Library Model Curriculum for PA Schools: Cornerstone Tasks for Assessment
Presenters: Eileen Kern (Past President, PA School Librarians Association) and Allison Mackley (Librarian, Hershey High School)
ACRL’S Framework for Information Literacy for Higher Education: Implications for Practice
Presenters: Ellysa Stern Cahoy (Vice-Chair, Chair Elect, ACRL Instruction Section) and Donna Witek (The University of Scranton, member of the ACRL Information Literacy Standards Committee)
The necessary preparation of high school seniors for academic level inquiry is a topic of current discussion & research. Two recent Project Information Literacy studies (Head, 2013; Head & Eisenberg, 2010) have shown that many college learners take limited, low-level approaches to research assignments. The PIL studies recommend that rigorous inquiry/research instruction must be undertaken long before learners enter college. In this session, we will share how our high school uses collaborative instructional practices to meet this challenge by promoting student-centered, higher level inquiry thinking as integral parts of the senior research project. The current state of young adult inquiry skills and what constitutes critical gaps in these skills will be presented along with a model that can be used to design inquiry/research instruction in a student-centered fashion.
ACRL's new Framework for Information Literacy for Higher Education provides librarians with troublesome concepts that represent transformative learning in the students we teach. But they are just that, troublesome. How do we teach these concepts effectively within the classroom? This presentation will demonstrate how to use the Information Cycle as a idealogical framework for delivery of both the abstract conceptual idea of Format as Process, as well using this framework as a finding aid to finding aids, demonstrating to practically students what sort of information can be found where.
Bucknell librarians collaborate with faculty to develop students’ information literacy and critical thinking skills across disciplines. For the past several years, we’ve intentionally intensified and increased our interaction with first-year students to build a strong foundation in information literacy. We’ve focused on using active learning techniques to engage and guide students in learning how to learn, in gaining confidence in searching and evaluating sources, in understanding the context of various information sources, and in fostering curiosity and self-directed learning.
We’re aiming to boost our interaction with upper-level students, guiding them towards deeper learning and critical thinking within their disciplines. Targeted conversations with faculty about their expectations for discipline-specific information literacy skills have resulted in some interesting “a-ha” moments for all of us.
Today’s youth draw inspiration and entertainment from a wealth of popular culture and visual media. Comics clubs at local libraries provide creative opportunities through book discussion and instruction on traditional forms of comic book storytelling centered around their beloved manga and graphic novels. When librarians and educators help these students expand from media consumption to artistic and literary creation, intellectual property (copyrights, trademarks, and even patents) educational needs can be addressed. These lifelong competencies will build our future entrepreneurs and help them legally shape the development of their own creations.
This session will present a partnership that is intended to build a bridge between public libraries, academic libraries, and schools in intellectual property (IP) education using the appealing theme of comic books and superheroes.
By focusing on a specific collaboration between the librarian presenter and an English faculty member, this presentation will provide strategies for incorporating critical information literacy, threshold concepts, and higher order thinking into a one-shot instructional session for first-year students. The presenter will discuss the collaborative work between the instructor and the librarian leading up to the instructional session, and will break the session down into four learning outcomes. Practical methods for achieving learning outcomes will be covered, as will the larger goals associated with those outcomes. The presenter will discuss methods for assessing students' achievement of learning outcomes as well as some of the lessons learned through assessment. While this presentation focuses on a specific assignment and lesson, learning outcomes and strategies for achieving them can easily be applied to other assignments/lessons.
The Mary Kintz Bevevino Library at Misericordia University is rebooting their embedded librarianship program for the 2014-2015 academic year, with greater emphasis on faculty collaboration, librarian participation, and outcomes/assessment. This session will cover the whats, hows, and whys of embedded librarianship and encourage questions from other institutions looking to kicks start their own embedded librarian programs. Initiated with campus-wide and programmatic needs in mind prior to our 2014 review by the Middle States Commission on Higher Education, I’ll share our experiences – both positive and negative – in implementing our program so far, drawing on specific examples of collaborative efforts through a/synchronous instruction.
"“Digital curation” is certainly not a new term for librarians. Since the dawn of electronic resources, librarians have been seeking ways to collect, organize, and share digital resources with their community of users. For better or for worse, the amount of resources available on the Internet is incredibly vast and librarians find themselves becoming “digital hoarders”, bookmarking every source on a particular topic instead of working through the process of evaluating and analyzing the core purpose for storing a particular resource. While a large digital library is an asset and a necessity, imagine navigating a library pre-Dewey or Library of Congress. If the purpose of being a digital curator is to provide access to electronic materials, librarians need to make a concerted effort to better organize and present these materials in a functional way. But before “bookmarking”, “scooping”, or “pinning” that latest article, librarian’s must analyze the reason for curating the page.
Bridging the high school to college experience for young adults demands that we prepare them to skillfully manage the flow of information in their school and personal lives. The seemingly simple activity of social media curation can help our students learn and practice critical thinking, source evaluation, classification, ethical use of information, and overall digital citizenship. Pinterest, Scoopit, LiveBinders, Mentormob, Diigo, Evernote, LibGuides, Paperli, Slideshare, Twitter, YouTube… So many great social media tools are now available for curation of digital resources. Enabled by these and many other tools everyone can and should be a curator – especially our students! Social media platforms provide highly relevant environments for aggregating, evaluating, annotating and repackaging resources to meet each learner’s research needs. Curation is beginning to emerge as a centerpiece to information fluency instruction in some high schools.
We developed a Personal Librarian pilot as a means to integrate information literacy instruction into the classroom and meet Middle States requirements. Our journey was bumpy and rushed (only three months from conception to execution), and we took a few bad turns, but in the end we discovered we had successfully developed a program for English 101 that involved positive collaboration with teaching faculty, activated campus-wide clamor for Personal Librarians, and actually imparted information skills to freshmen. I will share our hits and misses and more, including integration of online tutorials with personalized instruction services.