Tips and Trends: Digital Labs

The ACRL Instruction Section, Instructional Technologies Committee, has published their latest Tips and Trends article, “Digital Labs,” written by Suzanne Julian and Patricia McPherson. Tips and Trends introduces and discusses new, emerging or even familiar technologies that can be used in library instruction.  In the latest installment, learn about digital labs in academic libraries, the services they provide and how they can benefit library instruction.“Digital Labs” is freely available at http://bit.ly/tipsandtrendsfa16.

Our committee would like to see what’s happening at the digital lab in your library and invite you to share images to our Digital Labs album. We developed this album because we wanted to create a resource for digital lab personnel to highlight their space and a forum where those considering developing a digital lab or makerspace can turn to for ideas or inspiration. We welcome your contributions and encourage you to share it with colleagues who might want to share their work.

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2017 ALA Midwinter Current Issues Virtual Discussion Forum

“Extreme Makeover: A Blueprint for Redefining the Role of the Liaison Librarian in the Academic Library”

Discussion Convener: Cinthya Ippoliti, Associate Dean for Research and Learning Services, Oklahoma State University Library

February 8, 2017 |2:00 pm 3:00 pm Central Time
 http://ala.adobeconnect.com/r90eus6xh2c/

Link to Discussion Forum Handout

Liaison roles have undergone a dramatic transformation in the last decade which shifted focus away from more traditional activities such as providing reference support at a dedicated desk, spending a set amount of collection funds, and conducting library instruction classes based on faculty requests, and on to areas such as outreach, scholarly communications, and research data management. The recent work of Anne Kenney, “Leveraging the Liaison Model” and ARL’s “New Roles for New Times: Transforming Liaison Roles in Research Libraries” have underscored a need for these new directions to be supported through providing professional development for liaisons and developing ways of measuring and communicating the impact of this work.

Oklahoma State University Library is no exception to this trend in the changing role of liaisons. When I was hired as a new Associate Dean for Research and Learning Services in 2014, I was charged with re-envisioning the newly formed Research and Learning Services Division (RLS) to:

  • Develop a new Academic Liaison Program that defines the notion of what it means to be “engaged” as a liaison
  • Create a systematic way to positively engage faculty, staff, and students outside of the classroom and provide targeted programming, services, and support that will focus on all aspects of how our collective community perceives and interacts with the library
  • Implement internal processes for evaluation, innovation, professional development, and scholarship that enable a flexible, cutting-edge approach to daily work and longer-term planning

Utilizing the concepts of managing change through the work of George Kotter, and more recently, Chip and Dan Heath, the authors of “Switch: How to Change Things When Change is Hard,” this discussion session will engage participants to delve into the issues related to these trends. We will analyze a model of change management that addresses the following elements:

  • Reviewing what’s working as well as what’s not
  • Developing a clear vision and direction
  • Breaking down the change into smaller segments
  • Cultivating a sense of identity through shared purpose and new habits

Reflection Questions:

  1. What are the most pressing issues related to the changing roles of liaisons at your institution?
  2. How are you measuring and communicating the impact of these activities to your campuses and communities?
  1. How can you better leverage these opportunities to establish deeper collaborations with faculty, researchers, and students?

Recommended Readings:

Heath, Chip, and Dan Heath. 2010. Switch: How to Change When Change is Hard. New York: Crown Publishing Group.

Jaguszewski, Janice, and Karen Williams. 2013. New Roles for New Times: Transforming Liaison Roles in Research Libraries. Washington, DC: Association of Research Libraries. http://www.arl.org/storage/documents/publications/nrnt-liaison-roles-revised.pdf.

Kenney, Anne R. 2014. Leveraging the Liaison Model: From Defining 21st Century Research Libraries to Implementing 21st Century Research Universities. New York: Ithaka S+R.  http://www.sr.ithaka.org/wp-content/mig/files/SR_BriefingPaper_Kenney_20140322.pdf.

