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    Changing Hats: Five Ways to Diversify Your Information Literacy Teaching Toolkit
    (Curious Academic Publishing, 2021-04-22) Tchangalova, Nedelina
    This chapter offers practical ideas for connecting with students in the classroom, keeping their attention sharp, and making them smile while navigating the information literacy concepts and searching library databases.
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    Sharing Our Success: Using a Teaching Training Program to Improve Info Lit Instruction and Support MLIS Students
    (2017-06-08) Gammons, Rachel; Inge, Lindsay
    The University of Maryland Libraries Research and Teaching Fellowship prepares MLIS graduate students to enter into a competitive academic job market. The scaffolded training program equips fellows with the skills and experience to perform entry-level public services functions including: information literacy instruction, research assistance, basic program assessment, and peer training. The fellowship goes beyond basic job responsibilities to prepare fellows to step into faculty roles by providing funding and support for professional development, including presentations, posters, and conferences; engaging in discussions about current literature with academic librarians through a monthly journal club; and the opportunity to lead a small scale research and assessment project of their choosing. Finally, it supports fellows through their job search processes by providing career readiness workshops, mentorship, and a supportive community of practice.
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    Integration of EndNote Online in information literacy instruction designed for small and large chemistry courses
    (American Chemical Society, 2015-12-21) Baykoucheva, Svetla; Houck, Joseph; White, Natalia
    The blended model for information literacy instruction described in this article introduces students not only to efficient techniques for finding scientific literature and properties of chemical compounds, but also to managing this information with a bibliographic management program (EndNote Online). The model blends face-to-face instruction with online tutorials posted on a LibGuide page prepared for each course. A graded online assignment designed in SurveyMonkey was used to assess student learning. During the instruction, students learned to find literature in Google Scholar, PubMed, Scopus, SciFinder, and Web of Science. They also searched for properties of chemical compounds in ChemSpider, PubChem, Reaxys, and SciFinder using a chemical name, molecular formula, CAS Registry Number, or by drawing a molecular structure. The results from the assignments showed that students learned how to find literature and chemical property information efficiently and use a bibliographic management program to store, organize, share, and cite references. This article presents the implementation of the model in two small (40–60 students) and one large (380–460 students) undergraduate chemistry courses. The information literacy instruction described in this article was carried out in more than 20 undergraduate and graduate courses at the University of Maryland College Park. It provided more than 5000 students with versatile skills that they can use throughout their college education and even later in their professional life. The design of the model and its implementation was a result of a close collaboration between the chemistry librarian and the course instructors.
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    Can One Size Really Fit All? Using Universal Design for Learning (UDL) To Teach Information Literacy Skills
    (2016-04-29) Akbar-Williams, Tahirah; Tchangalova, Nedelina
    In the last twenty years colleges and universities in the United States actively recruited diverse bodies students with different ethnicities, cultures, abilities and learning styles. Teaching faculty are facing the challenges to shift their educational practices to more inclusive teaching and learning models. One such model is the Universal Design for Learning (UDL) theory which is relatively new within the field of post-secondary education and librarianship. Applying this theory to online instructional design can expedite the needed shifts in faculty’s teaching practices in order to accommodate various learning styles of students. In this presentation, we will discuss our collaboration with faculty in tailoring library instruction around three principles from the UDL which served as a successful approach to design and develop library modules in University’s Enterprise Learning Management System (ELMS) that are effective and inclusive for all learners. A research tutorial for students in the School of Public Health was created in ELMS to teach research and information literacy skills. Each module within the tutorial included a quiz to assess students’ learning. Evidence from students’ final research papers and faculty’s feedback on students’ research performance showed that although this tutorial included some aspects of UDL, it did not fully take advantage of what the framework had to offer. Taken on this challenge for improving student’s learning, the librarian for the College of Education adopted the tutorial and began to build in elements of UDL. This presentation will include an overview of the initial creation of the tutorial for the School of Public Health, and will discuss how the tutorial was repurposed for the College of Education to fully adopt the theoretical framework of UDL.