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Inquiry and Research: a Relational Approach in the Classroom
Call Number: 001.40711 REAL
Publication Date: 2018-12-01
In our technology-saturated world, all the answers we seek are at our fingertips. Right? Though students might think so, educators know otherwise. But beyond merely helping students find answers to questions, information literacy instruction ought to ignite within students a spirit of inquiry: a discerning curiosity that will spur them to dig deeper when conducting research. Here, Reale outlines such an approach. Showing how to deprioritize tools-based research in favor of encouraging critical thinking, in this book she
-- demonstrates why inquiry is the first step towards deep learning, and why it should begin with asking the right questions rather than finding the right answers;
-- presents strategies for viewing curiosity as a process;
-- shares methods and techniques that will kindle a spirit of inquiry, from discussion questions and reflective journals to one-on-one consultations and classroom workshops;
-- shows how I-Search assignments can offer students valuable guidance and encouragement to think; and
-- discusses how collaboration and communication with faculty can help lead to information literacy instruction that focuses on the conceptual rather than tools.
Filled with numerous examples of inquiry in action drawn from Reale’s own experiences, her book can be a catalyst for cultivating curiosity and enthusiasm in student researchers.
Critical Approaches to Credit-Bearing Information Literacy Courses
Call Number: 028.7071 CRIT
Publication Date: 2019-02-01
Critical librarianship understands the work of libraries and librarians to be fundamentally political and situated in systems of power and oppression. This approach requires that information literacy instruction expand its scope beyond straightforward demonstrations of tools and search mechanics and towards more in-depth conceptual work that asks questions about, among other things, the conditions of information production, presumptions of neutrality, and institutionalized oppression.
It is vital that information literacy instruction examine the political, social, and cultural dimensions in which information is created and acknowledge that students bring a lifetime of rich experience into the classroom. This fundamentally critical work should manifest in library instruction in two ways: critical pedagogy, which examines how we teach, and critical information literacy, which generally examines what we teach.
Critical Approaches to Credit-Bearing Information Literacy Courses includes chapters that examine how both critical pedagogy and critical information literacy are applied throughout a credit-bearing course as well as in specific lesson plans. The ideas explored in this book can be adapted for a variety of class and course lengths and for a range of students, from first-year undergraduates to doctoral students. Chapters include case studies of how information literacy courses can respond to preconceptions and unexamined ideologies students may bring to the course; explorations of marginalized knowledge and racial bias and justice in the information literacy course; individual lessons or sets of lessons situated within the larger course context; and reflections on the process of developing a more critical approach. Critical Approaches to Credit-Bearing Information Literacy Courses can provide valuable strategies for those just starting to adopt a critical approach as well as new perspectives for those with more experience in this area.
Motivating Students on a Time Budget: Pedagogical Frames and Lesson Planes for In-Person and Online Information Literacy Instruction
Call Number: 027.70973 MOTI
Publication Date: 2019-02-01
As librarians, we often find ourselves outside the traditional structure of our education system. Time limits add another layer of complexity; how can we motivate students to learn when we only see them for an hour or two?
Motivating Students on a Time Budget begins with a section of research-based, broad-level considerations of student motivation as it relates to short-term information literacy instruction, both in person and online. It then moves into activities and lesson plans that highlight specific motivational strategies and pedagogies: Each encourages the spirit of play, autonomy, and active learning in a grade-free environment. Activities and plans cover everything from game-based learning to escape rooms to role playing to poetry, and are thoroughly explained to be easily incorporated at your campus.
While librarians have made great strides in integrating information literacy into long-term curricula, many of us have only one class session to make a difference. Consideration of human motivational strategies can have a profound effect on our attitude toward and approach to learners and, ultimately, on their levels of engagement, satisfaction, and success. The techniques outlined in Motivating Students on a Time Budget can help you feel empowered to use motivation research to meet your students where they are intellectually and emotionally, and empower and inspire them to cross conceptual thresholds critical to information interpretation and use.