Kotter, John P., and Dan S. Cohen. 2002. The Heart of Change: Real-life Stories of How People Change Their Organizations. Boston: Harvard Business Press.

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December 2016 Site of the Month

The Peer-Reviewed Instructional Materials Online (PRIMO) Committee of the Instruction Section of ACRL is pleased to announce that a new Site of the Month interview has been posted to our committee website.

December 2016 Site of the Month: Introduction to Tripod
Interview With: Alex Pfundt
Interviewer: Rebecca Maniates

Project Description: This interactive tutorial provides an introduction to searching Tripod, the library catalog of the Tri-College Libraries (Bryn Mawr College, Haverford College and Swarthmore College), and covers searching for known items and items by topic and finding physical items in the library using Library of Congress call numbers. This tutorial was developed as part of a larger project to “flip” one-shot library instruction and further explore the benefits of blended learning in the liberal arts.

The full interview is available at: http://acrl.ala.org/IS/instruction-tools-resources-2/pedagogy/primo-peer-reviewed-instruction-materials-online/primo-site-of-the-month/december-2016-site-of-the-month/

To see the archive of previous Site of the Month interviews, please see http://acrl.ala.org/IS/instruction-tools-resources-2/pedagogy/primo-peer-reviewed-instruction-materials-online/primo-site-of-the-month/

Look for more interviews this fall!

Megan Hodge and Bill Marino
Co-chairs, ACRL IS PRIMO Committee

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November 2016 Site of the Month

The Peer-Reviewed Instructional Materials Online (PRIMO) Committee of the Instruction Section of ACRL is pleased to announce that a new Site of the Month interview has been posted to our committee website.

November 2016 Site of the Month: Pima Community College Library Tutorials
Interview With: Sandra J. Ley and Rob Booth
Interviewer: Lindy Scripps-Hoekstra

Project Description: Pima Community College Library’s online, self-paced tutorials instruct students in academic-level research skills at point-of-need, without the limits of time or place. The tutorials educate and entertain researchers as they accompany an animated anthropology student on a research quest into the desert southwest. The tutorials’ setting reflects the unique landscape and history of Tucson, Arizona. Upon completion of the four tutorials, students are able to explore, select and focus a research topic, identify the nature and purpose of a variety of information resources, determine the extent of information needed, and effectively search the library catalog and article databases.

The full interview is available at: http://acrl.ala.org/IS/instruction-tools-resources-2/pedagogy/primo-peer-reviewed-instruction-materials-online/primo-site-of-the-month/november-2016-site-of-the-month/

To see the archive of previous Site of the Month interviews, please see http://acrl.ala.org/IS/instruction-tools-resources-2/pedagogy/primo-peer-reviewed-instruction-materials-online/primo-site-of-the-month/

Look for more interviews this fall!

Megan Hodge and Bill Marino
Co-chairs, ACRL IS PRIMO Committee

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Featured Teaching Librarian: Michael Stoepel

Several times a year, the ACRL Instruction Section Teaching Methods Committee selects and interviews a librarian who demonstrates a passion for teaching, innovation, and student learning. Nominate yourself or someone great!

Michael Stoepel of the American University of Paris

Michael Stoepel of the American University of Paris

Name: Michael Stoepel

Institution: American University of Paris – Library

Job Title: User Services Librarian

Number of Years Teaching: 6

What’s your favorite vacation place you have traveled to or where would you like to visit?

My next travel is to Spain – I hope. I want to visit Granada and Cordoba.

Where do you do your best thinking?

In the kitchen when I drink my coffee in the morning.

Describe your favorite teaching method (e.g. flipped classroom, problem-based learning).

My preferred way of teaching is active learning in the classroom as I believe that it is most effective. However, learning styles might differ and I try to adapt my teaching to it. PBL is a good way of engaging students, especially if you link your library sessions to assignments before students have to hand them in (“teachable moment”). I like the idea of the flipped classroom but yet, I have not found the best way of integrating it into my teaching. I am still experimenting.

