Accepted PRIMO Projects – Fall 2019

The Peer-Reviewed Instructional Materials Online (PRIMO) Committee of the Instruction Section of ACRL is pleased to announce that the following projects were accepted into the PRIMO database during its fall review cycle:

  1. Library Research Tutorials (Marley Killgore, Nate Beyerink, Anthony Rodgers, Jess Williams, Dani Wellemeyer, Courtney Strimel, Julie Hartwell, Sean McCue – UMKC University Libraries)
  2. Writing a Literature Review (Kian Ravaei, Taylor Harper – UCLA)

Look for interviews with some of the creators of these projects at the PRIMO Site of the Month website during the spring.

If you would like to nominate a project to be considered for inclusion in the PRIMO database, the spring deadline is April 24, 2020. Submit your own project for consideration no later than May 8, 2020.

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Tips and Trends: New Issue on Video Tutorials

The ACRL Instruction Section, Instructional Technologies Committee, has published their latest Tips and Trends article about Video Tutorials. This issue explores how video tutorials are used to inform researchers about general and advanced research techniques, demonstrate how to use specific electronic resources, and highlight access service policies.

Published by the Instructional Technologies Committee of the ACRL Instruction Section, Tips & Trends introduces and discusses new, emerging or even familiar technologies that can be used in library instruction. To see this and previous Tips & Trends, visit the Instructional Technologies Committee webpage.

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Call for Proposals: 2020 ACRL Current Issues Virtual Discussion Forum

Is there an instruction issue you wish more folks were talking about?

The IS Current Issues Virtual Discussion Forum is an opportunity for library workers to explore and discuss pressing topics related to library instruction and information literacy. The IS Discussion Group Steering Committee welcomes topic proposals from individuals who are interested in facilitating the discussion. We strongly encourage proposals that promote participant reflection and discussion.

Proposals will be reviewed based on the following criteria:

  • clarity of focus
  • how well the topic lends itself to a meaningful discussion
  • observed significance of the proposed issue for library workers and learners

The Steering Committee will support the selected facilitator by issuing a second call for panelists, and hosting and publicizing the forum.

Application Deadline: February 27, 2020
To submit a proposal, please use the online submission form.
Applicants will be notified by March 31, 2020.

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

Questions?
Contact the ACRL IS Discussion Group Steering Committee Chair, Melissa Harden (mharden@nd.edu) or Vice-Chair, Kristine Nowak (kristy.nowak@colostate.edu).

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Call for Nominations: ACRL Instruction Section Featured Teaching Librarian

Do you know someone who is an amazing teaching librarian? 

If yes, consider nominating them as a Featured Teaching Librarian!  
If you’re an amazing teaching librarian, consider nominating yourself.  

The ACRL Instruction Section Teaching Methods Committee wants to highlight excellent teaching librarians.  Several times during the year, the committee selects and interviews a librarian who demonstrates a passion for teaching, innovation, and student learning.  This feature provides a way to showcase amazing teaching librarians on the ACRL Instruction Section website and share their best teaching practices with others in the field. 

Consider nominating yourself or someone you think is amazing! 
Nominations are due by January 25th, 2019.

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Featured Teaching Librarian: Elise Nacca

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.

Name:

Elise NaccaElise Nacca

Institution:

The University of Texas at Austin

Job Title:

Head of Information Literacy Services

Number of Years Teaching: 

10

What are you reading right now?

The Warmth of Other Suns: The Epic Story of America’s Great Migration by Isabel Wilkerson. The book was exhaustively researched over decades, but it’s her clever storytelling device of weaving interviews with Southern blacks who migrated over the course of six decades that makes this tome a compelling read.

What’s your favorite thing to do in your free time?

I honestly like doing nothing. I enjoy wrestling with boredom. I like the moments upon waking when my brain is still adrift, and the moments before I fall asleep when my brain and body part ways for the night. I get my best thinking done in those moments. Thinking half formed thoughts on my own feels luxurious nowadays when we are expected to have pocket computers on our person at all times. I like to pretend it’s 1994 and no, I cannot just look it up right now.

