Library Faculty/Staff Scholarship and Research

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End date: 2019Subject: search.filters.subject.information literacy

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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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    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.
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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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    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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    Enhancing Library Instruction with Crossword Puzzles in Kinesiology Classes
    (2016-09-26) Tchangalova, Nedelina
    BACKGROUND: 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.
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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.