-year English courses. Development, implementation and assessment of the pilot prior to full implementation are discussed. Design/methodology/approach – The new sustainable blended model for the English Library Instruction Program reduced duplication of content and effort, incorporated online and in-person instruction and promoted self-directed learning opportunities through a new Learning Commons. This model places essential instruction online while maintaining personal relationships for students with the English Librarian and the Library through multiple points of interaction. Face-to-face instruction efforts were concentrated on developing critical thinking skills through a hands-on source evaluation activity and on providing point-of-need support. Librarians worked closely with English faculty to encourage early voluntary adoption of the new model for the Fall 2013 pilot. Findings – The voluntary early-adopter model worked well for garnering and maintaining support from the English department: the authors had 42 per cent of English sessions piloting the new model for Fall 2013, surpassing the initial target of 25 per cent. Students scored well on an assessment of their ability to identify scholarly sources. Librarian preparation time has been greatly reduced. Originality/value – Many academic libraries are looking to asynchronous online tutorials as a more sustainable model for delivering IL instruction. This case study demonstrates that it is possible to move some instruction online while maintaining the personal relationships librarians have forged with students and faculty. The presentation associated with this article can be accessed at http://archives.pdx.edu/ds/psu/14489. Close

• 15. [Article] Teaching “Format as a Process” In an Era of Web-scale Discovery

  Purpose- Advancements in online discovery require academic librarians to develop new means of teaching and assessing information literacy, with an emphasis on having students employ critical thinking to ...

  Citation × Citation Citation Abstract Copy Title: Teaching “Format as a Process” In an Era of Web-scale Discovery Author: Seeber, Kevin Year: 2014 Purpose- Advancements in online discovery require academic librarians to develop new means of teaching and assessing information literacy, with an emphasis on having students employ critical thinking to evaluate sources. Design/methodology/approach- This conceptual paper analyzes how the threshold concept “format as a process” could be incorporated into information literacy instruction sessions which address web-scale discovery services and other online search tools. General guidelines for applying this concept are included, along with potential classroom activities and assessments. Findings- Format as a process provides a valuable framework for evaluating information, though librarians need to be mindful of how they present the concept to students. Instruction must be focused on fostering critical thinking skills, rather than how to perform tasks, and assessment must be qualitative in nature. Practical implications- These changes in online searching mean that information literacy programs will need to alter their approach to instruction and move beyond the “one shot” paradigm. Critical evaluation is a sustainable, lifelong skill which will continue to serve students after graduation, but developing that ability requires academic librarians to fulfill new roles in the classroom and on campus. Originality/value- The literature surrounding instruction of web-scale discovery is still limited, and does not incorporate the threshold concepts provided in ACRL’s Framework for Information Literacy in Higher Education. This paper concentrates on one such concept, as well as discusses how future concepts could be addressed. The presentation associated with this article can be accessed at http://archives.pdx.edu/ds/psu/14493. Title: Teaching “Format as a Process” In an Era of Web-scale Discovery Author: Seeber, Kevin Year: 2014 Purpose- Advancements in online discovery require academic librarians to develop new means of teaching and assessing information literacy, with an emphasis on having students employ critical thinking to evaluate sources. Design/methodology/approach- This conceptual paper analyzes how the threshold concept “format as a process” could be incorporated into information literacy instruction sessions which address web-scale discovery services and other online search tools. General guidelines for applying this concept are included, along with potential classroom activities and assessments. Findings- Format as a process provides a valuable framework for evaluating information, though librarians need to be mindful of how they present the concept to students. Instruction must be focused on fostering critical thinking skills, rather than how to perform tasks, and assessment must be qualitative in nature. Practical implications- These changes in online searching mean that information literacy programs will need to alter their approach to instruction and move beyond the “one shot” paradigm. Critical evaluation is a sustainable, lifelong skill which will continue to serve students after graduation, but developing that ability requires academic librarians to fulfill new roles in the classroom and on campus. Originality/value- The literature surrounding instruction of web-scale discovery is still limited, and does not incorporate the threshold concepts provided in ACRL’s Framework for Information Literacy in Higher Education. This paper concentrates on one such concept, as well as discusses how future concepts could be addressed. The presentation associated with this article can be accessed at http://archives.pdx.edu/ds/psu/14493. Close

• 16. [Article] Librarians as Campus Partners: Supporting Culturally Responsive and Inclusive Curriculum

  Diversity and inclusion initiatives are expanding on campuses across the United States. These initiatives can take many forms, such as the hiring and retention of diverse faculty, student recruitment, ...

