Library Faculty/Staff Scholarship and Research

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

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    Developing library programming for non-departmental student programs
    (2020-08-12) Sly, Jordan S.
    Of interest to attendees, this presentation will demonstrate usable strategies and ways of developing meaningful and mutually beneficial outreach and program development to groups outside the traditional academic departmental structure.
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    Outreach to Non-Degree Seeking Graduate Students: Aspects of Student Focused Critical Librarianship and Fostering an Inclusive Research Community
    (2020-02-14) Sly, Jordan S.; Wilson, Suzy
    Librarianship and Fostering an Inclusive Research Community In this presentation, we aim to demonstrate the importance of instructional outreach and programming to non-degree seeking graduate students. This population has been largely ignored by university administrators and librarians because of their unique and challenging classifications. Non-degree seeking students at the University of Maryland, College Park (UMD) can be classified as Golden ID students which are retired residents of the State who wish to take courses, and students enrolled in singular courses for professional development or other professional accreditation requirements. Importantly, however, non-degree seeking students can also be students taking courses towards graduate certificates, students enrolled in order to gauge interest and aptitude in a program, or students looking to gain experience in a program to aid in admissions decisions. In Spring 2018, we distributed a survey to students at our institution to gauge their motivations for enrolling as non-degree seeking students, as well as their familiarity with library spaces and services, both at UMD and at their previous institutions. As our data show, students within this classification have multiple goals; all of which can be assisted by the university library to varying degrees. We will argue that these students present a conduit to aid in university graduate matriculation, student success, and a potentially influential alumni network. Our goals for this study are to assess the needs and gaps in knowledge of non-degree seeking students and determine an appropriate and beneficial library intervention to aid in their work, to establish a closer connection between the Graduate School administration, and to market library services to both traditional and non-traditional graduate students. Our presentation will share our findings from our survey, as well as our recommendations for serving this unique student population at UMD moving forward. Goals: Assess the needs and gaps in knowledge of non-degree seeking students and determine an appropriate and beneficial library intervention to aid in their work. Establish a closer connection between the Graduate School administration Market library services to both traditional and non-traditional graduate students
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    Defining and Redefining Outreach to Special Populations
    (2018-02-02) Sly, Jordan
    Outreach is one of those inaccurate words that can vary in meaning in different contexts. This presentation will address the specific and tailored approach I have taken at the University of Maryland to define outreach in order to make it both a manageable goal and an impactful project. Specifically in this presentation I will outline and explain the methods I used to determine the “right-fit” for outreach efforts through assessment, research, and shot-in-the-dark guessing. While I will be focusing on a specific feature of the UMD campus, I believe the process is applicable to most academic librarians trying to find a good fit within diverse programs on campus. The bulk of my presentation will be on what we call “Living and Learning” programs, but I will also address work with other offices such as the student support office and the office for transfer students. I hope to share some methods for success as well as some areas for growth and how to learn from failures in order to find the right fit with other programs. I will be contrasting new and traditional forms of librarianship and discussing how “outreach” is and should continue to become a shared effort across all departments of the library.
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    Participatory Learning Strategies for One-Shot Instruction Sessions
    (2017) Durham, Erin; Gammons, Rachel
    Poster presentation at LOEX Conference 2017. As information literacy instructors we may be familiar with the experience of asking a question and getting vacant stares from a class of undergraduate college students. What are some strategies to fully engage students and cultivate a participatory learning environment? In my poster I discuss hands-on pedagogical methods for getting even the shyest members of the class to contribute.
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    Crosswords as fun, useful and engaging tools for library instruction, training and more
    (2017-05-05) Markowitz, Judy; Tchangalova, Nedelina
    Using 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.
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    Preparing Medical Students for Residency: Efficacy of Evidence Based Medicine Instruction
    (Medical Library Association, 2014-05-18) Carroll, Alexander J
    Offering library and bibliographic instruction to medical students is a critically important component of medical training. The Liaison Committee on Medical Education (LCME) and the Accreditation Standards and the Association of American Medical Colleges (AAMC) both identify literature searching skills and evidence based medicine (EBM) as core competencies need by medical students. The AAMC’s Medical School Objectives Project declares that prior to graduation, medical students must have demonstrated “the ability to retrieve…, manage, and utilize biomedical information” to enhance patient care (Lynn, 2010, p. 122). In order to meet these goals, medical and instruction librarians must assume an active role in medical school curriculums. By becoming involved in the training of medical students, librarians can ensure that future practitioners will have the requisite skills needed to develop a commitment to using EBM in patient care. This literature review examines the efficacy of current EBM instruction within medical schools. Several articles are examined that look into whether residents and junior doctors are retaining the EBM training they received in medical school, and if these individuals are applying EBM skills to enhance patient care. The review then transitions into looking at some instruction technologies and pedagogical techniques that can be used to enhance the effectiveness of EBM instruction for medical students.
