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• 1. [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

• 2. [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

• 3. [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

• 4. [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

• 5. [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

• 6. [Article] A Decade of Critical Information Literacy: A Review of the Literature

  As information literacy continues in its centrality to many academic libraries' missions, a line of inquiry has developed in response to ACRL's charge to develop information literate citizens. The literature ...

  Citation × Citation Citation Abstract Copy Title: A Decade of Critical Information Literacy: A Review of the Literature Author: Tewell, Eamon Year: 2015 As information literacy continues in its centrality to many academic libraries' missions, a line of inquiry has developed in response to ACRL's charge to develop information literate citizens. The literature of critical information literacy questions widely held assumptions about information literacy and considers in what ways librarians may encourage students to engage with and act upon information's complex and inherently political nature. This review explores the research into critical information literacy, including critical pedagogy and critiques of information literacy, in order to provide an entry point for this emerging and challenging approach to information literacy. Title: A Decade of Critical Information Literacy: A Review of the Literature Author: Tewell, Eamon Year: 2015 As information literacy continues in its centrality to many academic libraries' missions, a line of inquiry has developed in response to ACRL's charge to develop information literate citizens. The literature of critical information literacy questions widely held assumptions about information literacy and considers in what ways librarians may encourage students to engage with and act upon information's complex and inherently political nature. This review explores the research into critical information literacy, including critical pedagogy and critiques of information literacy, in order to provide an entry point for this emerging and challenging approach to information literacy. Close

• 7. [Article] Same Song, Different Verse: Developing Research Skills with Low Stakes Assignments

  The research component of college writing and composition courses is often only practiced as part of high stakes assignments. This paper proposes a collaborative approach to helping students develop foundational ...

  Citation × Citation Citation Abstract Copy Title: Same Song, Different Verse: Developing Research Skills with Low Stakes Assignments Author: Stewart-Mailhiot, Amy Year: 2014 The research component of college writing and composition courses is often only practiced as part of high stakes assignments. This paper proposes a collaborative approach to helping students develop foundational research skills that builds on the success of the low stakes writing movement. Using Elbow's 1997 article "High Stakes and Low Stakes in Assigning and Responding to Writing" as a framework, the low stakes research model centers around providing students multiple opportunities to practice research skills in a manner that alleviates library research anxiety and increases research quality. Key to the success of this model is a collaborative relationship between the classroom faculty member and the librarian. Title: Same Song, Different Verse: Developing Research Skills with Low Stakes Assignments Author: Stewart-Mailhiot, Amy Year: 2014 The research component of college writing and composition courses is often only practiced as part of high stakes assignments. This paper proposes a collaborative approach to helping students develop foundational research skills that builds on the success of the low stakes writing movement. Using Elbow's 1997 article "High Stakes and Low Stakes in Assigning and Responding to Writing" as a framework, the low stakes research model centers around providing students multiple opportunities to practice research skills in a manner that alleviates library research anxiety and increases research quality. Key to the success of this model is a collaborative relationship between the classroom faculty member and the librarian. Close

• 8. [Article] Engaging Beyond the First College Year: Exploring the Needs of Second-year Students

  This article makes the case for librarians to engage with second-year students as part of the burgeoning movement in higher education to provide dedicated programming and experiences for second-year students. ...

  Citation × Citation Citation Abstract Copy Title: Engaging Beyond the First College Year: Exploring the Needs of Second-year Students Author: Black, Elizabeth Year: 2014 This article makes the case for librarians to engage with second-year students as part of the burgeoning movement in higher education to provide dedicated programming and experiences for second-year students. Grounded in development theories and transition theory, the article describes the special needs characteristic of typical second-year students and how librarians can build on the excellent work in first-year programs to collaborate with campus colleagues to further information literacy instruction. Title: Engaging Beyond the First College Year: Exploring the Needs of Second-year Students Author: Black, Elizabeth Year: 2014 This article makes the case for librarians to engage with second-year students as part of the burgeoning movement in higher education to provide dedicated programming and experiences for second-year students. Grounded in development theories and transition theory, the article describes the special needs characteristic of typical second-year students and how librarians can build on the excellent work in first-year programs to collaborate with campus colleagues to further information literacy instruction. Close

• 9. [Article] Badge It! Using Digital Badges to Certify Information Literacy Skills within Disciplinary Curriculum

  As technology in higher education rapidly changes, new pedagogical tools are being tested, developed, and implemented. Digital badges systems are one such tool that can be used to certify student skills ...