  Citation × Citation Citation Abstract Copy Title: Librarians as Campus Partners: Supporting Culturally Responsive and Inclusive Curriculum Author: Pendell, Kimberly D, Schroeder, Robert Year: 2017 Diversity and inclusion initiatives are expanding on campuses across the United States. These initiatives can take many forms, such as the hiring and retention of diverse faculty, student recruitment, and a thoughtful examination of pedagogy and course curriculum. As a librarian, you may be aware of these efforts, but perhaps not as directly involved as disciplinary faculty, particularly in regards to course curriculum development and redesign. How librarians can participate and support this work on our campuses is not always clear; however, we found fertile opportunities for librarian involvement and leadership. Title: Librarians as Campus Partners: Supporting Culturally Responsive and Inclusive Curriculum Author: Pendell, Kimberly D, Schroeder, Robert Year: 2017 Diversity and inclusion initiatives are expanding on campuses across the United States. These initiatives can take many forms, such as the hiring and retention of diverse faculty, student recruitment, and a thoughtful examination of pedagogy and course curriculum. As a librarian, you may be aware of these efforts, but perhaps not as directly involved as disciplinary faculty, particularly in regards to course curriculum development and redesign. How librarians can participate and support this work on our campuses is not always clear; however, we found fertile opportunities for librarian involvement and leadership. Close

• 17. [Article] ACRL Instruction Section Website: Primo Bonus Site of the Month

  Interview by Amanda Clossen about the site, Analyze Your Research Strategy Tutorial Project description: Part of a suite of five tutorials developed to provide online research support for freshman just ...

  Citation × Citation Citation Abstract Copy Title: ACRL Instruction Section Website: Primo Bonus Site of the Month Author: Willson-St. Clair, Kimberly, Irla, Claudia, Clossen, Amanda Year: 2015 Interview by Amanda Clossen about the site, Analyze Your Research Strategy Tutorial Project description: Part of a suite of five tutorials developed to provide online research support for freshman just learning academic research skills, as well as sophomore and junior transfer students who might need remedial instruction about the research process and academic library services. This 25-minute tutorial helps students identify a paper topic that is not too narrow or too broad, select evidence that will answer their research question, and brainstorm keywords to find pertinent resources. Title: ACRL Instruction Section Website: Primo Bonus Site of the Month Author: Willson-St. Clair, Kimberly, Irla, Claudia, Clossen, Amanda Year: 2015 Interview by Amanda Clossen about the site, Analyze Your Research Strategy Tutorial Project description: Part of a suite of five tutorials developed to provide online research support for freshman just learning academic research skills, as well as sophomore and junior transfer students who might need remedial instruction about the research process and academic library services. This 25-minute tutorial helps students identify a paper topic that is not too narrow or too broad, select evidence that will answer their research question, and brainstorm keywords to find pertinent resources. Close

• 18. [Article] The Value of Narrative Methods for Library Instruction

  While serving as a guide to students who are seeking information, an instruction librarian might present a research process as an unfolding ‘story.’ This session will explore several ways that such stories ...

