Library Faculty/Staff Scholarship and Research
Permanent URI for this collectionhttp://hdl.handle.net/1903/11
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Item Crosswords as fun, useful and engaging tools for library instruction, training and more(2017-05-05) Markowitz, Judy; Tchangalova, NedelinaUsing crossword puzzles in information literacy classes is an effective pedagogy. They can be used for reinforcing literacy concepts in one-shot instruction sessions, assessment, in library orientations for students and in training sessions for student assistants. This presentation offers examples for classroom use and training.Item Collaborating for Success: A Case Study on Mentoring, Partnering, and Teaching(Collaborative Librarianship, 2017-01) Kellner, Megan N.; Tchangalova, Nedelina; Gammons, Rachel W.; Carroll, Alexander J.; Payne-Sturges, Devon C.Master of Library and Information Science (MLIS) graduates seeking employment in academic libraries are often expected to possess user instruction and public service skills. However, it is difficult for students to achieve this experience through coursework alone. To address this disconnect, librarians at the University of Maryland (UMD) College Park Libraries created a Research and Teaching Fellowship to allow MLIS students at UMD to gain practical instruction experience. The authors present the experience of one MLIS student in collaboration with a subject librarian and a faculty member to plan, implement, and assess an information literacy instruction session for an undergraduate course in public health. The article discusses the benefits of mentoring for the MLIS student and subject liaison librarian, and the impact on the undergraduate student learning. This article addresses a gap in the literature on opportunities for MLIS students to gain instruction, collaboration, and assessment experience by presenting a successful model in place at UMD.Item Enhancing Library Instruction with Crossword Puzzles in Kinesiology Classes(2016-09-26) Tchangalova, NedelinaBACKGROUND: The goal was to determine if using crossword puzzles increases students’ engagement in learning information literacy concepts. METHODS: Crossword puzzles were designed with a free online tool and distributed in five kinesiology classes during library instruction sessions. Students completed the puzzles as a homework. Feedback from students was solicited in writing on the back side of the crossword puzzles. RESULTS: The crossword puzzles were completed by a total of 64 students, which yielded a response rate of 63% of the total of 101 students enrolled in all five classes. Nearly one third of students submitted written feedback on this activity. They indicated that crossword puzzles were a fun way to review resources available through the libraries and wished to have more of them in other classes. Only a few students found the crossword puzzles challenging and time consuming but a few others liked the challenge and worked with a friend. CONCLUSIONS: When hunting for the answers, students perceived that this assignment prompted them to consult the handouts distributed in class in addition to exploring the library’s web site. Using crossword puzzles is a creative way to reinforce material covered in library instruction classes.Item Sail with the Wind: Inspiring Students and Faculty to Reach Horizons of Academic Success(2015-10-19) Tchangalova, NedelinaBuilding relationships with faculty and students can be challenging for subject librarians. Reaching out to the scholarly community offers opportunities for collaboration through teaching and research. Furthermore, the large spectrum of students’ learning styles creates a challenge for faculty instructors to teach high-level research skills in physical and online classroom environments. In addition to their teaching responsibilities, university faculty pursue research projects as a requirement for tenure and promotion. Rather than continuing the old practice of streamlining information literacy into one-shot lectures where students and faculty alike learned about library services and collections, the author established a partnership with the Associate Dean for Educational Innovation at the School of Public Health. This collaboration proved to be instrumental for further developing a series of library services that support student’s and faculty’s research. This poster presents the evolution of the author’s efforts as a subject library liaison to provide teaching and research assistance to students and faculty in the School. It discusses collaborative activities, marketing the services, assessment methods and insights for the future. Participants will be introduced to effective methods and tools for teaching information literacy concepts.Item Using Canvas and PechaKucha to Facilitate Undergraduate Peer Teaching of Evidence Based Practice(2015-10-19) Carroll, Alexander J.; Tchangalova, Nedelina; Harrington, Eileen G.PURPOSE: While most early career undergraduates receive instruction in the core competencies of the Association of College & Research Libraries (ACRL) Information Literacy Standards, recent studies suggest that such general instruction programs do not provide students with enough exposure or