Library Faculty/Staff Scholarship and Research

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

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    Academic Libraries in the Time of Pandemic and Thereafter: What changed and what is here to stay?
    (2022-05-24) Luckert, Yelena
    This presentation discusses the University of Maryland Libraries' response to the Covid-19 pandemic and the immediately following period of resuming operation. Did the pandemic teach us anything? Are there things that have changed us forever? Libraries all over the world have had to deal with these issues. We are one example of many. But coming this far, we are happy to share our experiences and learn from others in hopes that we can help each other cope and serve our users to the best of our abilities.
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    Starting with “Yes, And...”: Collaborative Instructional Design in Digital Scholarship
    (Library Orientation Exchange (LOEX), 2016) Dohe, Kate; Pappas, Erin
    Improv principles and techniques are applicable in any instance of teaching: respect your partner, know your audience, work the room, jump in with both feet, agree agree agree. These techniques take for granted that this form of instruction and collaboration is new for both partners, that neither person is the expert, and that the content and situations will have to be recreated anew in every classroom and workshop. In this workshop, two librarians and former improv and theater instructors lead workshop attendees through some of the fundamentals of improv, and reflect upon how these same activities and principles help create an environment of collaboration and openness necessary to support the diverse goals of digital scholarship.
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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.
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    Science information literacy and the role of academic librarians
    (Chandos Publishing/Elsevier, 2015-07) Baykoucheva, Svetla
    Teaching information literacy is a major responsibility for subject/liaison librarians, but advances in information-retrieval systems, such as improved natural language searching and Semantic Web, could significantly change the role librarians play in this area. This chapter examines the future of information literacy and how librarians could redefine their role by expanding it to include management of scientific information and research data, different instruction formats, and new approaches for assessing student learning. This will make library instruction a much more appealing, engaging, and useful experience for students and researchers. Responding to the needs of a generation born into a digital culture will require that librarians learn new skills and play new roles in supporting the educational and research goals of their institutions be redefined.
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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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    Reference and Instruction Services at Howard Community College
    (2014-12-10) Soergel, Elizabeth
    Libraries support the academic needs of students in a variety of ways. During the Fall of 2014, I participated in a field study at the Howard Community College Library as part of the MLS program in the University of Maryland's iSchool. Information literacy activities at HCC included staffing the library's reference desk and learning commons pilot, meeting with students to assist with research, and providing instruction sessions for classes at the request of the professor. Staff and librarians provide essential services to students, many of whom are new to high education and the academic library. This poster looks at the essential parts of providing information literacy instruction and reference services to community college students.
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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.
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    Library Safari and iPads: Technology to Enhance Student Learning: 2012 Update
    (2012-05) Seeler, Katie; Cunningham, Maggie
    The Library Safari program at the University of Maryland Libraries aims at reducing freshmen anxiety about using a large and complex academic library system through exercises and teamwork. Every fall semester instructors who teach the orientation course UNIV 100, "The Student in the University," request this workshop for their students. Once scheduled, students come to a teaching lab in the main campus library and are given a brief introduction. Students are then divided into small teams and assigned a set of exercises to complete. These exercises, designed around the themes and ideas expressed in the First Year Book, teach students how to navigate the main library by learning: how it is organized, how to access its resources, know how to contact a librarian, and learn what public services are available. Printed sets of team exercises and hardwired library computers have traditionally been used to conduct this workshop. In fall 2011, librarians in User Education Services experimented by incorporating emerging technologies or iPads into the way students interfaced with the Libraries. At the conclusion of the fall semester, analysis was conducted to evaluate the students' experience with this mode of instruction. The positive feedback helped us determine the successes made by this modest blended learning approach. Additionally, it has informed us what changes should be made to improve this program of library instruction.