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The Innovative Library Classroom (TILC) 2016
No full textShort Abstract:
Skillful search savvy can be intimidating to beginning researchers, and, much to my chagrin, most of my students don’t prefer to wax philosophical about controlled vocabularies. How, then, can I stay excited about my work in the face of my own necessary repetition and of my students’ skepticism, anxiety, or boredom?
By re-tooling my approach to introductory information literacy sessions, I can demonstrate more sophisticated search technique to new audiences without becoming a broken record (good for me) or mired in technical jargon (good for them). Students benefit by learning how to begin research beyond the keyword, and I remain jazzed about how fun research can be in the bizarre and esoteric rabbit holes of an academic database.
Learning outcomes:
By the end of my session, we will have
-implemented CV-driven searching in the context of beginning research instruction
-shared and reflected upon our experiences using embedded database features to facilitate research
-created a sample lesson plan for use across discipline-specific instructional context
Do They Really Know? Collaborating with Faculty on Information Literacy Assessment
Get PDFThis poster will recount the experience of Miami University's Faculty Learning Community for Improving Student Research Literacy, a group of professors and librarians who work together on incorporating information literacy skills into the curriculum. Faculty members wondered early on how students in their classes conceive of their own information literacy skills. These conversations led to the creation of a survey for students to self-assess the information literacy skills that faculty perceived important, including: 1) How and where students are searching for information; 2) Student perceptions to perform information research, and its applicability outside the library; 3)Location(s) where students perform information research; 4)Differences in information literacy skill perceptions between class level and experience with paper writing. Approximately 400 students were reached with the survey instrument. Results of the survey were matched to professor definitions of information literacy and a common list of desired information literacy skills created by professors at the beginning of the academic year. Study results allowed community members to see where perceptions among professors, librarians, and students were similar, and where they differed greatly. The results led to rich and stimulating conversations about how students perceive information literacy
If You Build It, Will they Come: Creating and sustaining a borrowable collection of digital equipment
Get PDFLibraries’ ability to deliver information to end users and allow them to create information depends on a technological infrastructure that meets user demand and can evolves over time to reflect user needs. This session will share the experience of one library which has built an extensive collection of digital equipment and include a discussion of how this institution grows, evaluates provides access to and retains this collection
Improving the Effectiveness of LibGuides through Usability Testing
No full textPoster presentation at the 2011 American Libraries Association Annual Conference, New Orleans, LA.As information professionals, one of our primary responsibilities is to make information findable. As the amount of information continues to grow exponentially, the need to organize content and simplify the search process becomes imperative. We are eager to adopt any tools that can help us in this endeavor. Over 1,800 libraries throughout the world have adopted Springshare's LibGuides as a viable tool to organize resources. But how effective is our use of this powerful, highly-customizable tool? Have we structured content in a way that is intuitive and effective for our users? Miami University Libraries conducted formal testing on their LibGuides to determine the usability and effectiveness of the system. The results of these tests were used to compose a set of best practices for guides. This poster details the process and findings of our study
Reshaping retirement policies in post-industrial nations: The need for flexibility
No full textSocial Security programs in post-industrial nations are facing the need for policy reforms. Fiscal shortfalls in current Social Security programs are a major driving force promoting these reforms. At the same time, changes in longevity and the nature of work and retirement also suggest the need for policy reform. This article begins with a broad overview of some of the policy innovations of the Europe Union as a whole, and then focuses more in-depth on policy reforms in three countries that exemplify Esping-Andersen’s (1990) typology of welfare states: Sweden, Germany, and Canada. These three countries have passed policies that promote flexibility in retirement for older adults, including “gradual retirement”, “partial retirement”, and credit for caregiving activities. Keeping older adults in the labor force longer retains the tax base of contributors into Social Security as well as allowing those who want to stay in the labor force more choice. The reforms are discussed, along with their potential usefulness for future Social Security policy reforms in the United States
Leading by Example: Instructional shadowing as a professional development tool
No full textAs instructors, we each have a style and specific strategies for engaging students and communicating information effectively.
Continued engagement, development, and improvement as instructors can be difficult when we have tried and true methods that seem successful. We have formal methods of evaluation in place, but where can we seek new ideas and continue to develop as instructors? Our colleagues serve as some of our best resources. We opted to create an informal peer shadowing program that allows instructors the opportunity to observe and learn from colleagues in practical settings.
This shadowing program is intended to function as a professional development option, useful for both new and experienced instructors. It is not evaluative but aspires to spark creativity and partnerships.
This poster details the process for starting your own instructional shadowing program, including steps, assessment measures, considerations, and lessons learned