Framing Information Literacy: (PIL#73): Teaching Grounded in Theory, Pedagogy, and Practice (6 volume set)
Call Number: 028.7071 FRAM
Publication Date: 2018-05-01
Many librarians struggle with the best methods, activities, and practices for teaching information literacy. Developing learning outcomes and activities, overcoming student and faculty apathy toward information literacy instruction, and meeting instructional and institutional goals can be difficult if you’re feeling overwhelmed with instructional jargon, or uncertain in your teaching due to no formal training.
Framing Information Literacy: Teaching Grounded in Theory, Pedagogy, and Practice is a collection of lesson plans grounded in theory and the ACRL Framework for Information Literacy for Higher Education. 52 chapters over six volumes provide approachable explanations of the ACRL Frames, various learning theory, pedagogy, and instructional strategies, and how they are used to inform the development of information literacy lesson plans and learning activities. Each volume explores one frame, in which chapters are grouped by broad disciplinary focus: social sciences, arts and humanities, science and engineering, and multidisciplinary. Every chapter starts with a discussion about how the author(s) created the lesson, any partnerships they nurtured, and an explanation of the frame and methodology and how it relates to the development of the lesson, and provides information about technology needs, pre-instruction work, learning outcomes, essential and optional learning activities, how the lesson can be modified to accommodate different classroom setups and time frames, and assessment.
The six volumes of Framing Information Literacy aim to address the teaching anxiety and insecurity librarians often experience by offering narratives with the lesson plans that provide insight into the work involved in developing a polished lesson plan; begin filling the teaching and learning knowledge gap for librarians in the context of information literacy, capturing the knowledge and practice of fifty-eight teacher librarians and five teaching faculty from forty-one institutions for others to incorporate and build upon; and to explore how teacher librarians use the ACRL Framework in conjunction with educational theory and pedagogy to help readers form their own approaches to teaching information literacy.
Each volume contains the table of contents and index for the entire set, as well as an overarching introduction and conclusion, for easy cross-referencing across volumes. Explore your favorite frame, or collect them all!
Metaliterate Learning for the Post-Truth World
Call Number: 028.7071 META
Publication Date: 2019-01-01
Metaliteracy, Jacobson and Mackey’s revolutionary framework for information literacy, is especially well suited as a tool for ensuring that learners can successfully navigate the proliferation of fake news, questionable content, and outright denialism of facts in today’s information morass. Indeed, it is starkly evident that the competencies, knowledge, and personal attributes specific to metaliterate individuals are critical; digital literacy and traditional conceptions of information literacy are insufficient for the significant challenges we currently face. This book examines the newest version of the Metaliteracy Goals and Learning Objectives, including the four domains of metaliterate learning, as well as the relationship between metaliteracy and the ACRL Framework for Information Literacy for Higher Education. Featuring contributions from a variety of information literacy instructors, educators, librarians, and faculty, the chapters in this book
-- discuss the social, political, and ethical dimensions of information creation, distribution, and use;
-- use case studies to demonstrate how metaliteracy guides learners to read online information with a critical eye, apply metacognitive thinking to the consumption of all information, and make purposeful and responsible contributions to the social media ecosystem as active participants;
-- examine when images are taken out of context and paired with misleading text, a prevalent feature of the misinformation frequently shared via social media; and
-- situates metaliteracy in such contexts such as the academic library, a science class, fiction writing, digital storytelling, and a theater arts course.
Metaliteracy is a powerful model for preparing learners to be responsible participants in today’s divisive information environment, and this book showcases several teaching and learning practices that have already proven effective.
Literacy Engagement through Peritextual Analysis
Call Number: 370.152 LITE
Publication Date: 2019
Published in partnership with National Council of Teachers of English (NCTE)
Paying attention to subtext is a crucial component of literacy. However, the concept of peritextual analysis takes such examination much further, teaching readers how to evaluate information and sources using elements that precede or follow the body of the text. A work’s Preface, Afterword, index, dust jacket, promotional blurbs, and bibliography are only some of the elements that can be used to help readers connect with and understand the main text. Speaking directly to librarians and educators working with K-16 students, this important book
-- outlines the Peritextual Literacy Framework and explains its unique utility as a teaching and thinking tool;
-- defines components such as production elements, promotional elements, navigational elements, intratextual elements, supplemental elements, and documentary elements, offering examples drawn from both print and non-print texts;
-- presents several case studies showing peritextual analysis in action, ranging from young adult nonfiction in the classroom to strengthening students’ visual literacy skills by critically comparing and contrasting two graphic novel covers; and
-- examines how the functions of peritext and the Peritextual Literacy Framework exist within online news articles, film and media packaging, and other non-print texts.