  Citation × Citation Citation Abstract Copy Title: Badge It! Using Digital Badges to Certify Information Literacy Skills within Disciplinary Curriculum Author: Ford, Emily, Lottes, Jost, Izumi, Betty T., Richardson, Dawn Year: 2014 As technology in higher education rapidly changes, new pedagogical tools are being tested, developed, and implemented. Digital badges systems are one such tool that can be used to certify student skills and competencies, including information literacy skills. Despite new teaching technologies and pedagogical approaches, it remains difficult for instruction librarians to lead experimentation. As a result, librarians depend on collaborative relationships with disciplinary faculty to experiment with pedagogies and tools like badging. At Portland State University, however, librarians are leading a collaborative digital badges project with Community Health Faculty to develop, deliver, assess, and track student achievements in information literacy. In this session Library and Community Health faculty presenters will discuss the ins-and-outs of integrating digital badges into course curriculum to certify information literacy and other achievements. Title: Badge It! Using Digital Badges to Certify Information Literacy Skills within Disciplinary Curriculum Author: Ford, Emily, Lottes, Jost, Izumi, Betty T., Richardson, Dawn Year: 2014 As technology in higher education rapidly changes, new pedagogical tools are being tested, developed, and implemented. Digital badges systems are one such tool that can be used to certify student skills and competencies, including information literacy skills. Despite new teaching technologies and pedagogical approaches, it remains difficult for instruction librarians to lead experimentation. As a result, librarians depend on collaborative relationships with disciplinary faculty to experiment with pedagogies and tools like badging. At Portland State University, however, librarians are leading a collaborative digital badges project with Community Health Faculty to develop, deliver, assess, and track student achievements in information literacy. In this session Library and Community Health faculty presenters will discuss the ins-and-outs of integrating digital badges into course curriculum to certify information literacy and other achievements. Close

• 10. [Article] Measuring Library Impacts through First Year Course Assessment

  This study shows the value of library instruction in the building of first-year students’ information literacy skills and it illustrates librarians as partners in leading student learning outcome assessment. ...

  Citation × Citation Citation Abstract Copy Title: Measuring Library Impacts through First Year Course Assessment Author: Luetkenhaus, Holly, Hvizdak, Erin, Johnson, Corey, Schiller, Nicholas Year: 2017 This study shows the value of library instruction in the building of first-year students’ information literacy skills and it illustrates librarians as partners in leading student learning outcome assessment. Using research papers from a required first-year course, raters from units across the institution evaluated student information literacy (IL) skill development. Students performed at a “Proficient First Year” level for most information literacy skill areas. The authors found there was a significant correlation between IL skill development and participation in one or more library instruction sessions. For this reason, the authors posit that liaison librarians are in a stronger and more stable collaborative position when they can demonstrate that their work has positive correlations with student learning. Title: Measuring Library Impacts through First Year Course Assessment Author: Luetkenhaus, Holly, Hvizdak, Erin, Johnson, Corey, Schiller, Nicholas Year: 2017 This study shows the value of library instruction in the building of first-year students’ information literacy skills and it illustrates librarians as partners in leading student learning outcome assessment. Using research papers from a required first-year course, raters from units across the institution evaluated student information literacy (IL) skill development. Students performed at a “Proficient First Year” level for most information literacy skill areas. The authors found there was a significant correlation between IL skill development and participation in one or more library instruction sessions. For this reason, the authors posit that liaison librarians are in a stronger and more stable collaborative position when they can demonstrate that their work has positive correlations with student learning. Close