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• 1. [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

• 2. [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

• 3. [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

• 4. [Article] Building a Unified Data and Information Literacy Program: A Collaborative Approach to Instruction

  As information literacy needs of graduate students change and expand, library initiatives should respond with approaches that align holistically with users’ perspectives by incorporating areas like research ...

  Citation × Citation Citation Abstract Copy Title: Building a Unified Data and Information Literacy Program: A Collaborative Approach to Instruction Author: Bresnahan, Megan, Johnson, Andrew Year: 2014 As information literacy needs of graduate students change and expand, library initiatives should respond with approaches that align holistically with users’ perspectives by incorporating areas like research data into existing information literacy instruction programs. This presentation will provide a model for subject and instruction librarians to use to promote their skills and expertise within their organizations’ existing or yet to be developed research data efforts. For institutions that already have positions dedicated to research data, subject and instruction librarians can learn how to market their value in enhancing research data instruction. At libraries where research data services are nascent or still under consideration, librarians can leverage the examples provided in this presentation to promote expansion or adoption of these efforts. Drawing from experiences at the presenters’ institution, this presentation provides support for combining information literacy and research data into a comprehensive and coherent instruction program. Title: Building a Unified Data and Information Literacy Program: A Collaborative Approach to Instruction Author: Bresnahan, Megan, Johnson, Andrew Year: 2014 As information literacy needs of graduate students change and expand, library initiatives should respond with approaches that align holistically with users’ perspectives by incorporating areas like research data into existing information literacy instruction programs. This presentation will provide a model for subject and instruction librarians to use to promote their skills and expertise within their organizations’ existing or yet to be developed research data efforts. For institutions that already have positions dedicated to research data, subject and instruction librarians can learn how to market their value in enhancing research data instruction. At libraries where research data services are nascent or still under consideration, librarians can leverage the examples provided in this presentation to promote expansion or adoption of these efforts. Drawing from experiences at the presenters’ institution, this presentation provides support for combining information literacy and research data into a comprehensive and coherent instruction program. Close

• 5. [Article] Making Information Literacy Assessment Sustainable Through Collaboration at the University of Idaho

  We collaborate on course-integrated instruction – why not on assessment? The University of Idaho Library was applying (successfully) for the ACRL Assessment in Action (AiA) Program at the same time that ...

  Citation × Citation Citation Abstract Copy Title: Making Information Literacy Assessment Sustainable Through Collaboration at the University of Idaho Author: Prorak, Diane Year: 2014 We collaborate on course-integrated instruction – why not on assessment? The University of Idaho Library was applying (successfully) for the ACRL Assessment in Action (AiA) Program at the same time that the UI General Education Program was beginning formal assessment of its recently adopted curriculum. We joined forces with General Education for a sustainable, collaborative assessment project in which first-year students in Integrated Seminar courses write two essays on the University “common read” book -- one essay at the beginning of the semester and one at the end (with library instruction in between). Students are required to find and cite outside sources. A faculty team from across the university volunteered to assess the essays and bibliographies. This presentation will cover the collaborative assessment process and research results, our experience in the AiA program, and the tools and procedures we developed. Title: Making Information Literacy Assessment Sustainable Through Collaboration at the University of Idaho Author: Prorak, Diane Year: 2014 We collaborate on course-integrated instruction – why not on assessment? The University of Idaho Library was applying (successfully) for the ACRL Assessment in Action (AiA) Program at the same time that the UI General Education Program was beginning formal assessment of its recently adopted curriculum. We joined forces with General Education for a sustainable, collaborative assessment project in which first-year students in Integrated Seminar courses write two essays on the University “common read” book -- one essay at the beginning of the semester and one at the end (with library instruction in between). Students are required to find and cite outside sources. A faculty team from across the university volunteered to assess the essays and bibliographies. This presentation will cover the collaborative assessment process and research results, our experience in the AiA program, and the tools and procedures we developed. Close

• 6. [Article] Using Open Access Resources in Data Literacy Instruction: Renewing the IL Curriculum by Aligning It with Changing Needs

  To align information literacy instruction with changing faculty and student needs, librarians need to expand their conceptions and competencies beyond traditional information sources. In the sciences, ...

