Twitter Chat about Polling Tools

Join @ACRL_IS_TECH for a Twitter chat about the use of polling tools in academic libraries on Tuesday, June 14 at 11 a.m. Pacific | 12 p.m. Mountain | 1 p.m. Central | 2 p.m. Eastern.

Read the latest Tips and Trends on Polling Tools before the chat or just come to share your experiences with polling tools and learn from others.

The discussion will last an hour under the hashtag #istechchat  For more information about the chat, visit http://bit.ly/istechchat Discussion questions will be posted 24 hours before the chat.

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IS Discussion Forum at Annual

How can academic libraries better serve their graduate student populations?

Join the ACRL Instruction Section’s Discussion Group at Annual to discuss creating a first-year library experience for graduate students. The ACRL IS Discussion Group Steering Committee presents:

They’ve Already Come (Now We Need to Build It):  Constructing a First-Year Experience for Graduate Students

a discussion led by Dr. Wendy Doucette, Graduate Research and Instruction Librarian, and Ms. Joanna Anderson, Distance Education Librarian, from East Tennessee State University

June 25, 2016 | 4:30pm – 5:30pm

Orlando, FL | Convention Center, Orange Ballroom C

Doucette and Anderson will lead a discussion to generate ideas about what would constitute the library’s responsibility towards a first-year experience for graduate students.

Learn more about the session in the discussion digest.

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May 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.

May 2016 Site of the Month:  MLA Play
Interview with: Mary Hanlin and Denise Woetzel
Interviewer: Jennifer Sharkey

Project description: MLA Play consists of four lessons that guide the student to a better understanding of the essential patterns and formatting standards used in MLA format. Although there are dozens of online MLA tutorials, this tutorial is unique in that it focuses on helping students understand the pattern by explaining the reasoning behind the word order. This tutorial aims not simply to show MLA, but also to help students really understand the “what” and the “why” of MLA. Also, the tutorial explains MLA in a direct and accessible manner.

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/may-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 in the coming weeks!

Jodie Borgerding and Bill Marino
Co-chairs, ACRL IS PRIMO Committee

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Bonus 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.

Bonus Site of the Month:  Analyze Your Research Strategy Tutorial
Interview with:  Kimberly Willson-St. Clair, Claudia Weston Irla, and Meredith Farkas
Interviewer:  Amanda Clossen

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.

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/bonus-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 in the coming weeks!

Jodie Borgerding and Bill Marino
Co-chairs, ACRL IS PRIMO Committee

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April 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.

April 2016 Site of the Month:  Exploring Academic Integrity Tutorial
Interview with:  Dani Brecher Cook and Char Booth
Interviewer:  Megan Hodge

Project description: The Exploring Academic Integrity Tutorial (EAIT) introduces students to the idea of being part of the scholarly conversation, and by extension the rights and responsibilities that come with being part of a scholarly community. The interactive online EAIT consists of four core sections, each with a thematic tie to concepts from information literacy and information ethics. By the end of the tutorial, the goal is that students feel a more personal connection to the production and use of scholarly material, and a more nuanced understanding of academic honesty as a result.

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/april-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 in the coming weeks!

Jodie Borgerding and Bill Marino
Co-chairs, ACRL IS PRIMO Committee

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Recording from “New Framework, New Directions” Virtual Panel

The IS Teaching Methods Committee would like to thank everyone who attended it’s virtual panel titled “New Framework, New Directions: Teaching Information Literacy in a New Context” on April 25, 2016. We greatly appreciate Tania Alekson, Megan Hodge, and Andrea Baer for providing thoughtful conversations regarding the implementation of the ACRL Framework at their respective institutions.

In case you missed the virtual panel, or are just learning about this event, we are providing links to the presentation content for your viewing pleasure.

 

 

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IS Election Results

Congratulations to the new IS officers!

Vice-Chair/Chair-Elect: Merinda Kaye Hensley

Secretary: Melissa Bowles-Terry

Members-At-Large: Jo Angela Oehrli and Maura Seale

For more ACRL election results, visit this page.

 

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Cognitive Mapping the Library Tour

ACRL IS Newsletter article, extended content, by Marissa Mourer, Librarian for the College of Arts, Humanities, and Social Sciences, Humboldt State University (Email: marissa.mourer@humboldt.edu; Twitter: @marissamourer)

As part of your one-shot instruction, a library tour has been requested. Are you measuring its value to the session? I’ve incorporated a five-minute qualitative assessment – cognitive mapping – that provides a small  glimpse into students’ recollections and prioritization of library collections, resources, and spaces.