This semester, I started using EasyGenerator to develop short tutorials for my class sessions. Either I use those tutorials to prepare my sessions or to follow up on them. However, I think that it is important to keep in mind how to integrate those tutorials into your teaching/student’s learning as they should not be stand-alone learning entities. So far, students have responded to the tutorials in a mixed way. Some of them found them “very informative” and “helpful”, others thought that they were “boring.” I like the idea of user design and I will try to use the feedback to improve the tutorials.

Describe a favorite activity that you use with students (this could be for a face-to-face class, online, or hybrid class).

One of my favorite active learning exercise is called “chalk talk.” I ask students to work in groups of 2, 3 or 4 and they have to write down their thoughts (i.e. find criteria for evaluating sources) on a sheet of paper (for two minutes). Students are not allowed to speak, only the “chalk talks.” Once, they are done with the chalk talk, I ask them to agree in their groups on one aspect that they have written down and to report back to the class (think-pair-share). I like the exercise because it activates students thinking in a quiet environment (for two minutes) before starting the classroom discussion.

Tell us how you assess your classes (e.g. mud cards, clickers, reflections).

I like the one-minute exit papers for the one shot sessions. For the FYE program, we conduct pre- and post-assessments even though I prefer qualitative assessment over quantitative assessment. Rubrics and formative assessment would be great to set up in courses but given the fact that we do not get the chance to intervene during the drafting of bibliographies, the application of rubrics is complicated. There is one Classroom Assessment Technique (CAT) that I like a lot – it is called RSQC2 (Recall, Summarize, Question, Connect, Comment).

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October 2016 Site of the Month

The Peer-Reviewed Instructional Materials Online (PRIMO) Committee of the Instruction Section of ACRL is pleased to announce that a new Site of the Month interview has been posted to our committee website.

October 2016 Site of the Month: Student2Scholar: Academic Literacies and Research Skills for Social Science Graduate Students
Interview with:  Cory Laverty (Queen’s University); Monique Flaccavento (University of Toronto); Elan Paulson (Western University)
Interviewer: Jennifer Sharkey

Project description: Student2Scholar (S2S) is a series of ten self-paced, interactive, online and openly available modules built on the Association of College & Research Libraries’ Framework for Information Literacy for Higher Education. S2S learning outcomes are designed to help students develop their critical thinking, organization, research, and communication skills, to enable them to participate more actively and confidently in their communities of research. Modules incorporate a range of motivational strategies such as badging, quizzes, self-reflections, an online research workbook and other interactives. A facilitators’ guide for instructors and librarians also enables integration of any or all modules into face-to-face, blended, or online learning scenarios.

The full interview is available at: http://acrl.ala.org/IS/instruction-tools-resources-2/pedagogy/primo-peer-reviewed-instruction-materials-online/primo-site-of-the-month/october-2016-site-of-the-month/

To see the archive of previous Site of the Month interviews, please see http://acrl.ala.org/IS/instruction-tools-resources-2/pedagogy/primo-peer-reviewed-instruction-materials-online/primo-site-of-the-month/

Look for more interviews this fall!

Megan Hodge and Bill Marino
Co-chairs, ACRL IS PRIMO Committee

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Featured Teaching Librarian: Caprice Roberson

Several times a year, the ACRL Instruction Section Teaching Methods Committee selects and interviews a librarian who demonstrates a passion for teaching, innovation, and student learning. Nominate yourself or someone great!

Caprice Roberson of College of Southern Nevada

Caprice Roberson of College of Southern Nevada

Name:  Caprice Roberson

Institution:  College of Southern Nevada

Job Title:  Instructional Services Librarian

Number of Years Teaching: 5

Why did you become a librarian?

I’ve worked in libraries since becoming a shelver at 16 years old. I loved being able to actually see how the work we do and the services we provide impact a person’s life.

What’s your favorite vacation place you have traveled to or where would you like to visit?

I loved visiting Barcelona, and I can’t wait to be able to go back!

