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LOEX 2006 Presentations
Moving Targets: Understanding Our Changing Landscapes
Changing Needs of Our Users | Working with New Technologies & Environments | Making Assessment Useful | Coping with Ethical Issues | Keeping Up with Change
Changing Needs of Our Users: Research & its Impact on Information Literacy
Full DescriptionsDancing with Problem-Based Learning: The Perfect Partner
Presenter: Celita DeArmond
Effective Methods for Incorporating Problem-Based Learning into Library Instruction
Presenters: Barbara Kenney, Susan McMullen
Finding Your Inner Gamer: Adapting Instruction for Digital Natives
Presenters: Robin Ewing, Justine Martin
Hitting a Moving Target: Curriculum Mapping, Information Literacy & Academe
Presenters: Kristen A. Bullard, Diana H. Holden
Is Google God? How do students look for information today?
Presenters: Gerri Foudy, Travis Johnson
Letting Go & Starting Over: Transforming an Information Literacy Tutorial
Presenters: Steven Frye, Nikki Busch, Abbie Loomis
Lost in Translation? International Students & Non-English Information Literacy
Presenter: Ethan Pullman
Our Transition Mission: Reaching Out to the High School Community
Presenters: Ken Burhanna, Mary Lee Jensen, Barbara Schloman
What Does First-Person Shooter Have to Do With Library Instruction?
Presenters: Ann Brown, Paola Ceccarini, Cathy Eisenhower
Zeroing in on Moving Targets: Strategies for Reaching Transient Teachers
Presenters: Susan Avery, Emily Rogers
Working with New Technologies & Environments
The Begetting of Information Literacy Tutorials: Third-Wave Tutorials for the iPod Generation
Presenters: Susan Metcalf, Meg Atwater-Singer
Connecting with AIM: The Search for a Virtual Reference Niche
Presenters: Lucretia McCulley, Olivia Reinauer
Convening an Emerging Technologies Working Group in an Academic Library
Presenters: Debra Riley-Huff, Erin Ellis, Tami Albin
Grains of Learning: Learning Objects & Library Instruction
Presenter: Deborah Diller
H-ITT Me With Your Best Stuff: Implementing Classroom Response Systems
Presenter: Debbi Renfrow
How They Learn/How You Teach: Building Library Instruction Sessiosn for Multiple Learners
Presenters: Jeff Newman, Pia Russell
Impacts of Mobile Computing and Communication on Library Instruction
Presenters: Sarah Bosarge, Karen Estlund
Let the Games Begin! Changing Our Instruction to Reach Millennials
Presenters: Bee Gallegos, Tammy Allgood, Melissa Duarte
Who Put That Column in the Middle of the Room? Designing Functional, Flexible, & Forgiving Spaces for Library Instruction
Presenter: Paul Glassman
Making Assessment Useful
(Alphabetically by title)
Assessing the Foundation
Presenters: Gayla Byerly, Annie Downey
Following guidelines in the ACRL Information Literacy Competency Standards for Higher Education, librarians at the University of North Texas (UNT) have dedicated themselves to integrating library instruction into the curriculum, with the goal of establishing the roots of information literacy at the freshman level. They believe they are laying the foundation for life-long learning by teaching within the curriculum, setting the stage for student-centered learning, and providing technology competency. But are they?
To ensure that they are meeting this goal, the librarians have developed a strategy of assessment that includes pre-testing, post-testing, and "post post-testing" students using an in-house- designed, web-based software. This software requires students to perform the searching skills taught in library instruction sessions, allows them to make comments, and gauges their comfort level in approaching librarians for help. UNT’s assessment is unique; it takes advantage of new testing technologies to truly learn about students' library technology competence. Instead of reporting what they think they know students are actually performing the skills taught. This is essential because "…increasingly, information technology skills are interwoven with, and support, information literacy" (ACRL, Standards).
In their presentation, the speakers will demonstrate their assessment instrument. Current findings, that provide answers to the following, will be shared: 1) What do students know in terms of basic library and technology skills when they first start college? 2) Are some students learning more, differently, or better than others? 3) Do students understand some tools better than others? 4) Are students retaining what we are teaching?
Assessment Builds Strong Programs Eight Ways! It's Good for You!
Presenter: Tom Bickley, Kyzyl Fenno-Smith, Steve Philibosian
A team of library faculty from California State University, East Bay (CSUEB), will present an assessment-as-learning case study of an eighteen-month project which used authentic assessment practices to review curricula and strengthen teaching and learning in an established information literacy program.