The creative and engaging approaches to providing, highlighting, and teaching the peritext of a text showcased in this collection will help students learn how to judge a book by its cover ... and everything else.
Lessons Inspired by Picture Books for Primary Grades
Call Number: 025.54 SCHL
Publication Date: 2018-12-01
Drawing on compelling picture books that can be used to directly support the AASL National School Library Standards for Learners, School Librarians, and School Libraries, this ready-to-go toolkit of lessons, worksheets, anchor charts, assessments, and rubrics is specifically designed to build learner competencies while examining big ideas inspired by picture books. An invaluable timesaver, this resource provides
-- 21 lesson units that cover the six Shared Foundations, each utilizing a formatted template that’s easy to follow and incorporates the four Domains (Think, Create, Share, Grow);
-- a picture book synopsis for each unit, followed by lesson objectives, essential questions, materials, and duration;
-- worksheets, anchor charts, and exit slips tailored for each picture book and lesson;
-- “Quick Tips” that offer helpful ideas and suggestions to consider during the lesson; and
-- an appendix that includes rubrics to facilitate assessment in all six foundations.
With this resource in hand, learners and educators alike will think, create, share, and grow as they work together to meet the AASL Standards.
Library Service and Learning: Empowering Students, Inspiring Social Responsibility, and Building Community Connections
Call Number: 027.7 LIBR
Publication Date: 2018-11-01
Service and community-based learning is one of several high-impact educational practices identified by George Kuh and the Association of American Colleges & Universities, and is increasingly seen as a vital part of the undergraduate experience. Classroom work is shifting to include more activities that are relevant to future careers, include action, and develop agency in students. Colleges and universities are actively promoting this work by including it in strategic plans, creating high impact practice-themed faculty development programs and initiatives, and offering grant funding to support their development.
Divided into three comprehensive sections—Library and Information Literacy Credit-Bearing Courses or Sponsors of Undergraduate Community-Based Research; Library Support for Courses with Applied Service-Based Projects in the Disciplines; and Library as Location for Student-Led Educational Outreach Events and Projects—Library Service and Learning is a collection of case studies written by librarians, university faculty, and students who have successfully employed service-based or experiential learning experiences for students in higher education. Chapters include classes or programs that have been taught by or developed in collaboration with librarians and examine information literacy-related outcomes, utilize library resources, and/or take place in library facilities. Each chapter describes activities, motivations, curriculum materials, and outcomes, and appendices include assignments, rubrics, and other materials that enable you to replicate and adapt the activity to your own needs.
Today’s students want to work in groups, apply what they learn to real-life problems, and work in environments that are relevant and participatory. The active teaching techniques in Library Service and Learning help build community, are relevant to students’ current lives and future career goals, and allow them to work together to solve real problems and shape their own successful and empowering learning.
How to Teach: A Practical Guide for Librarians, Second Edition
Call Number: 028.7071 CRAN
Publication Date: 2017-09-01
How to Teach: A Practical Guide for Librarians is designed for librarians and other educators who must instruct library patrons on subjects ranging from research skills to understanding and using electronic tools to providing self-paced instruction. This book provides public, academic, school, and special librarians with practical applications based on theoretical approaches to adult learning; instructional design principles to help them plan, deliver, and assess learning; examples and model lessons illustrating face-to-face instruction and online training; and descriptions and step-by-step instructions showing them how to create self-paced materials to complement their teaching. Ready-to-use, customizable worksheets; handouts; and evaluation forms serve as models. Exercises in each chapter reinforce its content. URLs identify additional ideas and materials from librarian colleagues to enhance teaching.