Describe a favorite activity that you use with students:

I get to do one of my favorite in-person activities, an evaluation exercise, in a couple ENG 101 classes I am embedded in every semester. I adapted the activity from an article I read (apologies to the authors, I do not have the citation information).

I split the class into groups and show them a “bad” source—something I, as a librarian, would not use in academic-level research. I then ask them to tell me why they think I would not use it, which leads to a discussion on what we should look for when evaluating sources. I then take a research topic one of the students are working on, and we discuss as a class what we would find in the “perfect” source for that topic (who, what, where, when, why). The groups then each compete to try to find a source that fits our criteria as best as possible. Everyone presents their source, and we vote on a winner. We finish up with a discussion on how there is rarely a “perfect” source, and how they will have to decide for themselves whether or not a source is appropriate to use.

I do this exercise on my first class visit, before I get into the how and where of actually searching. I think this approach sets a good foundation for not just finding possibly relevant information, but critically thinking about it and its uses in their research.

Tell us how you assess your classes:

Working with the instruction team here at the library, I have spent the past couple years trying to figure out how to assess our one-shot instruction sessions in order to demonstrate our direct impact on student success. Currently, we are on our second iteration of a tool that is designed to measure whether students achieved the outcome for the session by asking them a couple of short questions. Librarians then grade responses against a shared rubric. It’s not perfect, and we are still working to improve the tool, but I am proud of the work we have done, and continue to do, towards assessing our impact on student success.

Describe your experience with instructional technologies:

A large part of my job is creating online learning objects, and I am a huge fan of Articulate Storyline. Here at CSN, our second largest campus is our online campus, meaning there are thousands of students we will never have the chance to see in person. A few of the librarians here, including myself, worked to put together our comprehensive, interactive online research tutorial, Research 101 (http://libguides.csn.edu/research-101/), made using Storyline, with LibGuides as our content management system. I am not a fan of creating or watching screencasts, so I love that Storyline allows me an interactive way to teach those students that I cannot see in person. I have customized many tutorials based on specific class and assignment requirements, with a personal avatar I frequently use. I appreciate that this technology makes it easier for us to connect with and teach students online.

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September 2016 Site of the Month

The Peer-Reviewed Instructional Materials Online (PRIMO) Committee of the Instruction Section of ACRL is pleased to announce that a new Site of the Month interview has been posted to our committee website.

September 2016 Site of the Month:  Information Literacy: Primary and Secondary Sources
Interview with:  Cynthia Lewis
Interviewer: Gabriel Duque

Project description: This interactive learning module takes students through the process of identifying the differences between primary and secondary sources.

The full interview is available at: http://acrl.ala.org/IS/instruction-tools-resources-2/pedagogy/primo-peer-reviewed-instruction-materials-online/primo-site-of-the-month/september-2016-site-of-the-month/

To see the archive of previous Site of the Month interviews, please see http://acrl.ala.org/IS/instruction-tools-resources-2/pedagogy/primo-peer-reviewed-instruction-materials-online/primo-site-of-the-month/

Look for more interviews this fall!

Megan Hodge and Bill Marino
Co-chairs, ACRL IS PRIMO Committee

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Call for Proposals: 2017 ALA Annual IS Preconference

 

framework2

Moving Beyond the “Framework Blues”: Teaching Information Literacy with a Social Justice Lens

The ACRL Instruction Section (IS) 2017 ALA Preconference Planning Committee invites you to share preconference program proposals for workshops about transitioning from the ACRL Information Literacy Competency Standards for Higher Education to the Framework for Information Literacy for Higher Education, specifically through a social justice lens. ALA 2017 will be held June 22-27, 2017 in Chicago, Illinois. ALA Preconferences will take place on June 23, 2016.

