LOEX Conference

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I am off to the LOEX-Library Instruction Conference in Dearborn, MI.

Here is a link to the sessions: http://www.loexconference.org/program/sessions.html

Here are a few sessions that I hope to attend...

The Learning Cycle: Why Library Instruction Fails to Stick and What We Can Do About It
Eric Frierson (The University of Texas at Arlington)

The Learning Cycle is a method of lesson planning based on sound educational research on how people learn. Central to this method is letting students invent the core concepts themselves - in their own words and through active experience - and then applying library terminology later, once students have made the ideas their own.

In this interactive session, attendees will experience a Learning Cycle lesson in action. We will discuss the role of the librarian in meaningful learning experiences that require students to use higher level thinking skills to come up with the things they need to know themselves, empowering them to think for themselves in the future.

This session will help every kind of library instructor, from the novice to the expert, develop lesson plans that have lasting effects on student achievement. Student-centered and student-driven learning is the only way to foster authentic critical thinking and the only way to "make it stick."

"Wow-I Can Touch That?" Using Special Collections to Expand Information Literacy
Phil Jones and Catherine Rod (Grinnell College)


"Wow-I Can Touch That?" Using Special Collections to Expand Information Literacy
Phil Jones and Catherine Rod (Grinnell College)

What happens when undergraduates get their hands on a nineteenth-century stereoscope, a first edition of _Tom Jones_, and 100-year-old student handbooks during an information literacy session? And what do these students learn through analyzing primary sources that can sharpen their responses to other kinds of scholarly evidence?

To answer these questions, participants in this interactive workshop will recreate an instruction session developed by librarians at Grinnell College using surrogates of primary sources to prompt discussion of any source's audience, authorship, reliability, and purpose. This workshop will begin with an overview of how librarians at Grinnell, a small liberal arts institution, have successfully collaborated with disciplinary faculty to select materials and to plan information literacy sessions focused on examination and discussion of primary sources; we'll also share how these sessions have been integrated into a first-year seminar, an introductory history course, an upper-division education class, and a French literature seminar.

Our specific objectives for this session are that participants will i) learn successful strategies for using rare books, manuscripts, and archival resources in information literacy sessions; ii) consider the advantages and disadvantages of digital facsimiles from databases such as ECCO (Eighteenth Century Collections Online) and original texts; and iii) articulate ways their own college or university special collections might be used to expand information literacy instruction. Participants will also receive a list of questions for students to consider when using primary evidence.


Enhancing the One-Shot Session: Using Pre-Class Online Tutorials to Build a Basic Information Literacy Foundation
Emily S. Mazure (Virginia Commonwealth University)

Librarians developed online tutorials explaining basic concepts of database searching, such as controlled terms, thesauri, and Boolean operators. Each tutorial is less than ten minutes in duration and concludes with a short quiz designed to assess the students' comprehension. Responses are saved for librarians to review.

For instruction sessions in which a concept covered by a tutorial would need to be taught, librarians worked with faculty to encourage students to view particular tutorials. In-class content was adjusted based on student quiz responses. A post-quiz was administered to determine student comprehension of basic and advanced concepts. Finally, students were asked to complete an evaluation survey.

This presentation will explain the methods used to design the tutorials, quizzes, evaluation, and classroom content. It will also review our lessons learned and the challenges faced in working with faculty and students to include use of tutorials prior to in-class sessions. Finally, the presenter will discuss how other libraries might use similar tutorials and strategies in their own instruction programs.


"Granting" Collaboration: Information Literacy for Faculty
Julie Dornberger and Cotina Jones (Winston-Salem State University)

The initiative to form a working partnership with faculty began when the librarians in O'Kelly Library became acutely aware that our students' were not able to effectively access, evaluate and use information. After devoting years to marketing library services, teaching classes and acquiring new resources, there was little response from the faculty or students.

We asked the question, "What has to happen for us to be able to infuse information literacy into the curriculum and make it important and meaningful?"

This presentation is intended to show C. G. O'Kelly Library's efforts to embed information literacy into the curriculum by educating faculty to its relevance through the O'K Fellows Information Literacy Institute. We will explain why we decided to take the course of reaching out to collaborate with faculty, how we went about planning the program elements, what our experiences have been conducting the sessions, the outcomes so far, and what we expect the future holds.

The emphasis of the presentation will be on the actual program and the outcomes so interested participants will come away with an understanding of the program's success and ideas that are replicable for their own libraries. We will include a website with handouts that can be downloaded including program agendas, assignment templates, lists of faculty readings, presentations by librarians on topics such as plagiarism and creating effective library assignments, and faculty surveys.


Spanning the University to Improve Information Literacy e-Instruction
Lindsay Miller, Rob Withers, and Eric Resnis (Miami University)

In Fall 2009, the interactive information literacy module "integrity Quickstart"(iQ) was introduced to first and second-year students at Miami University. iQ, which teaches information literacy and academic integrity concepts using the dynamic Flash-based presentation tool Prezi, is a companion to the existing eScholar, a more passive, in-depth tutorial.

iQ was created through a unique campus collaboration between the Libraries, University IT and Student Affairs. This session will recount the creation and implementation of iQ, everything from scripting and storyboarding to grant support and dealing with differences of opinion involved with any collaboration. We will discuss how iQ and eScholar work together as part of a bibliographic information session and how campus partnerships can help foster institutional buy-in for academic integrity and information literacy.

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This page contains a single entry by katep published on April 29, 2010 9:51 AM.

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