  Citation × Citation Citation Abstract Copy Title: Using Open Access Resources in Data Literacy Instruction: Renewing the IL Curriculum by Aligning It with Changing Needs Author: MacMillen, Don Year: 2014 To align information literacy instruction with changing faculty and student needs, librarians need to expand their conceptions and competencies beyond traditional information sources. In the sciences, this increasingly means integrating the data resources used by researchers into instruction for undergraduate students. Open access repositories allow students to work with more primary data than ever before, but only if they know how and where to look. This presentation will describe the development of classes designed to scaffold student learning in biology across two courses, detailing the long-term collaboration between a librarian and an instructor that now serves over 500 students per semester. In each class, students are guided through the discovery and analysis of scientific data from multiple sites, encouraged to integrate text and data sources, and supported in completing research assignments. The session will invite participants to discuss the challenges and benefits of working with data resources. Title: Using Open Access Resources in Data Literacy Instruction: Renewing the IL Curriculum by Aligning It with Changing Needs Author: MacMillen, Don Year: 2014 To align information literacy instruction with changing faculty and student needs, librarians need to expand their conceptions and competencies beyond traditional information sources. In the sciences, this increasingly means integrating the data resources used by researchers into instruction for undergraduate students. Open access repositories allow students to work with more primary data than ever before, but only if they know how and where to look. This presentation will describe the development of classes designed to scaffold student learning in biology across two courses, detailing the long-term collaboration between a librarian and an instructor that now serves over 500 students per semester. In each class, students are guided through the discovery and analysis of scientific data from multiple sites, encouraged to integrate text and data sources, and supported in completing research assignments. The session will invite participants to discuss the challenges and benefits of working with data resources. Close

• 7. [Article] Upcycling Instruction: Developing Efficient Approaches to Working With Experienced Researchers

  Our classrooms aren’t always filled with wide-eyed freshman and novice researchers. Many of the students we teach are thesis writers, experienced researchers, and professional practitioners. Through teaching ...

  Citation × Citation Citation Abstract Copy Title: Upcycling Instruction: Developing Efficient Approaches to Working With Experienced Researchers Author: Aultman Becker, April, Arellano Douglas, Veronica Year: 2014 Our classrooms aren’t always filled with wide-eyed freshman and novice researchers. Many of the students we teach are thesis writers, experienced researchers, and professional practitioners. Through teaching this population, instruction librarians quickly learn that possession of subject expertise and research experience is not necessarily a guarantee that students will have mastered efficient, productive information seeking behavior. Addressing these gaps in research and information literacy knowledge takes some finesse. Through a combination of discussion and activities, we’ll investigate the unique challenges and pedagogical opportunities that accompany teaching advanced students and researchers. Attendees will leave with practical ideas that they can incorporate into their own classrooms. Title: Upcycling Instruction: Developing Efficient Approaches to Working With Experienced Researchers Author: Aultman Becker, April, Arellano Douglas, Veronica Year: 2014 Our classrooms aren’t always filled with wide-eyed freshman and novice researchers. Many of the students we teach are thesis writers, experienced researchers, and professional practitioners. Through teaching this population, instruction librarians quickly learn that possession of subject expertise and research experience is not necessarily a guarantee that students will have mastered efficient, productive information seeking behavior. Addressing these gaps in research and information literacy knowledge takes some finesse. Through a combination of discussion and activities, we’ll investigate the unique challenges and pedagogical opportunities that accompany teaching advanced students and researchers. Attendees will leave with practical ideas that they can incorporate into their own classrooms. Close

• 8. [Article] Unifying Ideas: Building For-Credit Information Literacy Around Themes to Optimize Student Learning

  Teaching a for-credit information literacy course can be viewed as hitting “prime time” for some librarians, but the courses can be as disjointed and problematic for the instructors as one-shot sessions. ...

  Citation × Citation Citation Abstract Copy Title: Unifying Ideas: Building For-Credit Information Literacy Around Themes to Optimize Student Learning Author: Price, Elizabeth, Richardson, Rebecca Year: 2014 Teaching a for-credit information literacy course can be viewed as hitting “prime time” for some librarians, but the courses can be as disjointed and problematic for the instructors as one-shot sessions. Projects are a hodgepodge of student-chosen or instructor-assigned “info lit” topics that fail to underscore the biggest problems for students in research: Developing a research question and writing a paper are difficult without enough background knowledge to understand the topic. At semester’s end, instructors may be feeling discouraged and wondering what students actually learned. Solution: Start the semester analyzing one topic to build a knowledge base for discussion and research, before allowing the students to pursue individual topics related to the central theme. Suggestions for how to select a successful theme to re-energize your teaching will be discussed. Title: Unifying Ideas: Building For-Credit Information Literacy Around Themes to Optimize Student Learning Author: Price, Elizabeth, Richardson, Rebecca Year: 2014 Teaching a for-credit information literacy course can be viewed as hitting “prime time” for some librarians, but the courses can be as disjointed and problematic for the instructors as one-shot sessions. Projects are a hodgepodge of student-chosen or instructor-assigned “info lit” topics that fail to underscore the biggest problems for students in research: Developing a research question and writing a paper are difficult without enough background knowledge to understand the topic. At semester’s end, instructors may be feeling discouraged and wondering what students actually learned. Solution: Start the semester analyzing one topic to build a knowledge base for discussion and research, before allowing the students to pursue individual topics related to the central theme. Suggestions for how to select a successful theme to re-energize your teaching will be discussed. Close