CSUEB library faculty have taught a required information literacy credit course for first-year students for the past seven years. Their project provided an opportunity to learn about and apply authentic assessment across sections of the course; the project was designed to address multiple needs, including an accreditation imperative, curricular renewal, faculty development, and improved student learning. Assessment-as-learning techniques, including teacher narrative and student self-evaluation, were used to examine curriculum and assessment processes. Based on course learning objectives, the faculty developed a shared rubric to assess student portfolios and self-evaluation essays. The speakers will discuss both the methods they used to develop and vet the rubric, as well as the impact of this process on teaching and learning. This case study demonstrates how assessment-as-learning methodology was successfully used to meet the changing needs of users and better focus on curriculum, instruction, and the assessment of students’ ability to evaluate and contextualize in the research process.
Creating Avenues: Partnerships in a Changing Library Environment
Presenters: Kate Jenkins, Judy Pula
Frostburg State University’s Information Literacy Programs have been directly impacted by the mandates of the Middle States Commission on Higher Education and the Maryland Higher Education Commission. The primary goal for librarians is to assess students’ levels of learning as a result of instruction. We, at Lewis J. Ort Library, have created several assessment tools; however, there is more work to be done. First, a team of librarians will develop standard rubrics to assess information literacy as a result of instruction in English 101 classes. The second task is to implement a cyclical assessment process. Finally, assessment will be introduced for the upper-level classes targeting student learning of information fluency goals.
Assessment at Frostburg State University works well as a result of strong administrative support and faculty collaboration with librarians. Without administrative and faculty support, it would not have been possible to accomplish what has been completed so far. Stakeholders recognize that assessment is an ongoing process and is a tool to determine whether the students are indeed learning information that is articulated in the stated goals.
Participants will learn how the assessment process has been impacted by external mandates. This assessment process was further refined as a result of a general education program review at Frostburg State University. Participants will be able to see different examples of assessment tools that are currently used by librarians. The presentation will also include some discussion of similar mandates from other accreditation agencies in the United States.
Online Knowledge Surveys as a Means of Library Instruction Assessment
Steven Baumgart, Elizabeth Hassemer
In Fall 2005, the University of Wisconsin’s Memorial Library began using an in-house, online survey product to gather feedback from students before, during, and after library instruction sessions. During several sessions, the survey product was used as a medium to complete hands-on exercises. More significantly, web-based surveys were used to administer a pre- and post-knowledge survey and performance evaluation, in order to gauge the level of impact on student learning. Knowledge surveys ask students to rate their readiness to be tested on a particular learning outcome without asking them to perform the task directly; the performance evaluations correlate the students’ ability to perform tasks with their confidence levels, in order to measure actual learning. Preliminary data indicates a correlation between confidence levels and actual learning based on the learning outcomes. The purpose of both pre- and post-testing is not only to measure the level of impact, but also to tailor instruction sessions on-the-fly, based on the immediate needs of the students. Knowledge surveys are also useful tools for instructors, serving as a planning outline for the curriculum and as a means of assessing the teacher’s effectiveness.
In this session, the presenters will demonstrate the use of the online survey product as a new technology in library instruction assessment. They will discuss the uses of a web-based survey, including the administration of a knowledge survey. In addition, they will discuss the development of a knowledge survey as it relates to learning outcomes and instructional goals for library sessions.
Coping with Ethical Issues
Exploring the Librarian's Role in Promoting Academic Integrity on Campus
Presenters: Candice Benjes-Small, Eric Ackermann, Kevin Tapp
A Tutorial With a Twist: How Plagiarism Advances Library Instruction
Presenters: Sandra Hussey, Mark Jacobs
Using Scenarios to Teach Undergraduates About Copyright, Fair Use, & Plagiarism
Presenters: Susan Ariew, Heather Runyan
Keeping Up with Change
Creativity & Personalization: Freshman Orientation for the Millennial Generation
Presenters: Ann Wheeler, Pam Harris
Myspace & Facebook: Reaching Our Students with Their Technology of Choice
Presenters: Yvonne Meulemans, Melanie Chu
Research on the Road
Presenters: Consuela Cline, Russell Palmer
Staying au courant: Resources for Instruction Librarians
Presenter: Jana Varlejs
