Library Faculty/Staff Scholarship and Research

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

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Subject: search.filters.subject.information literacy

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    From Individual to Community: Building a Community of Practice Around Teaching
    (Routledge, 2023-04-06) Gammons, Rachel W.; Luckert, Yelena; Inge-Carpenter, Lindsay; Armendariz, Anastasia
    University of Maryland (UMD) Libraries has a large teaching program that serves between 16,000 and 20,000 students per academic year. This chapter documents the transformation of UMD Libraries’ teaching program from an individualistic approach to a strong community of practice based on the mutual affirmation, support, and respect of library teachers, and includes the following sections: (1) history of the UMD Libraries’ teaching program, with special attention to how the program has been shaped by the Libraries’ partnership with the UMD Academic Writing Program (ENGL101); (2) overview of the theoretical framework of Communities of Practice (COP); (3) exploration of COP at UMD Libraries, including analysis of two teacher training programs, the Research and Teaching Fellowship, and Fearless Teaching Institute; and (4) recommendations for practice.
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    Keep teaching: Using disruption as a catalyst for change.
    (portal: Libraries and Academy, 2022) Gammons, Rachel Wilder; Inge Carpenter, Lindsay; Shaw, Benjamin; Wilson, Suzanne
    In response to the COVID-19 global pandemic, the University of Maryland (UMD) Libraries quickly switched to online teaching and learning. This disruption created a chance for innovation, allowing the UMD Libraries to scale back nonessential functions and focus on improving mission-critical work. The authors present the teaching program at UMD Libraries as a case study for innovation under pressure, highlighting three areas: (1) redevelopment of the Fearless Teaching Institute, an online professional development program for library teachers; (2) transition of a fundamental program—the Academic Writing Program—from an in-person to an online learning environment; and (3) redesign of the Research and Teaching Fellowship, a teacher training program for master of library and information science (MLIS) students, all to better support online learning and pedagogy.
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    Keep Teaching: Leveraging Disruption as a Catalyst for Change
    (University of Maryland Innovations in Teaching & Learning Annual Conference, 2022-05-11) Gammons, Rachel Wilder; Inge Carpenter, Lindsay
    The pandemic was a chance for innovation, allowing the UMD Libraries to focus on improving mission-critical work. The teaching program at UMD Libraries is a case study for innovation under pressure, highlighting an online professional development program for library teachers; the transition of a fundamental program—the Academic Writing Program—from in-person to online; and the redesign of a teacher training program to better support online learning and pedagogy.
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    Reference Instruction
    (2021-06-23) Gammons, Rachel Wilder; Sly, Jordan; Markowitz, Judy; Budhathoki, Milan
    Focus: What has changed during COVID-19, and what will change when we are able to resume in-person services Agenda: (1) GIS Virtual Lab (Milan Budhathoki), (2) Reference (Judy Markowitz), (3) Virtual Reference & Screen-sharing (Jordan Sly), (4) Fearless Teaching Institute (Rachel Gammons), (5)Open discussion
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    The Future of Teaching Librarianship
    (2017-04-15) Gammons, Rachel W.
    Condensed transcript of a keynote for the Maryland Instruction Librarians Exchange Spring 2018 Meeting in Columbia, MD delivered on April 11, 2018. The theme of the conference was the "Future of Teaching Librarianship."
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    Keep Teaching: Staying Grounded in a Crisis
    (Remote Emote Online Unconference, 2020-12-08) Gammons, Rachel W.
    Transcript of a keynote for the Remote Emote Online Unconference co-sponsored by Decker Library, Cook Library, and Anne Arundel Community College Library held on December 8, 2020.
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    UMD Libraries Peer Teaching Observation Program
    (2018-01-01) Gammons, Rachel
    Every three years, the UMD Libraries' Fearless Teaching Institute organizes a large-scale peer-teaching observation program by pairing up interested library instructors and providing guidance and support for mutual observations. This document serves as the program plan and guide for the 2018-2019 peer observation program.
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    First-Year Library Research Sessions: Information Literacy & Assessment in Action
    (2019-02-17) Wilson, Suzy
    This poster examines the library research sessions integrated into nearly 400 sections of the first-year writing course at a public, four-year institution. In these sessions, first-year students explore the research process through a combination of activities, discussions, and resource demonstrations. A one-sentence survey provided to students shows they leave these sessions with an enhanced understanding of the research process, increased confidence in their ability to find and access relevant library resources, and a higher level of comfort with library spaces and library instructors. This poster explores the large-scale student learning assessment process, which could be adapted for use at institutions.
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    Languages and Librarians: A Critical Approach to Supporting English Language Learners in the Library Classroom
    (2019-04-25) Inge Carpenter, Lindsay
    This session will take an assets-based approach to practical strategies for providing library instruction to L2 English-language learners in American higher education institutions. Drawing on literature from the fields of international education, language policy and development, and academic librarianship, this presentation seeks to situate our work with L2 learners within a broader global context. The session will address the spread of English as a “global language,” considering how English serves as both a barrier to and an asset in educational attainment, with an emphasis on English (and English language learning) as a global industry with economic as well as educational implications. We will also consider literature on the concept of multiple Englishes, in an attempt to connect the experiences of our L2 learners with the experiences of students whose spoken or written English does not conform to the form of academic English expected by their instructors. With this broader context in mind, participants will consider how American academic libraries are complicit in devaluing or erasing other cultural and linguistic practices, while also looking towards strategies for empowering L2 learners, equipping them for success in an American academic institution while respecting their cultural and linguistic background.
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    Using PICO in Library Instruction for STEM Disciplines
    (2017-05) Ritchie, Stephanie
    PICO is understood to support evidence based practice/medicine research, part of the medical and health sciences disciplines. However, very little use of the PICO methodology found outside of these disciplines. The idea to use PICO for research question and search strategy formulation in other disciplines has been explored in the recent past, but did not seem to generate wide use outside of traditional medical and health fields. However, the use of PICO to support research at the initial exploration phase for information literacy and basic science instruction may help students with the challenging step of formulating a research question.