  Citation × Citation Citation Abstract Copy Title: The Value of Narrative Methods for Library Instruction Author: Holterman, Joseph, Turner, Jennifer Year: 2014 While serving as a guide to students who are seeking information, an instruction librarian might present a research process as an unfolding ‘story.’ This session will explore several ways that such stories can enliven our instructional presentations and serve a creative and engaging purpose. Although the presentation will introduce flexible ideas that could be applied to a variety of goals and objectives, we will focus on library instruction with undergraduate students, typically within their academic major. The presentation will suggest concrete ways to develop inquiry-based instruction and lead toward the integration of library instruction with an information literacy program. Title: The Value of Narrative Methods for Library Instruction Author: Holterman, Joseph, Turner, Jennifer Year: 2014 While serving as a guide to students who are seeking information, an instruction librarian might present a research process as an unfolding ‘story.’ This session will explore several ways that such stories can enliven our instructional presentations and serve a creative and engaging purpose. Although the presentation will introduce flexible ideas that could be applied to a variety of goals and objectives, we will focus on library instruction with undergraduate students, typically within their academic major. The presentation will suggest concrete ways to develop inquiry-based instruction and lead toward the integration of library instruction with an information literacy program. Close

• 19. [Article] Reuse and Recycle: Award Winning Info Lit Tutorial

  Humboldt State University has modified the award-winning “Begin Research” online tutorial developed by the University of California, Irvine Library into a flash-free interface on Drupal. The open-source ...

  Citation × Citation Citation Abstract Copy Title: Reuse and Recycle: Award Winning Info Lit Tutorial Author: Philips, Sarah Fay Year: 2014 Humboldt State University has modified the award-winning “Begin Research” online tutorial developed by the University of California, Irvine Library into a flash-free interface on Drupal. The open-source tutorial is now accessible on mobile devices and has additional options for embedded assessment. This presentation will demonstrate how the tutorial has been adapted and used at universities across the country, and how your Library can modify it to use on your campus for interactive and engaging online information literacy instruction. I will also discuss the challenges faced during the adaptation and how they were resolved through collaboration with partnerships across campus. Title: Reuse and Recycle: Award Winning Info Lit Tutorial Author: Philips, Sarah Fay Year: 2014 Humboldt State University has modified the award-winning “Begin Research” online tutorial developed by the University of California, Irvine Library into a flash-free interface on Drupal. The open-source tutorial is now accessible on mobile devices and has additional options for embedded assessment. This presentation will demonstrate how the tutorial has been adapted and used at universities across the country, and how your Library can modify it to use on your campus for interactive and engaging online information literacy instruction. I will also discuss the challenges faced during the adaptation and how they were resolved through collaboration with partnerships across campus. Close

• 20. [Article] One librarian: 1,400 freshmen

  How can librarians provide information literacy instruction for high enrollment courses and not lose our minds? Find out how one librarian at California State University, Fresno, in collaboration with ...

  Citation × Citation Citation Abstract Copy Title: One librarian: 1,400 freshmen Author: Dinscore, Amanda Year: 2014 How can librarians provide information literacy instruction for high enrollment courses and not lose our minds? Find out how one librarian at California State University, Fresno, in collaboration with her colleagues in the Freshman English Program, created a more sustainable, scalable and open approach to instruction by using a blog. By using an approachable writing style, customized content, and a video introduction by the librarian, the blog has a more approachable and personal feel than many digital learning objects and can be used by instructors in many different ways. In this session, the presenter will discuss the blog’s development and integration into two pilot courses as well as plans for improvement and eventual use in all freshman English courses. If you’ve ever felt daunted by the idea of providing instruction to high enrollment courses, this session is for you. Title: One librarian: 1,400 freshmen Author: Dinscore, Amanda Year: 2014 How can librarians provide information literacy instruction for high enrollment courses and not lose our minds? Find out how one librarian at California State University, Fresno, in collaboration with her colleagues in the Freshman English Program, created a more sustainable, scalable and open approach to instruction by using a blog. By using an approachable writing style, customized content, and a video introduction by the librarian, the blog has a more approachable and personal feel than many digital learning objects and can be used by instructors in many different ways. In this session, the presenter will discuss the blog’s development and integration into two pilot courses as well as plans for improvement and eventual use in all freshman English courses. If you’ve ever felt daunted by the idea of providing instruction to high enrollment courses, this session is for you. Close