Recently in Course Integrated Instruction Category

Videos on Citation manager page

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refman.jpgI just saw the new videos/elearning pieces on the citation manager page:

I wonder if we should make this page the "hub" on our libdata and Library Course Pages instead of linking to indiividual tools....

Anybody showing these in instruction sessions?

We are getting to have quite a few videos on our YouTube page!

Interesting project:

IPAL is a free Moodle module (plug-in) that enables in-class polling.

The goal of the IPAL project is to increase student learning, critical thinking, and retention by increasing the use of in-class polling. Research has shown that greater student involvement and interaction supported by in-class polling increases student learning, especially in areas that involve critical thinking skills. In-class polling also enables the instructor to know how much students understand and if more or less time should be spent discussing a topic, thus using class time to better meet the needs of the students. When students' learning needs are addressed in real time AND the students are engaged in learning through interactive methodologies, in-course performance will improve."

The following features of IPAL will increase in-class polling:

  • Free and open-source.
  • Available as a module in Moodle.
  • Easy to use
  • Avoids buying clickers for students with smart phones, laptops, and other web-enabled devices.
  • Provides ready-to-use questions.
  • Polling response analysis may increase retention.
This will be an interesting experiment:

Sarah Rich (September 19, 2012). New School: A Tumblr for Making Your Own Textbooks. The Atlantic. Retrieved from on September 20, 2012.

"Currently, Scott explains, "professors that are really trying to push the edge and combine textbooks with technology are hacking together all these solutions. You see Wordpress blogs for course materials ... and then there's this problem: in order to teach the majority of college courses, you need copyrighted content and textbooks. There's no good way to merge all of the cool stuff, like Khan Academy, and all this other stuff together into one solution.""

"Ginkgo Tree presents an intuitive, visual interface, not unlike Tumblr's dashboard. For each course and subject, professors can upload links and images, embed video, post comments, and -- significantly -- import a chunk of scanned pages from print books. All of those resources get bundled into modules and arrayed in a navigable grid."

What is the role of libraries in helping faculty and instructors develop their own course materials? 

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The Peer Research Consultants are now available for Fall semester!

We now have drop-in hours and appointments available with our two veteran PRCs and we will have expanded hours on Oct. 3rd once the new PRCs complete training. We have a total of 4 consultants this fall -- Devyn, Chris, Karen and Drew. 

To review, the Peer Research Consultants (PRC) is a program aimed at first year, international, and first generation undergraduates and provide one-on-one assistance to students to help them develop the research strategies and find useful sources (articles, books, etc.) needed for excellent research papers.  

The service compliments our strong liaison librarian program integrated into all departments on campus and our great service point staff. We know many students are comfortable with the peer tutoring model that the PRCs use and the average interaction between students and PRCs is 30 minutes. The PRCs can help students in narrowing a topic, finding articles and books, selecting academic sources, evaluating and more. The PRCs are familiar with the Intro to Library Research workshops and will help build on the skills learned in these sessions.

[it is linked on the "Course Support" tab]

What do students have to say about the PRCs?
  • "She was very helpful when I was looking for specific information on the library website. She explained the website very well and gave excellent tips!"
  • "He was very helpful in  helping me figure out what I wanted to write my paper on and where I could find the sources. Afterwards I was able to understand my paper."
  • "Approachable advising that assisted me with furthering my research goals; very useful."

What do instructors have to say about the PRCs?

  • " of my students came in raving about his experience with the peer research consultants....Since then a couple more students have made visits and in their emails to me, I see that their research focus is improving. This is a great service!"
Fall 2012 Walk-in Hours in Walter SMART Commons or Multicultural Center for Academic Excellence-141 Appleby (with full staffing starting October 3rd)
  • Mondays: 11:30-5:30
  • Tuesdays: 10:30 to 6:00
  • Wednesday: 11:30 to 6:30
  • Thursdays: 11 to 1 and 2:30 to 4:30
  • Fridays: 1 to 5
Time to re-evaluate how we teach information literacy: Applying PICO in library instruction
  • Students do not know where to begin and end a research question, a database search, or a research paper.  So asserts the 2010 Project Information Literacy (PIL) study, which emphasizes the need for academic librarians to teach students to formulate research questions "over teaching the selection of resources."
  • In 1995, the anatomy of a clinical question was described as having components mirroring the research process: patient or problem (P), intervention (I), comparison intervention (C), and outcome (O).2 The PICO movement was born, an acronym that health sciences librarians have used successfully for many years to guide students as they begin their research.
  • PICO skillfully serves three vital purposes that help students get started. First, the elements of the research question are penned in a structured manner.
  • Second, PICO logically provides the beginnings of a focused search.
  • Third, it demands librarians alter their typical approach and spend time on question development before jumping into the depths of resources and searching. 

Example handout: 

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