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

The best interactions with students that I have had are the ones where I facilitate a source analysis activity in hands-on sessions with primary sources. Students don’t always lead with curiosity because school tends to be very goal-driven. Moments when we can prioritize inquiry-based learning and give students the permission to explore is one of my favorite teaching moments, even if I’m not really teaching anything. The worksheet I use prompts them to ask questions about the artifacts they are handling. Who produced it and for what purpose? Who is the audience? Where do you detect bias? Beyond that, I think this is also a space where we can teach curiosity by asking, What is surprising about this artifact? What do you want to know more about? Where are you going to look? Having students report out their questions and findings gives them the opportunity to showcase what they find valuable and exciting and to pass on new knowledge to their classmates.

How do you avoid teaching burnout?

I can’t imagine being burned out from teaching. I occupy a position of great privilege. In my role I engage with an array of disciplines and collaborate with faculty to teach freshmen research skills in a world class collection. Every year a new batch of students presents new perspectives on the shifting grounds where we teach information literacy skills. My job is to, in whatever small way I can, support undergraduates to become better citizens, to be curious, to be tenacious, and to contribute to research that will change the world.

So, my advice for those who are feeling burned out—remember what drew you to your work in the first place. Talk to a colleague about how you’re feeling. Or, explain your job to someone outside of our profession—I’ll bet they say, ‘Wow, that’s so cool.’

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

1) Teaching is a bad place for a perfectionist. You will mess up, you will explain something horribly, you will muck up a demo, you will tell a lousy joke. Everyone else will always seem like a better teacher than you. Often they are. But that’s not the point. The point is to continually reflect upon and rethink your practice to become a better teacher. And remember that when you hold yourself up to impossible standards, you are holding others up to those standards as well. That does not breed a community of trust, curiosity, and risk-taking.

2) College is hard. Lead with compassion when you teach and share with your students the times you stumbled, the times you had no clue. And share with them the passions that kept you going when you almost gave up—so they can find theirs.

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Diversity & Inclusion Task Force Survey

The Diversity & Inclusion Task Force has produced a survey to identify needed diversity & inclusion resources related to information literacy and instruction, and gather recommendations for the future of the Instruction Section regarding supporting diversity and inclusion within instruction programs, as well as making the Instruction Section more inclusive and diverse. The results of this survey will be used by the Task Force to compile a report of recommendations for the ACRL IS Executive Board.

We would appreciate your anonymous participation in the survey – regardless of whether or not you are a member of ACRL and/or the Instruction Section. Respondents will have the opportunity to sign up for a follow-up interview and/or focus group to expand on their responses. Any identifying information will be removed from the full survey responses to ensure anonymity.

The survey will be available until December 20, 2019.

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December 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.

A description of the project has been provided by the creators:

This short, interactive tutorial teaches students how to evaluate the quality of sources in the context of a particular research topic. It combines visual instruction, narration with closed captions, and interactive quizzes to help students learn at their own pace. This tutorial can be used in a flipped classroom, or it can be used to review material learned in class to complete homework and research assignments.

A link to the full interview may be found here.

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 2019 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.

A description of the project has been provided by the creators:

“This research tutorial, created in LibGuides CMS, is based on the Framework for Information Literacy for Higher Education. The tutorial outlines the steps in the research process, from creating a research question to citing sources, and also includes information on academic writing. Each module stands alone and can be inserted into learning materials for point of need research help. The video contains text, infographics, screenshots, and video. There are quizzes throughout for self-assessment, and a final quiz at the end that can be emailed to an instructor, or to the student. Many courses use it as a learning resource, and it is also accessible to the public on the Library website.”

The full interview is available here.

See the archive for previous Site of the Month interviews.

 

 

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Featured Teaching Librarian: Brooke Duffy

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.

