scholarly journals Improving Information Literacy through Wikipedia Editing in the Chemistry Classroom: Lessons Learned

2016 ◽  
pp. 247-264
Author(s):  
Ye Li ◽  
Charity Flener Lovitt ◽  
Anne McNeil ◽  
Kristen Shuyler
Keyword(s):  
Information Literacy ◽  
Lessons Learned

Lessons learned from designing flipped lessons for fourth grade students: implications for school librarians

2016 ◽  
Vol 33 (8) ◽  
pp. 19-23 ◽  
Author(s):  
Daniella Smith
Keyword(s):  
Focus Group ◽  
Student Perceptions ◽  
Information Literacy ◽  
Technology Implementation ◽  
Literacy Skills ◽  
Lessons Learned ◽  
Flipped Learning ◽  
School Librarians ◽  
Content Type ◽  
Information Literacy Skills

Purpose The purpose of this study is to examine student perceptions of flipped learning lessons designed to teach information literacy skills. Design/methodology/approach A mixed-method design was implemented using a paper-based survey and an online focus group. The survey asked questions about the participants’ perceptions of the flipped lessons. The focus group was used to clarify the participants’ responses to the survey questions. Findings A majority of the students enjoyed completing the lessons. Responses also indicated that a majority of the students felt that the lessons helped them prepare for class. However, issues with computers and internet connectivity at home resulted in some of the students completing the lessons before or after school. Research limitations/implications This study was limited to a class of 21 students enrolled in a public school in North Texas. Originality/value There is limited research supporting the value of flipped learning in relation to the technology implementation role of school librarians. This study provides insights into how school librarians can develop flipped learning lessons in collaboration with classroom teachers to improve the information literacy skills of students.

The power of partnerships

2019 ◽  
Vol 47 (2) ◽  
pp. 193-202
Author(s):  
Christy Groves
Keyword(s):  
High School ◽  
High Schools ◽  
Best Practices ◽  
Information Literacy ◽  
Academic Libraries ◽  
Lessons Learned ◽  
College Level ◽  
Content Type ◽  
Formal Assessment ◽  
The Impact

Purpose A large, predominantly undergraduate university in Tennessee partnered with a local magnet school aiming to assist high school seniors with their college-level research assignment. The partnership began as a pilot, but quickly expanded to include other high schools as a result of initial successes. This paper aims to describe the development of the partnership and its importance in fulfilling a key component of college preparedness for gifted high school students. Design/methodology/approach This paper describes how the Library partnership commenced as a service to a local high school that required its students to access college-level research materials. The paper details how both the Library and the high school recognized the impact of collaborating to expose these students to the information literacy skills needed for college readiness. Findings The paper presents the challenges encountered when attempting to provide college-level information literacy instruction to large groups of students visiting a college campus. It concludes with best practices and lessons learned, as well as plans for formal assessment and future initiatives. Originality/value The author has presented at Library Instruction West, July 2018. A review of the professional literature demonstrates that other academic libraries have partnered with local schools for a variety of library-related initiatives. Therefore, the concept of partnerships between the Library and local high schools is not unique. However, this paper aims to describe challenges encountered, best practices, lessons learned and suggestions for future directions, including formal assessment, all of which could be adapted by other academic libraries as applicable.

scholarly journals Library as Research Lab

2020 ◽  
Author(s):  
Justin Schell ◽  
Meghan Sitar
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Design Thinking ◽  
Information Science ◽  
Lessons Learned ◽  
Library Services ◽  
Research Experiences ◽  
Research Libraries ◽  
Research Activities ◽  
The University

Information literacy at the graduate level can happen at the intersection of research method education and mentorship into a disciplinary community of practice with its own traditions of inquiry, communication, and knowledge creation. Funded by the Institute for Museum and Library Services, the Library as Research Lab Project at the University of Michigan enables graduate students, academic librarians, and information science faculty to engage in a series of research activities together, illuminating tacit knowledge in information studies and librarianship, both as a discipline and as a profession. In the project, three interconnected labs pursue authentic research questions emerging from challenges faced by the Library while providing School of Information students with mentorship, new skills, and a fellowship stipend. A common curriculum across the labs includes research ethics, publishing, project management, and current issues in higher education research. Engaging with the frames of “Research as Inquiry” and “Scholarship as Conversation” from the Association of College and Research Libraries Framework for Information Literacy in Higher Education​, students also learn how to effectively discuss, iterate upon, and present their research activities to different audiences. At the end of the fellowship, students enter the profession with an understanding of complex challenges facing libraries and with new strategies for responding to ambiguity and pursuing new solutions through research. As we complete the final year of the grant, the librarians from the Design Thinking for Library Services Lab will reflect on lessons learned and share student perspectives as a way of discussing how similar initiatives might facilitate positive and critically engaged research projects at other institutions. Attendees will be able to describe strategies for developing similar environments in support of authentic research experiences and will be able to apply strategies documented in a mentoring handbook from the project in their own work.

scholarly journals Supporting medical innovation and entrepreneurship through curriculum-integrated information literacy instruction

2018 ◽  
Author(s):  
Alexander James Carroll ◽  
Shelby Hallman
Keyword(s):  
Training Program ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Biomedical Engineering ◽  
Engineering Students ◽  
Lessons Learned ◽  
Medical Innovation ◽  
Research Libraries ◽  
Literacy Training ◽  
Innovation And Entrepreneurship

This presentation will share the results of a longitudinal cohort study of undergraduate students matriculating through the UNC & NC State Joint Department of Biomedical Engineering. Over the last few years, students in this program have participated in an experimental, specialized information literacy training program aimed at preparing them to navigate the labyrinth of business hurdles associated with medical innovation and entrepreneurship. This longitudinal study, led by two librarians, sought to determine whether an intensive, specialized information literacy training program could introduce undergraduate biomedical engineering students to the complex environment surrounding innovative design in healthcare and medical entrepreneurship in order to improve their design projects. In addition to discussing our study’s results, we will share our lessons learned from conducting this study and some possible implications for professional practice. We will close with a discussion of the challenges involved in partnering with an academic department to conduct formal assessments of student learning, and by sharing practical strategies that other librarians can use to identify opportunities to build similar partnerships at their local institutions.Originally presented at the Triangle Research Libraries Network (TRLN) Annual Meeting 2018 in Durham, NC on August 20, 2018.

scholarly journals Exploring information literacy assessment: Content analysis of student prefocus essays

2018 ◽  
Vol 79 (11) ◽  
pp. 598
Author(s):  
Jesi Buell ◽  
Lynne Kvinnesland
Keyword(s):  
Content Analysis ◽  
Information Literacy ◽  
Liberal Arts ◽  
Core Curriculum ◽  
Research Process ◽  
Lessons Learned ◽  
Literacy Assessment ◽  
Student Body ◽  
Performance Based Assessment ◽  
Student Information

Juggling the value of performance-based assessment of student information literacy competencies with the limited time and resources required to do this type of assessment remains an ongoing challenge for many librarians.This article chronicles our initial foray into content analysis, a fairly labor-intensive methodology, but one which allowed us to examine student approaches to the research process as narrated in their own words in the form of a prefocus essay. Our goal was to gather data that would help to inform our university library’s information literacy curriculum. What follows documents our process, methodology, results, and lessons learned in order to aid those at other institutions in their assessment planning.Colgate University is a selective, private liberal arts institution with an approximate student body of 2,900. The information literacy program is well-established, with an on-going presence in the Core Curriculum and First-Year Seminar courses, as well as frequent requests for library instruction in upper-level courses.

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