Although cognitive mapping takes several forms, I am referring to students rendering a physical map of the library – from memory –  in order to capture their own reflections on what the library has to offer (Duke & Asher, 2013; Cubukcu, 2003; Kitchin, 1994)

Cognitive mapping is not new to libraries, but has typically been used for space planning  (May, 2011; Given & Leckie, 2003; James, 1983; Ridgeway, 1983).

I use cognitive maps to quickly capture 1.) patterns of highest attention and interest; 2.) how students’ maps might match my own expectations; and 3.) how future tours might be adjusted to deepen students’ connections to the library that are most relevant to the instructional session or research assignment at hand.

Following a 10-15 minute tour within a 90-minute instructional session, class sizes of ~25 students return to the instructional space where they’re given an outlined floor map of our university library. Students tend to map structural features first so these are provided (Horan, 1999). The maps identify the instructional space and staircases/elevators for orientation purposes. I first give all students red ink pens with simple instructions: “Note anything you recall from the tour on this map for the next minute. Please write notes on all three floors of the library.” At the end of one minute I collect their pens and they continue the exercise for another minute using their own pen. At the end of two minutes I collect the maps.

Maps typically contain 10-20 notes/drawings recording what students know, remember, or prioritize about the library, whether it’s collections, resources, or spaces. By comparing the notes in red to their subsequent notes, I see a snapshot of students’ cognitive order of importance of library resources.

There are notable shortcomings. Maps are cultural probes of attention, memory, interest, and past experience; strong conclusions cannot be drawn from this method alone (Heft, 2013; Khoo, et al, 2012; Horan, 1999; Sandstrom & Sandstrom, 1995). I can only wonder about the significance of students’ notes. Mapping can exclude some students with disabilities so accommodations should be planned.

So far, students’ maps overwhelmingly note collections and art over signage, collaborative spaces, technology, or furniture. I’ve received a mix of written notes and hand-drawn images. Anecdotally, mapping has been received favorably. Maps across disciplines feature roughly the same number of notes, which indicates some level of engagement with both the tour and mapping exercise within a workable timeframe.

I have adjusted tours to incorporate a story or provide answers to items unexpectedly featured repeatedly; introduced attention getters at key collections that weren’t noted prominently; and reexamined my own perceptions about students.

Ultimately, cognitive maps are engaging student learning activities that are shaping my own instructional practices and perceptions about student use of the library.

Bibliography for more information about cognitive mapping:

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IS Program at ALA to Focus on “Authority is Constructed and Contextual” Frame

The Instruction Section 2016 conference program will be held on Saturday, June 25 from 1-2:30 pm. at the Orlando Convention Center.  The topic for this year’s program is “Authority is Constructed and Contextual: A critical view.” Four invited panelists who are experts in critical pedagogy will offer their insights on the ACRL Frame “Authority is Constructed and Contextual.” In a talk show-style format, a moderator from the program planning committee will lead an engaging Q & A, with plenty of opportunities for audience input.  Join us for what is certain to be a thought-provoking program. This event will be immediately preceded by the Instruction Section Awards Ceremony, including the 2016 winners of the Rockman Instruction Publication of the Year Award and the Miriam Dudley Instruction Librarian Award. Find it in the ALA Schedule.
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Join us at the IS Soiree at ALA!

Join your colleagues at the IS Soiree Saturday, June 25, from 5:30 to 7:30 PM. at David’s Club Bar & Grill, located at the Hilton Orlando.  This event is free and there is no minimum purchase required.  Food and beverages, including local and craft beers, will be available for purchase, with more information on the venue here:  http://www.thehiltonorlando.com/dine/davids-club.html

 

Complimentary transportation to the Hilton is available via ALA Annual shuttles.  For more information about location, visit http://www.thehiltonorlando.com/assets/pdf/NEW%20Property%20Map_Group.pdf

 

Instruction Section Membership and Local Arrangements committee members will be available on site to welcome members to the event!  No need to RSVP, but if you have questions about the event or accessibility, please contact either Leecy Barnett lbarnett@lynn.edu or Tammera Race trace@ncf.edu.
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