Library Instruction for Diverse Populations Bibliography

The Instruction for Diverse Populations Committee of the ACRL Instruction Section is pleased to announce the availability of the Library Instruction for Diverse Populations Bibliography, a Zotero library of key readings on teaching diverse populations in higher education. These articles have been curated by the members of the committee to aid teacher-librarians in their efforts to provide culturally-competent information literacy instruction to students from diverse groups and engage in inclusive pedagogy.

In addition to General Resources on teaching diverse populations within academic libraries, the Bibliography also addresses the following groups:

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December 2017 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 2017 Site of the Month: Arizona State University Library Tutorials – Developing a Research or Guided Question

Interview with: Bee Gallegos & Deirdre Kirmis
Interviewer: Sarah LeMire

Project Description: Developing a Research or Guiding Question, one of a group of general concept tutorials, teaches students how to turn a broad topic into a focused research question that can be analyzed in order to draw conclusions. This interactive web-based tutorial also includes a 10-question quiz at the end that can be graded and a script of the tutorial.

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-2017-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/

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November 2017 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 2017 Site of the Month: Arizona State University Library Tutorials – PICO: Research Questions for Health Sciences

Interview with: Bee Gallegos, Deirdre Kirmis, and Kevin Pardon
Interviewer: T. Eloise Stevens

Project Description: The PICO:  Research Questions for Health Sciences tutorial is part of a series of general research skills tutorials developed for ASU students.  Although the focus, as the title implies, is the health sciences, the PICO framework has value for students in other disciplines who are trying to define a topic and develop a thesis statement or answerable research question.  This tutorial is licensed through Creative Commons, so individual branding and other modifications can be made with attribution.

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-2017-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/

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October 2017 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 2017 Site of the Month: Arizona State University Library Tutorials – Academic Integrity 

Interview with: Bee Gallegos & Deirdre Kirmis
Interviewer: Brad Sietz

Project Description: Academic Integrity is an interactive web-based tutorial that teaches students about academic integrity and the consequences of academic dishonesty. It features an interactive game with academic integrity scenarios, a 10-question quiz at the end that can be graded, and a script of the tutorial.

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-2017-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/

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Featured Teaching Librarian: Emily Bullough

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!

Name: Emily Bullough

Institution: Utah Valley University, Fulton Library

Job Title: Reference/Instruction Librarian

Number of Years Teaching: Five

Are you a dogs or cats fan?  Definitely a dogs fan! In fact, one of my library’s instruction tutorials has a cats versus dogs theme, with a photo of my dog (Lucy) and my colleague’s cat (Ari).

What are you reading right now? Practical Magic by Alice Hoffman

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

I teach an online library research class, and my favorite activity is actually the “getting to know you” discussion we hold during the first week, to help build our learning community. I ask the students, if you could write and film a documentary, what would it be about? They come up with really fun and creative ideas every semester, and a bit later in the class when they start thinking of research questions to investigate, I remind them that their documentary idea could potentially work well.

What is your favorite class to teach and why?

I work with the behavioral science department at my university, and my favorite class to teach is for their research methods class. Most of the students have finished their first-year writing classes by this point, and are excited to be working within their major. The class involves developing a research proposal, including doing a literature review and designing a possible research study to investigate their question. I enjoy helping students learn effective ways to do their literature review, including where to locate current statistics and data. These same students sometimes come to me later for help finding survey instruments, which can be tricky for the students to do on their own. It’s always an exciting time in the semester when I see these research methods classes!

What class do you teach the most and how do you keep it fresh?

We have a large number of first-year writing class sections at our university, and the bulk of my teaching is for those composition classes. Our teaching librarians all use a standard presentation for these classes, which can be modified, if needed, for individual classes. The presentation helps provide consistency for the writing instructors even if they have a different librarian teaching for them each semester, but this does lead to a lot of repetitiveness for the librarians. The main way we keep it fresh is by asking students for their research topics to use as examples during the class, instead of using all canned examples. Students come up with such a variety of topics to research; this approach means every class is a little different! And we get to learn about new topics as we go.

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Featured Teaching Librarian: Rebecca Snyder

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!

Name: Rebecca Snyder

Institution: Icahn School of Medicine at Mount Sinai

Job Title: Manager, Information and Education Services

Number of Years Teaching: Two

Why did you become a librarian?

When I was a child, my mother built a PC for our home and used the early Web to search for health information while undergoing cancer treatment. I have fond memories of watching over her shoulder and learning some basic C++ commands, or following her to the library where I’d camp out on the floor of the history section as she perused self-help. I believe her insatiable love for learning became mine and libraries, great houses of knowledge, became my poetic space of choice. My sister once described my venture into librarianship as a natural progression toward professional “Know-It-All.” This is, perhaps, the most honest telling of my love affair with research.

What are you reading right now?

Dennis McCullough, M.D., a gifted geriatrician who coined the phrase “slow medicine,” wrote a how-to guide for elder caregiving titled My Mother, Your Mother: Embracing Slow Medicine. I read it once as I emerged into my death doula practice and developed an awareness that humans need guidance in prioritizing and selecting medical technologies during end-of-life processes. I’m revisiting it now as I work through aging in my own family.

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

Problem-based learning is commonly employed in medical education and can be an effective way to contextualize knowledge as students are becoming familiar with a new topic or skill. Because so much of what I teach involves technology, I find it particularly useful to develop scenarios that mimic real-life situations to provide opportunities to practice a skill in the presence of an instructor. For example, I’ve transitioned our instructional approach for reference management tools from lecture-based sessions to a hands-on clinic format in which students are encouraged to bring their personal device as well as current challenges to workshop. Not only are students more engaged with questions and feedback, they spontaneously begin helping each other troubleshoot problems. This approach requires the instructor to become intimately familiar with the content and develop confidence as unpredictable questions and pathways emerge. I’ve also enjoyed coaching other librarians in developing this skillset.

