Library Faculty/Staff Scholarship and Research

Permanent URI for this collectionhttp://hdl.handle.net/1903/11

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Author: search.filters.author.Tchangalova, NedelinaSubject: search.filters.subject.instruction

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    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.​
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    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.
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    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.