Instructional Design Essentials: A Practical Guide for Librarians
Call Number: 025.56 CORD
Publication Date: 2018-05-22
Whether you are teaching a single lesson, designing self-guided resources, or developing an entire information literacy course, Instructional Design Essentials: A Practical Guide for Librarians provides a practical blueprint to understanding the theory, concepts, tools, and strategies for analyzing learner needs; designing and implementing systematic instruction; and conducting assessment in face-to-face and online library learning environments.
A one-stop guide for library teaching, Instructional Design Essentials provides real-life examples and documents, professional insight from teaching librarians and instructional designers, and templates and exercises designed to increase library instruction effectiveness for teaching librarians and staff at all experience levels
Call Number: 027 GONZ
Publication Date: 2018-10-01
The College Library Information on Policy and Practice (CLIPP) publishing program, under the auspices of the College Libraries Section of the Association of College and Research Libraries, provides college and small university libraries analysis and examples of library practices and procedures.
In six sections—Introduction, Literature Review and Bibliography, Analysis and Discussion of Survey Results, CLIPP Survey with Results, Additional Resources, and Sample Documents—Institutional Repositories focuses exclusively on institutional repositories at colleges and small universities by collecting relevant survey data about the planning, funding, staffing, and implementation of repositories at these institutions, as well as documentation on best practices, policies, guidelines, and other information germane to the deployment of an institutional repository in an environment focused primarily on teaching.
Where the repositories of research universities tend to focus on the work of faculty and researchers within the institution’s community and provide access to their accumulated preprints, post-prints, datasets, and other research output, the repositories at smaller institutions often feature student theses and dissertations, honors papers and capstone projects, courseware and other teaching materials, student and faculty published journals, archival materials, and other content that better reflects the teaching and student-focused missions common at smaller schools. Institutional Repositories collects some of the techniques and solutions unique to their size that colleges and small universities have found, including shifting the focus of collection to student research, joining other schools in consortiums to offset costs, creative combinations for staffing, and creating new methods for increasing faculty participation.
The Globalized Library: American Academic Libraries and International Students, Collections, and Practices
Call Number: 027.70973 GLOB
Publication Date: 2018-12-01
Many academic institutions count internationalization among their most important strategic goals and priorities: To be competitive, colleges and universities need to produce globally conscious graduates and assert their influence in areas of research and funding. As the center of campus life, academic libraries are integral partners to their institutions’ missions and goals and are deeply involved in all aspects of the globalization efforts on their campuses. Libraries continue to develop innovative approaches to welcoming and educating diverse student bodies and supporting faculty research and teaching, and are delving into new areas and crafting programs that utilize new approaches, technologies, and pedagogies.
In five sections—Information Literacy; Outreach & Inclusion; Collections & Digital Humanities; Establishing Libraries & Services Abroad; and Career & Professional Development—The Globalized Library collects chapters from practitioners across North America detailing how their work has become globalized and demonstrating new ways to address language and cultural differences, the international purchase and processing of materials, professional development and growth of librarians, and information literacy needs of students from all over the world. It explores ways to provide support to students studying abroad, create online teaching tools, establish American-style libraries at satellite campuses, and leverage campus partnerships to create specifically designed programs and learning opportunities for international students, making a huge difference in the success and retention of a diverse student body.
Academic institutions have an obligation to help all students succeed academically and become information-literate citizens of the world. The needs and stresses of globalization on American campuses will only continue to grow following the trends of American society. The Globalized Library provides new and innovative ideas to those who are embarking on some of these services and hopes to begin a broader national conversation on this work among library professionals.
Scholarship in the Sandbox: Academic Libraries as Laboratories, Forums, and Archives for Student Work
Call Number: 027.7 SCH
Publication Date: 2019
Students are emerging scholars whose work should be recognized and shared along with work created by established scholars. Libraries are actively engaged with student-created content and encourage students to see themselves as producers, not just consumers, of information. By shifting priorities, libraries should include student-created content in their spaces, and become participants in high-impact educational practices, increasing student investment in their learning, their engagement with scholarship at the institutional level, and their success and retention. These new priorities also open the library to new campus partnerships, making student scholarship and content a common goal.