The transition from the ACRL Standards to the Framework is in full force, yet many academic librarians are unsure how to proceed with this new, unfamiliar document and feel daunted by the task. Moreover, with the push for critical information literacy and social justice-oriented instruction in academic librarianship, some librarians have critiqued the Framework for having liberal ideological underpinnings and assuming a universality that doesn’t account for historical difference or responsibility to the other. The Framework mentions power relations in some places, but these references and gestures towards critical information literacy are inconsistent. Many questions about teaching with the Framework remain. How can the Framework be used to teach critical information literacy fully and authentically? How is the Framework compatible with social justice-oriented instruction?

With these questions in mind, the Instruction Section invites proposals for workshops on transitioning to the Framework specifically with a social justice lens. Many different types of critical information literacy or instruction scenarios using the Framework could be addressed. For example,

  • Have you taught students about the marginalization of certain voices in academic discourse, and the privileging of academic discourse in general over other types of discourse, incorporating the frames Information Creation as a Process, Authority is Constructed and Contextual, or Scholarship as Conversation?
  • Have you taught students about information privilege, the injustices of digital divides, and the ways in which students might participate in the Open Access movement, incorporating the frames Information Has Value or Research as Inquiry?
  • Have you taught students about their own power, privilege, and oppression, using Scholarship as Conversation or Research as Inquiry, in ways that have helped them reflect on their roles in society and encouraged direct action or political participation?
  • Have you been able to use critical race theory, feminist epistemologies, or other contemporary critical approaches to teach some of these frames?

Workshops that address both the Framework and critical information literacy or social-justice oriented instruction will be considered. Workshop proposals may address the following:

  • Lesson planning, assignment or curriculum design
  • Assessment
  • Service learning, or problem-based learning
  • Discipline-specific instruction
  • Professional development opportunities for colleagues or other librarians
  • Critiques of the Framework from the perspective of critical information literacy
  • Critical pedagogy
  • Any additional aspects of teaching involving both the Framework and critical information literacy or social-justice oriented instruction

During the full-day preconference, participants will develop the skills to help them succeed in this transition to the Framework through a social justice lens by exploring the language of the Framework and reflecting upon the Framework’s compatibility with social justice themes through several hands-on activities. We welcome proposals in any of the following formats:

  • Facilitated roundtable discussions, 50 minutes
  • Interactive workshops, 50 minutes
  • Presentations, 20 minutes
  • Panels, 75 minutes (including time for questions)

Application Deadline: October 14, 2016

To submit a proposal, please use the online submission form. Submissions should be 500 words or less and include 2-3 learning outcomes.

The ACRL IS Preconference Committee will review all proposals  and applicants will be notified by November 4, 2016.

If you have any questions, please feel free to contact the IS Preconference Planning Committee chair, Robin Ewing rlewing@stcloudstate.edu.

We look forward to hearing from you!

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MENTORS NEEDED! DEADLINE EXTENDED! Join the ACRL/IS Mentoring Program!

 

Do you want to share your professional library instruction experience? Do you want to lead and build a relationship with a new colleague?  Please consider becoming a mentor for the 2016-2017 ACRL/IS Mentoring Program!

 

The purpose of the ACRL Instruction Section Mentoring Program is to contribute to the professional development of academic librarians who teach information literacy by pairing librarians experienced in teaching with librarians new to instruction or to the Instruction Section. Mentors should have a passion for instruction and experience in this field. Mentees will be librarians seeking to improve their instruction skills and knowledge and enthusiastically welcome your input and collegiality! In order to create mentor/mentee pairs by the beginning of the Fall Semester, we ask that you fill out our online application by September 20, 2016.

 

Applicants need to be members of ACRL and the Instruction Section to be eligible.
Mentor applicants, please use this form.

If you have questions about the ACRL Instruction Section Mentoring Program, please contact the Committee Chair, Bethany Herman (bethany.n.herman@gmail.com), or visit the IS Mentoring Program for more information.

Complete URL:

Mentor Application Form: https://docs.google.com/forms/d/11WYNrdgf7JBDEYFp42ir5HnJLyqtL4c7U_DyYSzlAgQ/viewform
IS Mentoring Program:http://acrl.ala.org/IS/is-committees-2/committees-task-forces/mentoring-program/

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