Library Faculty/Staff Scholarship and Research
Permanent URI for this collectionhttp://hdl.handle.net/1903/11
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Item Sharing Our Success: Using a Teacher Training Program to Improve Information Literacy Instruction and Support MLIS Students(2017-03) Gammons, Rachel; Inge, Lindsay; Carroll, AlexanderA research library and an MLIS program have created a fellowship to develop future leaders in information literacy instruction. This conference paper presented at the Association of College and Research Librarians 2017 conference provides an overview of the fellowship’s curriculum and a discussion of the challenges and opportunities of working with an MLIS program. The paper concludes with results from the program’s first cohorts, including job placement rates for alumni, reflections from student participants, feedback from participating librarians, and lessons learned from fellowship directors.Item UMD Libraries Research and Teaching Fellowship(2017) Gammons, Rachel; Inge, Lindsay; Carroll, AlexanderThe University of Maryland Libraries Research and Teaching Fellowship prepares MLIS graduate students to enter into a competitive academic job market. The scaffolded training program equips fellows with the skills and experience to perform entry-level public services functions including: information literacy instruction, research assistance, basic program assessment, and peer training. The fellowship goes beyond basic job responsibilities to prepare fellows to step into faculty roles by providing funding and support for professional development, including presentations, posters, and conferences; engaging in discussions about current literature with academic librarians through a monthly journal club; and the opportunity to lead a small scale research and assessment project of their choosing. Finally, it supports fellows through their job search processes by providing career readiness workshops, mentorship, and a supportive community of practice.Item Making it work: Developing a student-centered assessment model for a large-scale information literacy program(Library Assessment Conference, 2016-10) Gammons, Rachel; Inge, Lindsay; IngeInformation literacy instruction presents a difficult balance between quantity and quality, particularly for large-scale general education courses. This paper discusses the overhaul of the freshman composition instruction program at the University of Maryland Libraries, focusing on the transition from survey assessments to a student-centered and mixed-methods approach using qualitative reflections, rubrics, and the evaluation of student artifacts. The article discusses the progression from a pilot assessment program using Twitter as a data collection model to the implementation a robust and multi-layered assessment using both qualitative feedback from students and the evaluation of student artifacts. Each assessment includes detailed collection methods and customized rubrics for evaluation of student responses. While information literacy assessment has been covered extensively in the literature, few articles discuss the use of qualitative student responses on a large scale (4,000 participants per year). The article also discusses the re-structuring of an assessment program around the ACRL Framework for Information Literacy, which is incorporated throughout the project from the pilot up through the full implementation of the final program.Item Making it Work: Developing a Student-Centered Assessment Model for a Large-Scale Information Literacy Program(Library Assessment Conference, 2016-10) Gammons, Rachel; Inge, LindsayInformation literacy instruction presents a difficult balance between quantity and quality, particularly for large-scale general education courses. This paper discusses the overhaul of the freshman composition instruction program at the University of Maryland Libraries, focusing on the transition from survey assessments to a student-centered and mixed-methods approach using qualitative reflections, rubrics, and the evaluation of student artifacts.