• 9. [Article] More = Better: A Rubric-Based Evaluation of Librarian Course Collaborations at the First Year

  In the summer of 2013, the Claremont Colleges Library undertook a rubric-based assessment of Pitzer College First-Year Seminar papers to determine if librarian course interventions had an impact on information ...

  Citation × Citation Citation Abstract Copy Title: More = Better: A Rubric-Based Evaluation of Librarian Course Collaborations at the First Year Author: Tagge, Natalie, Lowe, Sara, Booth, Char, Stone, Sean Year: 2014 In the summer of 2013, the Claremont Colleges Library undertook a rubric-based assessment of Pitzer College First-Year Seminar papers to determine if librarian course interventions had an impact on information literacy (IL) performance in student writing. Findings indicate that progressive degrees of librarian collaboration in two distinct areas (research instruction and/or faculty syllabus consultation) had a marked and statistically significant impact on student IL skills. This presentation will discuss our findings and suggest strategies at the individual and program level that contribute to effective course collaboration frameworks in the first year and beyond. These include outcomes-focused teaching, ongoing professional development for faculty and librarians, and intentional communities of practice, all of which provide a bridge across diverse syllabi and subjects while preserving the individuality of librarian pedagogy. Title: More = Better: A Rubric-Based Evaluation of Librarian Course Collaborations at the First Year Author: Tagge, Natalie, Lowe, Sara, Booth, Char, Stone, Sean Year: 2014 In the summer of 2013, the Claremont Colleges Library undertook a rubric-based assessment of Pitzer College First-Year Seminar papers to determine if librarian course interventions had an impact on information literacy (IL) performance in student writing. Findings indicate that progressive degrees of librarian collaboration in two distinct areas (research instruction and/or faculty syllabus consultation) had a marked and statistically significant impact on student IL skills. This presentation will discuss our findings and suggest strategies at the individual and program level that contribute to effective course collaboration frameworks in the first year and beyond. These include outcomes-focused teaching, ongoing professional development for faculty and librarians, and intentional communities of practice, all of which provide a bridge across diverse syllabi and subjects while preserving the individuality of librarian pedagogy. Close

• 10. [Article] Library on Demand: Now Delivering Fresh Services to Your Online Course!

  Working in conjunction with other key campus stakeholders, the University of Alberta Libraries has developed a customizable Library Resources widget that makes it easier for students to access valuable ...

  Citation × Citation Citation Abstract Copy Title: Library on Demand: Now Delivering Fresh Services to Your Online Course! Author: Feisst, Debbie, Frail, Kim, Johnston, Lindsay, Mandville, Angie Year: 2014 Working in conjunction with other key campus stakeholders, the University of Alberta Libraries has developed a customizable Library Resources widget that makes it easier for students to access valuable library resources at their place and point of need within their online course management system (CMS). This seamless integration of library resources and services into online courses represents a time-saving enhancement for faculty and students as well as a springboard to information literacy learning within the virtual classroom environment. We will outline the project history and describe how this initiative grew from a department-based project into a campus-wide model with an emphasis on scalability, customization, and collaboration. Building relationships beyond the library is vital for the success of initiatives which require campus-wide adoption. We will elaborate on the mutual benefits of these relationships and consider future directions to further our online presence. Title: Library on Demand: Now Delivering Fresh Services to Your Online Course! Author: Feisst, Debbie, Frail, Kim, Johnston, Lindsay, Mandville, Angie Year: 2014 Working in conjunction with other key campus stakeholders, the University of Alberta Libraries has developed a customizable Library Resources widget that makes it easier for students to access valuable library resources at their place and point of need within their online course management system (CMS). This seamless integration of library resources and services into online courses represents a time-saving enhancement for faculty and students as well as a springboard to information literacy learning within the virtual classroom environment. We will outline the project history and describe how this initiative grew from a department-based project into a campus-wide model with an emphasis on scalability, customization, and collaboration. Building relationships beyond the library is vital for the success of initiatives which require campus-wide adoption. We will elaborate on the mutual benefits of these relationships and consider future directions to further our online presence. Close