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    The Retweet of Academia: Using Twitter to Improve Information Literacy Instruction
    (University of Maryland Annual Innovations in Teaching and Learning Conferenc, 2014-04-25) Carroll, Alexander J; Dasler, Robin
    Previous educational literature contends that undergraduate students need more basic instruction on citation and plagiarism. Meanwhile, citation management systems such as EndNote Web, Zotero, and Mendeley are becoming increasingly robust and sophisticated. As a result, libraries have begun to create systematic support for integrating these software applications into their service offerings. The confluence of these two trends suggests an opportunity for libraries to shift the emphasis of their citation instruction. Rather than focusing on specific mechanics of citation styles, libraries can emphasize instruction on the topics of plagiarism and citation more broadly. Librarians should use this opportunity to develop new instructional models and pedagogical methods for delivering citation and plagiarism instruction that have relevance for students today. By using Twitter to depict citations and bibliographies as the “Retweet of Academia,” librarians can offer classic bibliographic instruction in an innovative and exciting way.
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    The Retweet of Academia: Using Twitter to Improve Information Literacy Instruction
    (The Innovative Library Classroom 2014, 2014-05-15) Carroll, Alexander J; Dasler, Robin
    Previous educational literature contends that undergraduate students need more basic instruction on citation and plagiarism. Meanwhile, citation management systems such as EndNote Web, Zotero, and Mendeley are becoming increasingly robust and sophisticated. As a result, libraries have begun to create systematic support for integrating these software applications into their service offerings. The confluence of these two trends suggests an opportunity for libraries to shift the emphasis of their citation instruction. Rather than focusing on specific mechanics of citation styles, libraries can emphasize instruction on the topics of plagiarism and citation more broadly. Librarians should use this opportunity to develop new instructional models and pedagogical methods for delivering citation and plagiarism instruction that have relevance for students today. By using Twitter to depict citations and bibliographies as the “Retweet of Academia,” librarians can offer classic bibliographic instruction in an innovative and exciting way.
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    The Retweet of Academia: Using Twitter to Improve Information Literacy Instruction
    (ALISE (Association for Library and Information Science Education), 2014-01-21) Carroll, Alexander J; Dasler, Robin
    Previous educational literature contends that undergraduate students need more basic instruction on citation and plagiarism. Meanwhile, citation management systems such as EndNote Web, Zotero, and Mendeley are becoming increasingly robust and sophisticated. As a result, libraries have begun to create systematic support for integrating these software applications into their service offerings. The confluence of these two trends suggests an opportunity for libraries to shift the emphasis of their citation instruction. Rather than focusing on specific mechanics of citation styles, libraries can emphasize instruction on the topics of plagiarism and citation more broadly. Librarians should use this opportunity to develop new instructional models and pedagogical methods for delivering citation and plagiarism instruction that have relevance for students today. By using Twitter to depict citations and bibliographies as the “Retweet of Academia,” librarians can offer classic bibliographic instruction in an innovative and exciting way.
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    Teach for Knowledge, Mentor for Success: Preparing Students to Enter the Workforce
    (SciTePress, 2011-07-26) Tchangalova, Nedelina; Stilwell, Francy
    The future well-being of any society arguably depends on the full knowledge potential students are able to transfer from academia to the workplace upon graduation. There are different mechanisms to transfer this knowledge, and at the University of Maryland, efforts are concentrated on establishing honors programs. These programs prepare students for the acquisition of lifelong skills such as research skills, team work and leadership skills by using emerging technologies in teaching and mentoring students through their course of study. The Gemstone program is one of the five honors programs on campus and its goal is “to give our students transferable skills that will be valuable for wherever life leads them.” This paper presents how campus collaboration may help with building the foundation of this academic knowledge and with transferring it later to the workplace.