Scholarship in the Sandbox is broken into four sections—Library as Laboratory, Library as Forum, Library as Archive, and Articulating the Value of Student Work—containing case studies and discussions from diverse perspectives including students, classroom professors, academic staff, and librarians from across North America. These studies address the innovative ways that libraries are actively occupying more central space on campus as practical laboratories outside of the classroom. Authors describe efforts to curate student work, explore intellectual property issues, and provide tips for promoting and preserving access to this production through new programming and services that affirm libraries’ roles in intellectual processes. They demonstrate collective learning in a sandbox environment where the answers are far less important than the multiplicity of prospective solutions, and present several models for providing a supportive environment in which students, teaching faculty, and librarians can practice, explore, fail at, and refine their academic work through collaboration.
Whether students share their scholarly production with their professors on library platforms via blogs, performances, repositories, zines, makerspaces, galleries, or spect-acting, the experience is transformative because production ties classroom learning into research and practice done outside of the classroom. This enables students to employ their own academic or creative practices, establish stronger footholds in their disciplines, prepare for a career, and publicly display competence. Scholarship in the Sandbox provides multiple ways that the library can support experimentation, productive failure, and amazing successes outside of our traditional roles of teaching and providing access to resources.
Transforming Libraries to Serve Graduate Students
Call Number: 025.5 TRAN
Publication Date: 2018-10-01
Graduate students are critical stakeholders for academic libraries. As libraries continue to reinvent themselves to remain relevant, spaces, services, and instruction targeted specifically for the needs of the graduate student community are essential.
Transforming Libraries to Serve Graduate Students is a practical atlas of how librarians around the world are serving the dynamic academics that are today’s graduate students. In four sections—One Size Does Not Fit All: Services by Discipline, Degree, and Delivery Method; Librarian Functions and Spaces Transformed to Meet Graduate Students’ Needs; More Than Just Information Literacy: Workshops and Data Services; and Partnerships—readers will discover a plethora of programs and ideas gleaned directly from experienced librarians working at some of the top academic institutions, and explore the power of leveraging their library initiatives through partnerships with other university units.
According to the National Center for Education Statistics, graduate students have comprised between 14 and 15 percent of all students enrolled in higher education since 2000, and are expected to exceed 3,300,000 students in 2020. While the traditional graduate student starting their fifth consecutive year of study still populates university campuses, graduate students also include seasoned professionals seeking an advanced degree to further career goals, career changers, international students, and online-only students. Each grad student comes with their own levels of expertise, challenging librarians to provide targeted help aligned with the expectations of their specific program of study. Transforming Libraries to Serve Graduate Students incorporates the experiences of librarians from across the United States, Canada, and Europe into thirty-four chapters packed with programs, best practices, and ideas readers can implement in their own libraries.
Academic Libraries for Commuter Students: Research-Based Strategies
Call Number: 027.7 ACAD
Publication Date: 2018-03-01
Did you know that more than 85% of U.S. undergraduates commute to college? Yet the literature geared to academic libraries overwhelmingly presumes a classic, residential campus. This book redresses that imbalance by providing a research-based look at the specific academic needs of commuter students. Edited by a team of librarians and anthropologists with City University of New York, the largest urban public university in the U.S, it draws on their ongoing research examining how these students actually interact with and use the library. The insights they’ve gained about how library resources and services are central to commuter students’ academic work offer valuable lessons for other institutions. Presenting several additional case studies from a range of institution types and sizes, in both urban and suburban settings, this book provides rigorous analysis alongside descriptions of subsequent changes in services, resources, and facilities. Topics include
-- why IUPUI interior designers decided to scrap plans to remove public workstations to make way for collaborative space;
-- how ongoing studies by University of North Carolina anthropologist Donna Lanclos shaped the design of the Family Friendly Library Room, where students may bring their children;
-- ways that free scanners and tablet lending at Brooklyn College supports subway studiers;
-- ideas from students on how best to help them through the use of textbook collections;
-- using ACRL’s Assessment in Action model to learn about student engagement and outcomes with library instruction at a community college; and
-- guidance on enlisting the help of anthropology students to conduct interviews and observations in an ethnographic study.
With its emphasis on qualitative research, this book will help readers learn what commuter students really need from academic libraries.
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