What class do you teach the most and how do you keep it fresh?

I spend a considerable amount of time teaching PubMed for the medical school. Like many database interfaces, the engine is unappealing, particularly to new medical students. Alternatives to it are sleekly-designed apps that offer syntheses and bypass the critical appraisal required to sift through the literature. Understandably, in a time-constrained environment, who would prefer to slog through the tool to find pertinent information?

My chief objective when teaching PubMed is to hone in on specific elements that are most contextually-relevant to the learner or group of learners in front of me. This requires a dynamic approach and I’m continually developing different scenarios to help users map out features most useful to them. I employ the use of metaphor to demonstrate virtual spaces within the PubMed family and to develop a narrative for how to navigate them. I play with nerdy humor, like intentionally running searches on macabre topics, to keep things light. But, most importantly to me, I employ pragmatism. I don’t act as if there is one path into the literature through this established, vetted tool. Instead, I encourage students to complete an exercise using their natural go-to option, even if it’s Google, and then offer suggested workflows on how to utilize features of that tool to take advantage of the robust index within PubMed. Or, I prompt them to surface problems in using their preferred methods so they’ll next identify strategies to validate information before applying it to a clinical scenario.

Name two things you would share with a librarian who is new to teaching.

It’s not uncommon for a new librarian to feel intimidated both among their peers as well as colleagues within an institution. With so much to learn, developing one’s teaching “voice” may seem daunting and the potential desire to mimic, strong. While we can learn from others who have experimented before us, and from literature documenting philosophies and methods, ultimately, the classroom becomes “ours” at some point. With respect to this emergence, I would share with a new librarian that:

1. Shared ownership of a group dynamic breeds vitality in adult education.
Familiarize yourself with the critical pedagogy literature. Designing learning experiences independent of the traditional role of an authority figure in the classroom is a powerful approach for establishing rapport and guiding learners toward skill acquisition. You’ll find yourself becoming a better listener.

2. In teaching and librarianship, failure is of equal importance to success.
There is an established practice in academic librarianship to acquire titles, publications, awards, and certifications. While most, if not all, of these opportunities enrich your understanding of the work we do, the time and energy spent on them is only as valuable to the future of the profession as the willingness you have to exert effort toward potential failures. Innovation awards are extended to winners, but experimentation necessarily produces useless effects at times. Establishing boundaries between your value and the value of your experimental products can be a liberating step toward a creative teaching practice.

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Publication Editor for 2018-2020

The Instruction Section is seeking a Publication Editor. This volunteer position provides final-round editing for IS publications. The position is intended to ensure that IS publications are consistent, professional, and polished, and that they reflect well on IS and on ACRL. This position is also intended to remove some of the burden of detail editing from IS committees or individuals, freeing them to focus more of their energy on a document’s content. The duties and responsibilities of the Publication Editor include:

  • Ensuring correct and consistent Chicago citation style
  • Final copy-editing as needed (i.e. grammar, punctuation, etc. according to Chicago)
  • Final proofreading as needed (i.e. factual accuracy, clarity, etc.)

Please see the full description for more details.

Interested in being considered? Please submit a letter of interest outlining your experience and knowledge applicable to the position, a curriculum vitae or résumé, and samples of relevant work to IS Vice Chair, Meghan Sitar, at msitar@umich.edu.

Deadline for applications is December 1. Applicants will be notified after the ALA Midwinter meeting.

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September 2017 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 2017 Site of the Month: Arizona State University Library Tutorials – MLA Citation Style

Interview with: Bee Gallegos & Deirdre Kirmis
Interviewer: Joshua Vossler

Project Description: MLA Citation Style is an interactive web-based tutorial designed to teach students when to cite and how to use MLA citation style with interactive examples of citing different sources. Features include ungraded activities embedded in the tutorial, a 10 question quiz at the end that can be graded, and a script of the tutorial.

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-2017-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/

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Call for Proposals: 2018 ALA Midwinter Current Issues Virtual Discussion Forum

The IS Current Issues Virtual Discussion Forum is an excellent opportunity for instruction librarians to explore and discuss topics related to library instruction and information literacy. The steering committee welcomes proposals from individuals who are interested in convening this discussion online in advance of the 2018 ALA Midwinter Meeting: January 24th, at 2 PM EST/11 AM PST..

If you would like to share your knowledge, help your peers learn from one another, and spark a lively conversation, submit a proposal to lead the IS Current Issues Virtual Discussion Forum today.

Application Deadline: November 3, 2017

To submit a proposal, please use the online submission form.

Applicants will be notified by November 17, 2017.

To see examples of past discussion topics, view the digests of past discussions online.

Questions?

Contact the ACRL IS Discussion Group Steering Committee Chair, Patrick Wohlmut (pwohlmut@linfield.edu) or Vice-Chair, Lauren Hays (ldhays@mnu.edu).

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Accepted PRIMO Projects – Fall 2016 and Spring 2017

The IS PRIMO Committee is delighted to announce that the following new projects were accepted into the PRIMO (Peer-Reviewed Instructional Materials Online) database. The accepted projects are as follows:

Fall 2016:

Spring 2017:

Congratulations to the creators of these excellent tutorials! Look for interviews with some of the creators of these projects at the PRIMO Site of the Month website during the fall.

If you would like to nominate a project to be considered for inclusion in the PRIMO database, the fall deadline is October 31, 2017. Submit your own project for consideration no later than November 14, 2017.

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