University Libraries

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    Peer to peer: Using a discussion group to introduce staff and faculty to emerging technologies
    (2018-05-03) Koivisto, Joseph; Durden, David
    Awareness of new and emerging technologies is vital to the continuing education of library staff and faculty in settings ranging from public libraries to national research libraries. However, the complex nature of new technologies and limitations of prior tech literacy can prove to be a stumbling block for even highly motivated library workers. While the challenges of investigating new technologies may seem insurmountable, the implementation of group-oriented knowledge sharing methodologies can greatly reduce barriers to learning while also creating a constructivist setting in which library workers can learn together. At the University of Maryland Libraries, a staff- and faculty-led discussion group has taken on this challenge by administering monthly sessions where staff, faculty, and students are welcome to join conversations about new and emerging trends in technologies and libraries. By hosting staff specialists and volunteer speakers, sessions present difficult technology topics in a comfortable, open format. Furthermore, tool demonstrations allow attendees to discovery new applications and platforms that may have meaningful impacts on their day-to-day work. This poster presents a brief history of the Emerging Technologies Discussion Group, highlighting the variety of topics presented over the seven years of its existence. Additionally, this poster presents the benefits of such a low-stress, low-barrier group format. Lastly, the poster provides useful tips for those interested in starting a similar group, including topics such as important administrative considerations and suggested formats for discussion- and tool-oriented events.
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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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    Uncorking Learning: Flipping Library Instruction PechaKucha-Style
    (2015-05-12) Carroll, Alexander J.; Tchangalova, Nedelina; Harrington, Eileen G.
    Creating a buzz for information literacy among faculty and students is a challenge for many librarians, particularly given the prevalence of one-shot library sessions. Could flipping the information literacy session using a learning management system improve learning outcomes, while engaging students more fully with information literacy concepts? Working with undergraduate students in the health sciences, we assigned student groups different online modules prior to class and had them present what they learned to the class in a Japanese presentation style, known as PechaKucha. We compared these sessions with a more traditional instructor-led session. In this PechaKucha-style presentation, participants will learn about efficient and effective approaches for flipping the classroom and assessing student learning in this type of information literacy session.