guided practice for these concepts to be retained sufficiently. This paper describes a pilot flipped information literacy program designed that sought to improve upper-level undergraduate health science students’ abilities to find and select appropriate evidence for research assignments. PARTICIPANTS: Faculty and undergraduate students in public health and animal sciences departments at a large research university. Participants in this project were compensated with gift cards, paid for in part by a MAC-MLA Research & Assessment Grant. METHODOLOGY: During the 2014-2015 academic year, the authors piloted a flipped information literacy program. Students completed online modules within the university’s learning management system that addressed a number of information literacy topics. During subsequent in-class sessions, the librarians adopted the role of facilitators while students led the session as peer educators, working in teams to develop and deliver brief presentations on an assigned module. The outcomes of this pilot program were evaluated using several methods of assessment. The authors designed rubrics for evaluating student performance on pretests, posttests, as well as on significant research assignments. The investigators also conducted semi-structured interviews with faculty participants to assess their perceptions of the program. RESULTS: Early results indicate that while student participants learned information literacy concepts, they did not consistently nor effectively apply them throughout the research process. However, this instructional method was developed in close collaboration with disciplinary faculty, which created stronger partnerships between librarians and teaching faculty and allowed for further curricular collaborations. DISCUSSION/CONCLUSION: Based on final results, the paper will explore the challenges and successes in designing, implementing, and evaluating a flipped information literacy program.Item Library Award for Undergraduate Research: Increasing the Library Profile(Practical Academic Librarianship, 2014) Tchangalova, Nedelina; Cossard, Patricia KoscoOffering a library award program is an effective way of strengthening the ties between subject librarians and teaching faculty, while providing a mechanism to preserve undergraduate student research. This program not only increases the perceived value of library services but also promotes librarians’ expertise as educators and instructors. This case study of implementing such a program at the University of Maryland College Park reviews library award models across the United States and Canada identifying best practices so that others may draw success from the authors’ experience and effective promotional efforts. The authors also hope to provide ideas for improvement and further award development for those with an award program in place.Item A Booster Shot for Health Science Librarianship : Using Canvas and PechaKucha to Flip the Library Classroom(2014-10-21) Carroll, Alexander J.; Tchangalova, Nedelina; Harrington, Eileen G.PURPOSE: Most early career undergraduates receive instruction in the core competencies of the Association of College & Research Libraries (ACRL) Information Literacy Standards. Recent studies suggest that such general instruction programs do not provide students with enough exposure or guided practice for these concepts to be retained sufficiently, requiring librarians to review many of these concepts with upper-level undergraduates. This paper will describe a pilot flipped information literacy program that will be implemented to improve the development and application of information literacy skills in upper-level undergraduates, while fostering closer collaboration between librarians and faculty. PARTICIPANTS: Faculty and students in the University of Maryland (UMD) Professional Writing Program, School of Public Health, Biological Sciences Department, and the Animal and Avian Sciences Department. METHODOLOGY: In the fall semester, the authors will pilot a flipped information literacy program. Prior to meeting for an in-person library instruction session, students will be required to complete online modules on topics related to information literacy. During the library session, students will work in teams to develop and deliver PechaKucha presentations on an assigned module. Instead of the traditional role of lecturer and database demonstrator, the librarians will adopt the role of facilitators. The program will be evaluated using a variety of tools at different levels: (1) Online quizzes for each module; (2) Peer assessment of the PechaKucha presentations; (3) Semi-structured interviews with faculty participants; (4) Analysis of bibliographies of students’ final projects. RESULTS: Expected results include improved retention and implementation of information literacy skills by upper-level undergraduates, an improvement in faculty-librarian collaborations in teaching information literacy skills, and an increase in the number of faculty using new pedagogical techniques in their classes. DISCUSSION/CONCLUSION: Based on our results, the discussion will explore the challenges and successes in designing, implementing and evaluating a flipped information literacy program.