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Using LibGuides 2.0 & Video Creation Tools to Provide Distance Learning
Get PDFHow do we ensure students have access to library instruction and librarian support when they’re in an online course? Learn tips for using LibGuides and video creation tools to offer information literacy and library instruction on a subject or course specific level. We will share our experiences with LibGuides version 2.0 including establishing standards and best practices to better engage students and personalize services. Participants will learn how to utilize LibGuides statistics and Google Analytics to analyze usage and ensure relevancy of your guides. Gain an understanding of various video creation tools such as Jing and Camtasia to create engaging, accessible distance education tutorials. Finally, we will share our strategy for creating subject and course LibGuides to meet the specific needs of students in online courses
Integrated Information Literacy Assessment using ePortfolios
Get PDFePortfolios continue to gain strength in higher education as a viable and relatively quick method for assessment of student work. Miami University recently implemented Chalk & Wire as its ePortfolio system for the entire campus system of 21,000 undergraduates and 2,000 graduate students. Numerous programs and departments have embraced assessment using ePortfolios. One of the earlier adopters was the Honors Program, with a philosophy that focuses on student development in seven outcome areas (URL). Students create ePortfolios that demonstrate their growth in each outcome during the school year, and these ePortfolios are assessed by program staff and affiliated faculty.
The libraries have partnered with the Honors Program to utilize ePortfolios for the assessment of information literacy skills. Artifacts from three of the seven Honors Program outcomes (communication, inquiry, and critical/integrative thinking) are automatically forwarded to a team of librarians that assess the work using the Information Literacy rubric developed by the American Association of Colleges and Universities (AAC&U). These artifacts are the same that are submitted to the honors program, and are tailored for our purposes.
This poster will further explain the project, detail the results from initial assessments, and expand on how the data was used to enhance information literacy concepts in the Honors Program curriculum. Furthermore, the poster will describe future implications for the project, including the feasibility of expanding the program to additional departments
Spicing up the Orientation: Promoting Brill Science Library
No full textThis poster describes “Follow The Silk Road….to the Science Library”, a new orientation for the Brill Science Library at Miami University. The orientation combined many important ingredients including outreach, information literacy, collaboration, and university-wide program involvement; all in a non-threatening and fun atmosphere. Discover what is needed to make this type of event possible and how you might implement such an orientation at your institutio
How Much!? Estimating the cost of an assignment in an organic chemistry class.
No full textPoster presented at Special Libraries Association 2015 All-Sciences Poster Session, Boston, MA, June 15, 2015.Objective: To estimate the library costs of completing an assignment in an organic chemistry class.
Methods: Students in Chemistry 254: Organic Chemistry for Majors were required to write a paper on an organic name reaction (a reaction named after the chemist who discovered it). This study attempts to take a holistic account of various costs associated with completing this assignment. Upon submission of their papers, students’ bibliographies were collected. Different price estimates such as cost per use of the particular journals and interlibrary loan cost for the individual articles were used to determine a range of possible costs for each article a student cited. An estimated cost of a librarian’s time in delivering SciFinder training sessions was factored in, as was the cost of each student having access to SciFinder
Engrossed, Enraged, Engaged: Empowering Faculty in Transforming Scholarly Communication
Get PDFConference Proceedings - Charleston Library Conference 2014Librarians are deeply invested in the scholarly publishing lifecycle. This investment, in tandem with an
evolving scholarly communication system, has encouraged librarians to become advocates for transformation
in this landscape. At the same time, some faculty members have been slower to understand the complexities
of the current system and its evolution. At Miami University, traditional communication methods weren’t
sufficient to meaningfully engage faculty in these evolving trends. As a response, several librarians designed
and co-facilitated two Scholarly Communication Faculty Learning Communities (FLCs) for two academic years.
These FLCs have been the most successful method of increasing faculty understanding about scholarly
communication and academic publishing issues.
The FLCs brought together university community members comprised of faculty, staff, and graduate students
interested in learning more about scholarly communication. Each group spent two semesters doing readings,
attending panel presentations, and meeting for seminar‐style discussions about current issues and trends in
scholarly publishing. Over the course of the year, FLC members became more aware of the nuances in the
lifecycle of scholarly publication and learned which scholarly communication issues affected them most. As a
result, the co-facilitators saw a rapidly growing understanding about problems inherent in the current system
of scholarly publishing, a substantial increase in faculty discussions on scholarly communication, and greater
faculty‐led advocacy for open access publishing. Additionally, community members appreciated the cross-disciplinary
nature of the FLC, which afforded them the opportunity to escape traditional disciplinary silos.
This article will discuss how the facilitators used the learning community format to successfully change
faculty behavior about issues in scholarly communication and how these experiences altered librarian
perceptions and improved interactions with faculty