Name:

Brooke DuffyBrooke Duffy

Institution:

Seton Hall University

Job Title:

Coordinator of Instruction Librarian

Number of Years Teaching: 

8

Are you a dogs or cats fan?

I love all animals, but my dog George is my soul mate!

What’s your favorite “thinking” beverage?

Coffee or tea! I just came back from Sweden, and they have this lovely tradition of fika, which basically means a coffee break with sweets. It’s a nice way to slow down and give your mind a break, which ultimately helps thinking!

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

This is a pretty simple activity, but in terms of teaching source evaluation, I like to have a conversation about sources at the end of class after students have had some time to do hands-on research. I find that students are better able to grasp source evaluation in a more nuanced way when they have sources in front of them that they themselves have selected. Students can “research their research” and think more critically with concrete examples and because they have a vested interest in making sure that these sources are appropriate for inclusion in their research; they tend to engage with the concepts more than if I brought in examples of sources for them to analyze.

Tell us about your favorite teaching tools (e.g., cool apps, clickers, etc.).

This semester we transformed our librarian-led tour of the library spaces and services for all first-year students into an app-based scavenger hunt. We used a tool called ActionBound which allows you to create mobile, interactive, location-based activities. It is free to use for smaller groups, but since we needed to use it for 1600+ students we did pay a subscription fee. It is seamless and easy to use both on the user and developer sides. You can put QR codes at specific locations and have students scan them, ask multiple-choice questions, have students take and upload pictures, and so on. It’s also very easy to make changes to the scavenger hunt along the way, so if you find that students are encountering difficulty with a task, you can modify the content and make it live immediately.

What is your favorite class to teach and why?

I love to teach classes in subject areas that are new to me. I offer to other librarians that if they get overwhelmed with classes for their liaison areas that I can cover for them. I find that it keeps me fresh thinking about how to present and engage students around different research methodologies and tools. I also enjoy making connections with students and faculty in areas that I might not usually meet.

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

One thing that is not always made clear when you are new to instruction is that everyone starts somewhere. Between learning how to communicate with faculty; to learning the vast number of research databases, tools, and skills; to learning how to effectively engage a class and create active lesson plans, there is a lot to learn. Some new librarians come in with pedagogical training from their library programs, but many do not. There are also a lot of “soft” skills (invisible labor?, emotional labor?) that can only be learned through experience and observation of what works and what doesn’t work. Also, you’re never going to make everyone happy. There will always be classes or students or professors who do not engage with the material you bring to them, and that’s not all on you. You do your best to get to know who you’re working with; you prepare to your best ability. It’s hard not to take things personally when something falls flat. It’s equally difficult to steer yourself away from becoming stale and out of touch with your student population. I think that’s why I love instruction though – it’s a challenge that never ends.

 

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October 2019 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 2019 PRIMO Site of the Month: Reading Scholarly Articles. Interview with creators Amanda Nichols Hess and Joanna Thielen and interviewed by Rachel M. Cooke.

A description of the project has been provided by the creators:

“Reading Scholarly Articles is a three-lesson, freestanding e-learning course that students can enroll in to learn more about effectively understanding peer-reviewed articles. The lessons provide chunked information with formative assessment opportunities throughout so that students can check their understanding about the concepts addressed. Students can select from a number of discipline-specific articles and formative assessment options so that they can get hands-on, practical experience in their subject area. The outcomes for this e-learning resource are that, upon completion, students should be able to:

  • Describe the kinds of information they will find in scholarly and popular articles, and identify the differences between these kinds of resources;
  • Identify the sections of a scholarly article as well as the kinds of information they can expect to find in each section; and
  • Explain strategies to read scholarly articles meaningfully and intentionally, and pick out the strategies that will be most useful as they read scholarly articles in their discipline.

Once students have worked through the three lessons, in order, they can take a quiz to test their knowledge; a score of at least 80% earns the Reading Scholarly Articles badge, which is a static credential of completion.”

The full interview is available here.

See the archive for previous Site of the Month interviews.

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