University Libraries
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Item Teaching While Learning: An Approach to Incorporating Artificial Intelligence Literacy to Library Instruction(Connecticut Academic Libraries Conference, 2024-06-14) Pierdinock-Weed, Amber; Shaw, BenjaminAs Artificial Intelligence (AI) became increasingly more prevalent in higher education, and showed clear implications in the ways we approach academic research, librarians needed to learn what impacts AI would have in their practice. The Teaching and Learning Services unit at the University of Maryland, College Park spearheaded how to incorporate discussions about AI literacy into library instruction by preparing lesson plans and talking points for research librarians and organized professional development workshops for librarians about AI. This session will discuss how Teaching and Learning Services librarians collaborated with our Academic Writing Program to regularly incorporate AI literacy into our First-Year library instruction curriculum and actionable strategies we used to prepare research librarians to discuss AI in their classroom. We will also discuss our plans for the future as AI continues to evolve.Item Mastering Attribution: Adapting Citation and Anti-Plagiarism Instruction into a Competitive and Active Game-Based Learning Activity(2015-06-10) Sly, JordanCitation Master is a game-based learning approach to teaching students about the importance of academic attribution. This workshop does not focus on idiosyncratic, style-based rules, but instead focuses on the broader skills, philosophies, and ethics behind proper citation and good writing. We assessed the students’ ability to identify the need for citation through a pre and post-test writing prompt. Our goal was to understand if students had an increased understanding of attribution and a more sophisticated framework for understanding the process and ethics of academic writing. Our data supports our hypothesis that students lack a fundamental understanding not of citation mechanics, but of the essential philosophical elements underlying proper academic attribution.Item Mastering Attribution(2016-08-09) Sly, JordanThis presentation explores the successes and the challenges with cross-campus collaboration and the development of an active learning instruction workshop for first-year students. This presentation serves as a follow-up from an ACRL Assessment in Action project and uses the data previously presented at the ALA Annual Conference in San Francisco in 2015. Please find the abstract from that poster below: Citation Master is a game-based learning approach to teaching students about the importance of academic attribution. This workshop does not focus on idiosyncratic, style-based rules, but instead focuses on the broader skills, philosophies, and ethics behind proper citation and good writing. We assessed the students’ ability to identify the need for citation through a pre and post-test writing prompt. Our goal was to understand if students had an increased understanding of attribution and a more sophisticated framework for understanding the process and ethics of academic writing. Our data supports our hypothesis that students lack a fundamental understanding not of citation mechanics, but of the essential philosophical elements underlying proper academic attribution.Item Video is Easy!(2014-07-30) Horbal, AndrewDiscusses the three main barriers which prevent librarians from experimenting with video: 1. Don’t have access to production equipment 2. Not able to achieve the production values students/faculty expect 3. No time And explains why none of these things is actually a problem by demonstrating a decently-wide range of sources of ready-made video and video production tools which can easily be adapted to a library instruction context.Item Instructing without Lecturing: the 8-Second Video Essay and Teaching Multimedia Production(2014-10-18) Horbal, Andrew; Queen, LealinThis presentation will discuss methods for teaching multimedia production and media literacy skills being developed at the University of Maryland. We will talk about a film production “game” we’ve created whereby students learn the foundational principles of film editing by rearranging pieces of paper, an “8-second video essay” in-class exercise we use to teach students the basic skills they need to complete multimedia production projects, how we’re utilizing the PechaKucha presentation style to improve the quality of our instruction, and assessment.Item New Wine in Old Bottles: "Films without Celluloid" and Making the Most of the Spaces You've Got(2015-05-12) Horbal, AndrewBecause of shortages of film stock, in the 1920s students at the world’s first film school, the Vsesoyuznyi Gosudarstvenyi Institut Kinematografii in the Soviet Union, were taught to make “films without celluloid”: they wrote “shots” down on pieces of paper and then “edited” them into completed films. At the University of Maryland’s Library Media Services Department we have adopted this technique as a solution to a different problem: our spaces—“group viewing rooms” and classrooms geared towards film screenings—were designed with media *consumption* in mind. Rather than let this hold us back from promoting media literacy on our campus by beginning to offer instruction in multimedia *production*, we’ve embraced group work and the “film without celluloid” as ways to teach core storyboarding and film editing despite limited computer resources while we await funding to complete a renovation.Item Drexel University, the University of Maryland, and their Libraries’ Experiences Collaborating with Various Research Programs(2005) Bhatt, Jay; Ferroni, Joanne; Kackley, Bob; Rose, DorilonaLast year, researchers and librarians at both Drexel University and the University of Maryland initiated similar collaborative projects in their respective institutions to contribute to the development of life-long learning skills among the select participants. One joint finding was the importance of linking advances in knowledge, not just as hypothetical learnin